Minimum Wage History Repeats Itself Essays - Economy,

Minimum Wage: History Repeats Itself Affecting not only Bakersfield in particular, minimum wage is a terrible solution to a simple problem that has repeated itself since the first minimum wage recorded in 1938. Minimum wage is the absolute minimum monetary value a company is legally obligated to pay their employees. This minimum amount is relative to the state and in some cases to cities within the states. In the state of California, the current minimum wage is $10.50 per hour and it is expected to change to $11.00 by January 2018. Since 1938, the minimum has been increasing in order to combat the gap between the lower class and the rest of the population, but "raising the minimum wage will not close the gap between higher-paying and lower paying jobs" (par 7). People want to earn more, but every action has an equal or opposite reaction. Rising the pay will not bring people out of low income, in fact it could make the complete opposite happen: "Over the late 2000's, the average effective minimum wage rose by 30 percent across the United States. We estimate that these minimum wage increases reduced the national employment-to-population ratio by 0.7 percentage point" (Jeffrey Clemens, Michael Wither). On paper, 0.7 percentage might seem like a low number, but it is equal to 1.4 million jobs. History repeats itself, people want "one more dollar" every time the minimum wage is increased, and every time the outcome is the same. It is not logical for prices to increase due to competition in a free market; prices have continued to rise over the years. The demand for more money for less work has forced economists in the government to raise the minimum wage many times throughout time. A raise in the minimum wage will raise prices for consumers, resulting in yet another need to raise in the minimum wage. Research and Findings Set a single minimum wage and leave it alone. Many countries around the world has set their national minimum wage to a certain amount and none has failed. Most if not all of these economies have matured and molded to the minimum wage, allowing for the market to develop with it and create a natural equilibrium in all sections. According to Luke Ryan in his article titled "Australia shows why raising the minimum wage doesn't always fix poverty", "The Australian minimum wage is only 43% of the average full-time wage, [...] In the United States that ratio is 27% "(Ryan). The minimum wage does not have to increase in order to create equilibrium between those getting paid above minimum wage and those who don't. Though the statistics may seem counter to the statement, it has been noted by Ryan that the US economy "... puts a single parent on the minimum wage solidly below the poverty line." (par 8). Australia overcame the need to adjust minimum wage every year, and the ir economy balanced out at nearly 50% of their population at exactly minimum wage. Note that if the minimum wage is $10.00 an hour, an individual earning $10.50 in no longer part of the 50%. This ratio is true for all countries researched that has implemented a single minimum wage that has not been altered since then. The obvious solution for the United States' dysfunctional and demanding minimum wage is to simply allow their free market to mold and adjust around a set variable, only then the economy will find an equilibrium and a rise in minimum wage will not even be a subject to debate any longer. Solution 2 Encourage people to consider the minimum wage what it is supposed to be; the lowest possible income for a single individual to survive. People have gotten the wrong idea of what minimum wage is. Society relies on minimum wage as a full-time income to support themselves and often time their dependents. They believe that by raising the minimum wage they can finally break through the barrier of poverty, when they are actually encouraging inflation. Inflation will not only hurt the economy, but it will hurt the same individuals it aims to aid. This will force employers to either lower the work force or increase prices which

CHANGING WOMANS ROLE DURING COLD WAR AND NOW essays

CHANGING WOMAN'S ROLE DURING COLD WAR AND NOW essays Women are often defined by their ability to successfully juggle a career and family life. This fact is evidenced by the film Mildred Pierce. Though women's roles have changed significantly over the last several decades, certain facts related to women's roles remain the same. This includes society's vision of woman as a duplicitous creature; one that should be able to manage professional and personal aspirations with equal success and finesse. She is measured by society based on her ability to manage each of these roles successfully, despite trends in society that do not support a woman's role in neither the home nor the workplace to any great degree. Women have faced an upward battle defining their roles over the last several decades. These ideas and more related to the changing roles of women over the last 40 years are analyzed and described in greater In the movie Mildred Pierce Joan Crawford plays a woman who is divorced and ends up in a twisted tangle when her daughter becomes a miscreant Mildred's newfound success in the business world represents the beginning force in a long drive for women aspiring to become equal and even surpass the status of men in the working world, becoming creatures whose roles are defined by their success in business as well as their role as caretaker. Mildred fights against the stereotypical role woman has taken on in society, by establishing herself as an entrepreneur, taking a new lover, buying a car and creating a successful life for herself. This trend toward women aspiring to beat down traditional role stereotypes to become independent and successful yet still maintain a handle on their role as mother has continued for many years. Though women in many instances are still not represented entirely as equals in the business world, this movie portrayed the existing impetus and a lot of the momentum that lie behind much of the women's movements t...

French Revolution of 1789 - Timeline

French Revolution of 1789 - Timeline Our narrative history for this period begins here. 1789 January January 24: The Estates General is officially summoned; election details go out. Crucially, no one is really sure how it should be formed, leading to an argument over voting powers. January - May: The Third Estate politicises as cahiers are drawn up, political clubs form and discussion takes place both verbally and through pamphleteering. The middle class believe they have a voice and intend to use it. February February: Sieyes publishes What is the Third Estate? February - June: Elections to the Estates General. May May 5: The Estates General opens. There is still no decision on voting rights, and the third estate believe they should have more of a say. May 6: The Third Estate refuses to meet or verify their election as a separate chamber. June June 10: The Third Estate, now frequently called the Commons, gives an ultimatum to the other estates: join in a common verification or the Commons would go on alone. June 13: A few members of the First Estate (priests and clergy) join the Third. June 17: The National Assembly is proclaimed by the former Third Estate. June 20: The Tennis Court Oath taken; with the National Assemblys meeting place closed in preparation for a Royal Session, the deputies meet at a tennis court and swear not to disband until a constitution is established. June 23: The Royal Session opens; the King initially tells the estates to meet separately and introduces reforms; the deputies of the National Assembly ignore him. June 25: Members of the Second Estate begin to join the National Assembly. June 27: The king gives in and orders the three estates to unite as one; troops are called to the Paris area. Suddenly, there has been a constitutional revolution in France. Things would not stop here. July July 11: Necker is dismissed. July 12: Revolt begins in Paris, caused in part by Neckers dismissal and the fear of royal troops. July 14: The storming of the Bastille. Now the people of Paris, or the mob if you prefer, will start to direct the revolution and violence will result. July 15: Unable to rely on his army, the King gives in and orders troops to leave the Paris area. Louis does not want a civil war, when that might be all that would save his old powers. July 16: Necker is recalled. July - August: The Great Fear; mass panic across France as people fear a noble led backlash against their anti-feudal demonstrations. August August 4: Feudalism and privileges are abolished by the National Assembly in perhaps the most remarkable evening in Europes modern history. August 26: Declaration of the Rights of Man and the Citizen published. September September 11: The King is granted a suspensive veto. October October 5-6: Journee of 5-6 October: the King and the National Assembly move to Paris at the behest of a Parisian mob. November November 2: Church property is nationalised. December December 12: Assignats are created. 1790 February February 13: Monastic vows banned. February 26: France divided into 83 departments. April April 17: Assignats accepted as currency. May May 21: Paris is divided into sections. June June 19: Nobility is abolished. July July 12: The Civil Constitution of the Clergy, a complete restructuring of the church in France. July 14: Feast of the Federation, a celebration to mark one year since the fall of the Bastille. August August 16: Parlements are abolished and the judiciary reorganised. September September 4: Necker resigns. November November 27: The Oath of the Clergy passed; all ecclesiastical office holders must swear an oath to the constitution. 1791 January January 4: Last date for clergy to have sworn the oath; over half refuse. April April 2: Mirabeau dies. April 13: The Pope condemns the Civil Constitution. April 18: The King is prevented from leaving Paris to spend Easter at Saint-Cloud. May May: Avignon is occupied by French forces. May 16: Self-Denying Decree: National Assembly deputies cannot be elected to the Legislative Assembly. June June 14: Le Chapelier Law stopping workers associations and strikes. June 20: Flight to Varennes; the King and Queen attempt to flee France but only get as far as Varennes. June 24: Cordelier organises a petition stating that liberty and royalty cannot co-exist. July 16: The Constituent Assembly declares that the king was the victim of an abduction plot. July 17: Massacre at the Champs de Mars, when National Guard open fire on republican demonstrators. August August 14: Slave rebellion begins in Saint-Domingue. August 27: Declaration of Pillnitz: Austria and Prussia threaten to take action in support of the French king. September September 13: The King accepts the new constitution. September 14: King swears the oath of allegiance to the new constitution. September 30: The National Assembly is dissolved. October October 1: The Legislative Assembly convenes. October 20: Brissots first calls for war against the à ©migrà ©s. November November 9: Decree against the à ©migrà ©s; if they do not return they will be considered traitors. November 12: The King vetoes the à ©migrà ©s decree. November 29: Decree against refractory priests; they will be considered suspects unless they take a civic oath. December December 14: Louis XVI requests the Elector of Trier disperse à ©migrà ©s or face military action. December 19: The King vetoes the decree against refractory priests. Back to Index Page 1, 2, 3, 4, 5, 6

Duty to Warn and to Protect Essay Example | Topics and Well Written Essays - 1750 words

Duty to Warn and to Protect - Essay Example Some individuals may cause harm to themselves while other may be dangerous to other people. In any case, it is the job of a therapist to make sure that a person copes with the personal crisis and carries on happy and productive life. For the purposes of this paper, one should imagine the following scenario. The author will be a therapist that has a patient. The latter tends to be distressed. He is a white male in his mid-twenties, experiencing a personal crisis: he wants to find a girl who will ultimately become his wife, but he simply can not, not matter how hard he tries. His inability to cope with this problem causes him to experience severe stress. There are two ways that he deals with it: on the one hand, he spends much time in the bed, waiting for the feelings that tear his soul to go away; on the other hand, he recently started thinking about hurting other people. The latter thoughts are very rare and the subject clearly acknowledges that they are wrong. However, he admits that there are times when he looses control over his actions. To begin with, it may be important to identify the legal issues that this case holds. Thus, the therapist is made aware of the violent intentions of his client. The latter said several times that hurting others will allow him to release the stress. The subject is well educated person with a stable income with no legal history. Other than during the session he acts cheerfully and assertive. It is highly likely that he will be able to buy a gun if he wants to. With all this in mind, the therapist is faced with a possibility that his client might start a shooting spree. That is why it is the legal obligation of the former to inform law enforcing agencies that there is a subject in the area that experiences a personal crisis and made a clear statement of possible intentions of hurting others because of that. There is also an

Adolescence as Depicted in Clueless Case Study Example | Topics and Well Written Essays - 1000 words

Adolescence as Depicted in Clueless - Case Study Example Puberty denotes two main types of physical development which mark the transition towards young adulthood. The first physical development involves a dramatic increase in weight and height, muscle content, and body fat. The second physical development involves a change in reproductive organs and the presence of secondary sexual characteristics such as body and facial hair, and growth of breast. Cher Horowitz manifests medium-sized breast and wide hips, which are proportional to her slender physique. Her facial features also present adult proportions as she exhibits enlarge lips, prominent jaw, and protruding forehead. Kyle (2007) stresses that it illustrates physical changes experience by adolescents aged 14 to 16 years. Kyle further reiterated that female adolescents aged 14 to 16 years-old reached peak weight and heights manifest an increase in muscle mass, hip breadth, chest, and shoulder. Cher Horowitz exhibits on-time physical developments.  Puberty denotes two main types of phy sical development which mark the transition towards young adulthood. The first physical development involves the dramatic increase in weight and height, muscle content, and body fat. The second physical development involves a change in reproductive organs and the presence of secondary sexual characteristics such as body and facial hair, and growth of breast. Cher Horowitz manifests medium-sized breast and wide hips, which are proportional to her slender physique. Her facial features also present adult proportions as she exhibits enlarge lips, prominent jaw, and protruding forehead. Kyle (2007) stresses that it illustrates physical changes experience by adolescents aged 14 to 16 years. Kyle further reiterated that female adolescents aged 14 to 16 years-old reached peak weight and heights manifest an increase in muscle mass, hip breadth, chest, and shoulder. Cher Horowitz exhibits on-time physical developments.   Adolescents continue to develop their fine and gross motor skills. The former pertains to movements that require dexterity and precision, while the latter refers to movements of major parts of the body or the whole body. Cher Horowitz’s abilities to dance and drive the manifest increase in gross motor skills. Meanwhile, her ability to use the cellular phone, write legibly and manipulate objects represents an improvement of fine motor skills. Cher Horowitz can be classified into the preoperational stage of Piaget’s cognitive developmental theory. Maturation serves as a driving force for the individual’s development. The preoperational stage involves the application of logical principles acquired in the concrete operational stage into abstract and hypothetical situations. Cher sought to lead a meaningful life throughout the film. She chose to concentrate on doing good deeds instead of focusing merely on her popularity. The last part of the film exhibited how she volunteered in the relief efforts of the school to live a meaningful li fe.  

Comparing Oedipus Rex and King Lear Essay -- comparison compare contra

Comparing Oedipus Rex and King Lear   Ã‚   Oedipus Rex and King Lear are, as their titles announce, both about kings. These two plays are similar in theme and in the questions they pose to the audience. The kings in each play both fall from the pinnacle of power to become the most loathed of all classes in society; Oedipus discovers that he is a murderer and committer of incest, and Lear becomes a mad beggar. Misjudgments occur in both plays, and the same questions about the gods, fate, and free will are posed. In spite of these similarities, however, the final effects of these two plays differ greatly.    For me, as I read Oedipus Rex again this fall, I experienced a sensation nearly of agony. Because I had already known the myth as well as read the play, I was in the Greek's position of foreknowledge. This caused me to feel acutely the irony of Oedipus' confident declarations that the murderer of Laius should be "driven from every house, / Being, as he is, corruption itself to us," and again on the next page,    As for the criminal, I pray to God- Whether it be a lurking thief, or one of a number- I pray that that man's life be consumed in evil and wretchedness. And as for me, this curse applies no less If it should turn out that the culprit is my guest here, Sharing my hearth. (13-14)    Oedipus has absolutely no idea that the murderer he is denouncing so vehemently is, in fact, himself. The fact that the reader knows that, and he does not, becomes increasintly painful, especially in the line where Oedipus says, "And as for me, this curse applies no less...." Oedipus means only that he will not protect the guilty, even under the constraints of hospitality; he has absolutely no ... ...n has already occurred, is concentrated fully on them. King Lear comes to a much more acceptable resolution.    At the end of Oedipus Rex, I felt nothing but relief that the worst was finally over. King Lear also made me sigh heavily with relief, but it was more cathartic than the other. There is less agony in the experience of the play, and the ending is more resolved. While Sophocles leaves the audience with a burden of unresolved issues, Shakespeare, though not resolving them, makes them less cumbersome. In this way, King Lear, though no less a tragedy than Oedipus Rex, seems less ponderous and sad.   Works Cited: Shakespeare, William. King Lear. Ed. Russell Fraser. Newly revised ed. New York: Penguin Group, 1998. Sophocles. "Oedipus Rex." Trans. Dudley Fitts and Robert Fitzgerald. The Oedipus Cycle. New York: Harcourt Brace and Company, 1939.

Desensitization and Media Violence

Discuss the relationship between violence in the media violence in the society. Does violence in the media make people more tolerant of violence in the society? Also, does violence in the media cause people to behave violently? The impact of violence in the media relating to the society is an intense topic discussed in this century. Gerbner defined violence as â€Å"a threat or use of physical force, directed against the self or others in which physical harm or death is involved† (cited in Giddens, 2006, p. 610).The media includes different means of communication, such as television, radio, newspapers, video games; internet etc. People make use of media as a source of information, entertainment and leisure activity (Brown, 2005, p. 161). According to O’Donnell (2005), the two main roles of the media are to make profit in terms of money and promote particular ideology. The information that people see, hear or read has great influence on people’s identities, values and interests. It also affects the way people think and act regarding particular issues based on the â€Å"provided† evidence (Brown, 2005,p. 62). However, people have ability to evaluate and decide what they hear, see or read based on their social experiences, ethnic origin, social class and gender (Brown, 2005, p. 185). Now, the questions arise as, what is the relationship between media violence and the violence in the society? Whether media violence cause people to behave violently or it desensitizes people? Throughout this century, sociologists and researchers have examined these issues and have attempted to explain or disprove it using different theories and researches.In the first place, the media plays great role in shaping values, attitudes and behaviour through norm setting agenda. It reinforces conformity to social norms and discourages non-conformist behaviour (Brown, 2005, p. 169). It also provides other information that the society feels important like weather a nd health. However, conflict approach declares that the media controls ideas and thoughts of the society through agenda setting and gate keeping (Brown, 2005, p. 169). In addition to that, the media used to enlarge the news of crime and violence to keep people occupied with these issues.For example, attacks older people, stabbing, raping and gang fights get over reported (Brown, 2005,p. 182). Thompson’s theory of audience models stated that interaction between media and people is â€Å"mediated quasi-interaction† which means there is no face to face or direct connection. So, it leaves the viewers in a discussion of unanswered questions. This promotes ideology and influence of what media wants on people (Giddens, 2006, p. 604). The gratification model audience uses the media for what they want and ignore the rest.Instead, hypodermic model audience what they hear, see or read without thinking about it (Giddens, 2006, p. 608&609). So, physically or emotionally â€Å"exci ted† viewers become easily stimulated by violence (Anderson & Wartell, 2003, p. 85). According to Brown (2005), â€Å"estimates suggest young viewers will see around 13000 murders on television†. Osofsky & Eisenberg (1995&2000) stated that exposure to violence undermine the development of emotion regulation skills. This leads to aggressive behaviour, attitudes and loss of problem solving strategies (cited in Funk et. al. , 2004, p. 24).It also effects moral evaluation, as a result the viewer fails to perceive or respond to signs (Eron, 2001, cited in Funk et. al. , 2004, p. 26). Researchers and sociologists refer these effects as â€Å"desensitization†. Desensitization occurs due to repeated exposure to real life violence (Ceballo et al. , 2001, cited in Funk et. al. , 2004, p. 26). Likewise, fictional violence like movies and video games also contribute to the violence behaviour (Funk et. al. , 2004, p. 26). The media produces â€Å"a powerful desensitization i ntervention on a global level† (Science Daily, 2006). Furthermore, desensitization is divided into two categories.When, the viewer show numbing or blunting of emotional reaction to violent events is called emotional desensitization. When people start reacting that violence is nothing extraordinary, it is kind of daily routine is called cognitive desensitization (Funk et al. , 2004, p. 26). A study was conducted to examine desensitization by Drabman & Thomas (1974). In this study, the children who viewed violent movie needed adult help to avoid the aggressive thinking towards the scenes. The amount of time that people spend on watching violent media leads to Posttraumatic Stress Disorder (PTSD) (Schechter, 2010). Aggression is largely based on the activation and application of aggression-related knowledge structures stored in memory† (Bushman & Anderson, 2002). Later, Molitor & Hirsch (1994) confirmed that â€Å"viewing violence increases tolerance of violence† (ci ted in Funk et al. , 2004, p. 26). It is believed that fictional violence desensitizes people to real life violence by letting the viewer engaging in violent actions (Funk et al, 2004, p. 27). A research by Funk (2004) revealed that exposure to video game violence was associated with low empathy and stronger pro violence attitudes.The social cognitive theory suggests that due to repeated exposure to media violence the person undergoes psychological desensitization. This theory explains how people acquire and maintain certain behavioral patterns, while also providing the basis for intervention strategies (Bandura, 1997). According to Bushman & Anderson (2001), scientific evidence was sufficient to claim that media violence exposure was positively linked to significant violent behaviors and that even short-term exposure was sufficient to cause increases in aggressive behavior (cited in Bushman & Anderson, 2002).The basis for future social, emotional, cognitive, and physical developmen t is laid during early childhood. They can be manipulated and victimized by the media violence. â€Å"Concerns about child exposure to violent media have increased as television and video games have shown more violence† (Schechter, 2010). One of the main theories is the Bandura’s social learning theory. This theory mainly outlines that children learn violent acts after seeing them. One of the main problems faced by children, who heavily watch television, is decrease in consciousness of pain and sufferings of others.Furthermore, they tend to be more apprehensive and alert of their surroundings. In addition to this, they resort to choose more aggressive and harmful choices towards others. Psychologists have uncovered that high exposure of violent video games can be linked to delinquency, fighting at school and during free play periods, and brutal criminal actions (Anderson & Bushman, 2007). The severity of violent acts from other types of media such as computer games and movies has also increased rapidly. The most recent type of media violence is the violent video games (Bushman & Anderson, (2002). Violent films and programs that probably have the most deleterious effects on children are not always the ones that adults and critics believe are the most violent† (APA, 2003). Researchers have developed several theories proving that society is affected by the influence of the media. A number of children were shown a video in which a person beats a Bobo doll. Then they were put into a room with a Bobo doll to check whether the child imitates the behavior. After it was implied, this theory proved that children imitated media violence. In addition to that, childhood ith aggression, later in life erupts criminal behaviours like spouse abuse and homicide (Anderson et al, Wartell, 2003, p. 81). Another research conducted by the psychologists, revealed that â€Å"children who watch violent movies, games and TV programs had been convicted of crimes at o ver three times the rate of other men† when they grow up (APA, 2003). Children get immune to the media violence they starts to imitate it (AACAP, 2011). Repeated exposure to violent media grows wide array of aggressive and violent behaviours and later it reforms as aggressive and criminal behaviour (Bushman & Anderson, 2002).The General Aggression model by Bushman & Anderson (2002) has proven their theory on the relationship between violence in media cause people to behave violently. When an environmental situation appears ambiguous, an individual may rely on what they have seen, heard or read to interpret that situation as hostile, warranting aggressive action (Ferguson et al. , 2008). Moreover, Peterson & Pfost (1989) discovered that exposure to non-erotic violent music videos led adversarial sexual beliefs and negative effects on men.Similarly, another research proved that sexually subordinate images of women leads to teen dating violence in real life situations (Johnson et al. Reed, 1995, cited in Anderson et al. , 2003, p. 89). The media also play a remarkable role in â€Å"contagion of violence†. It is believed that â€Å"well known person’s suicide increase the likelihood that other people will also take their own lives† (Phillips, 1979 & Simon 1979, cited in Anderson et al, p. 89). A specific reason for the reason of violence in the society has not been discovered.One of the main causes of this is not being able to employ a standardized measure of aggression and media violence. Measuring violent criminal behavior in laboratory studies would clearly be unethical (Bushman & Anderson, 2001). Furthermore scholars tend to not report negative findings in their researches. Despite all the research, there has been very little reliable evidence that media violence causes aggressive behavior. Media violence studies cannot be completely relied upon as they fail to account for third variables.Researchers acknowledge that other variables may play a role in aggression and that aggression is due to a confluence of variables (Bushman & Anderson, 2001). These variables include genetics, personality and exposure to family violence. They explain why some people show violent behavior. However, the catalyst model approach reveled that these factors interact with each other (Ferguson et al. , 2008, p. 314). All things considered, that there are several angles that show the violence in the media has a correlation with the society.It also could associates with desensitization of the people. We cry at sad movies, laugh at outrageous comedies and pump our fist whenever something explodes. What we see in films and video games invokes a physical response. If it can influence to our physical response, there is a high chance that it could influence out mental and behaviour as well. References Brown, K. , (2005), An introduction to sociology, Third edition O’Donnel, G. , (2005), Mastering Sociology, Palgrave Master Series, Fou rth edition Giddens, A. , (2006), Sociology, Fifth edition Funk, J. B. et al.Baumgardner, (2004), Violence exposure in real life, video games, television, movies and the internet: is there desensitization? , Academic Press,Toledo USA Anderson, C. A. et al. (2003), The influence of media violence on youth, American Physiological Society Schechter, D. S. et al. (2009), Is Maternal PTSD Associated with Greater Exposure of Very Young Children to Violent Media? , National Institute of Health American Physiological Association (APA), (2003), Childhood Exposure to Media Violence Predicts Young Adult Aggressive Behavior, According to a New 15-Year Study, Available from: file:///S:/media-violence. spx. htm American Academy of Child & Adolescent Psychiatry, (2011),Children And TV Violence, Available from: file:///S:/children_and_tv_violence. htm Ferguson, C. J. et al (2008), VIOLENT VIDEO GAMES AND AGGRESSION: Causal Relationship or Byproduct of Family Violence and Intrinsic Violence Motivati on? , Texas A&M International University Bushman, B. J & Anderson, C. A. (2001) Media Violence and the American Public: Scientific Facts Versus Media Misinformation Bandura, A. (1997). Self-efficacy: The exercise of control Huesmann L R. 2007) The impact of electronic media violence: Scientific theory and research. Bushman, B. J & Anderson, C. A. (2002)Violent Video Games and Hostile Expectations:A Test of the General Aggression Model, Iowa State University Science Daily (2006), Psychologists Produce First Study On Violence Desensitization From Video Games, Available From: http://www. sciencedaily. com/releases/2006/07/060727162108. htm Stickland, J. (Does violence in movies and video games desensitize us to the real thing? Available from: http://electronics. howstuffworks. com/violence-desensitize. htm