Healing Hospital: A Daring Paradigm Essay

As health care providers, it is natural to want to heal the patients completely. Today, many people are wanting and needing more from their health care system. The healing hospital paradigm incorporates the process of physical healing, as well as the mind and spiritual healing (Erie Chapman Foundation, 2009). Spirituality is the foundation of the meaning of life. For some, the foundation is built on religion and for others it may include things like music, art, family or the community (Erie Chapman Foundation, 2009). This paper will identify the concepts of a healing hospital, technological advances, and the physical design of the hospital, along with the culture in which promotes a holistic approach to total patient care. When planning to create a healing environment in a hospital setting, the most important thing to remember is the patient. Healing environments give the patients a sense of comfort, and a sense of safety. This type of environment helps the patient and family cope with the stressors of injury and illness. The components of a healing environment include three important elements. The first is a healing physical environment, which encompasses not only how to care for the patient, but to care for their families, caregivers and also the members of staff (Eberst, 2008). A healing environment should focus on reducing noise levels as well as fewer night time interruptions of sleep, this is known to promote rest and healing. Providing a room with a focus on lighting, music, color and architectural design, can also promote healing (Ananth, Kreisberg, & Jonas, 2011). Working in a quieter environment helps staff enjoy an overall less stressed area to do their work, which results in fewer errors. T he next component of importance is that of an integrating work design with new technology. This focus is on patient privacy, a more efficient work environment for staff, and advanced technology in the hospital to support the healing process. The last component is essential to creating a Healing Hospital. Incorporating the â€Å"Radical Loving Care† philosophy to all that staff the hospital, from housekeeping to the physicians. This philosophy was developed by Erie Chapman, a well-known healthcare industry leader. The philosophy encourages a culturally compassionate, delivery of care to patients and their families. This type of care promotes healing a patient using a holistic approach,  meeting the physical needs of the patient as well as their emotional and spiritual needs (Eberst, 2008). A great example of a healing hospital is Mercy Gilbert Hospital, built in 2006, located in beautiful Arizona. This facility operates under the 2008 CEO of the year, Laurie Eberst. (Erie Chapman Foundation, 2009). During the building of this hospital, Ms .Eberst focused not only on the structure of the facility but also the staff and culture of caring that they deliver to their patients and family members. One program that stands out is the â€Å"No One Dies Alone† program. Volunteers for this program are specially trained to be with the dying patient when loved ones are not able to be present. Also, the fact that the code team stays with the patient who has passed in order to honor the life of that patient (Erie Chapman Foundation, 2009). These are all standards of care at Mercy Gilbert, and what helps this hospital stand out from the rest. The challenges to creating a healing hospital include many of the same challenges of building any healthcare system. Some of these issues include the process of getting the entire healthcare team involved and participating in a new model of delivering care to the patients. The budget for the education, training the entire staff and providing the newest technology for the hospital. Nurses and physicians experience high burnout rates from the physical and mental challenges of their careers. Stresses of the occupation can bring about physical illness, including musculoskeletal, as well as mental issues such as depression (Ananth, Kreisberg, & Jonas, 2011). Nurses and physicians need to heal their own mind, body and soul in order to care for others using a compassionate and loving culture of care. Another challenge is being able to engage the whole community, making new partners for a better living environment. The foundation of health and better living starts with the people of the comm unity being more proactive in their health (Neigher & Hakim, 2011). In the King James Version of the Bible, one verse that relates to a healing hospital is Galatians 3:28, it states that â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus†. (King James online, n.d.). This verse represents the healthcare community in all that they do. They should, in a healing  environment, as well as in their communities, treat everyone equally. It does not matter where a person comes from, how much money they have, what type of insurance one holds, or how much they contribute to society, everyone should be treated equally and wholly. In a radical loving and caring culture, the belief is that we are not human beings having an occasional spiritual experience, but that we are spiritual beings having a temporary human experience (â€Å"Spirituality,† n.d., p. 1) Each and every encounter we experience as humans, with another, is a blessed encounter. In conclusion, a healing hospital environment provides comfort and compassion to patients and their families during difficult, stressful times in their lives. A positive environment promotes total body healing. Change is something that is constant for growth. It takes only a few committed individuals to start the change in any organization (Neigher & Hakim, 2011). References Ananth, S., Kreisberg, J., & Jonas, W. (2011). Exploring the science of healing. Retrieved from http://www.samueliinstitute.org Eberst, L. (2008, March/April). Arizona medical center shows how to be a ’Healing Hospital’. Health Progress, 89, 77-79. Retrieved from https://library.gcu.edu:2443/login?url=http://search.proquest.com.library.gcu.edu:2048/docview/274635012?accountid=7374 Erie Chapman Foundation. (2009, April 12). Days 102-104- top ten healing hospital list & CEO of the year. Radical Loving Care- The Journal of Sacred. Retrieved from http://journalofsacredwork.typepad.com Neigher, W. D., & Hakim, S. M. (2011, June 17). Creating a Sustainable â€Å"healing culture† throughout a healthcare system: using community psychology principles as a guide. Global Journal of Community Psychology Practice, 2(3), 1-25. Retrieved from http://www.gjcpp.org Seeking Spirituality. (n.d.). Retrieved from http://www.spiritualfocus.com/spiritual-quotes The official King James Bible online. (n.d.). Retrieved from http://www.kingjamesbibleonline.org/Bible-Verses-About-Hospitals/

Effects of Television Commercial Repetition

Journal of Consumer Research, Inc. The Effects of Television Commercial Repetition on Cognitive Response and Message Acceptance Author(s): George E. Belch Reviewed work(s): Source: Journal of Consumer Research, Vol. 9, No. 1 (Jun. , 1982), pp. 56-65 Published by: The University of Chicago Press Stable URL: http://www. jstor. org/stable/2488937 . Accessed: 17/08/2012 06:48 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. jsp .JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. . The University of Chicago Press and Journal of Consumer Research, Inc. are collaborating with JSTOR to digitiz e, preserve and extend access to Journal of Consumer Research. http://www. jstor. org The Television Commercial Repetition on Cognitive Response and Message Acceptance Effects ofGEORGEE. BELCH* The cognitiveeffects of advertisingrepetitionare examined by consideringthe impactof three levels of TV commercialexposure withina one-hour program. Attitudesand purchase intentionswere not affected by message repetition, although cognitive responses became more negative as exposure frequencyincreased. The relationship between cognitiveresponses and the message acceptance measures was relatively constantacross the three exposure levels. effects of repeated exposure to a persuasive communication have long been of interest to social psychologists and marketers.However, research concerning the effects of persuasive message repetition on cognitive processes has been limited in both social psychology and marketing. In social psychology, much of the repetition researchhas been performedin contexts thatdo not involve communication. For example, Zajonc's (1968) theory of mere exposure suggests that a person's attitude toward a stimulus is positively relatedto exposure frequency(an effect Zajonc attributedto the pleasantness associated with hearing an increasinglyfamiliar stimulus).However, mere exposure theory may have limited relevance to the attitudinal effects of persuasivemessage repetition,as this model applies primarilyto simple nonassociative stimuli, such as nonsense syllables or Turkish alphabet characters. Persuasive messages tend to be more complex stimuli and, in the case of advertisingmessages, the focus is generally on objects or ideas presentedin the message ratherthan on the advertisementitself. With the exception of a study by Cacioppo and Petty (1979), the cognitive and affective effects of repeated exposure to persuasive communicationshave generatedsurprisinglylittle researchin social psychology.Attemptsto determinethe effects of advertisingmessage repetition have appearedfrequentlyin the marketingliterature (Craig, Sternthal, and Leavitt 1976; Grass and Wal- The lace 1969; Mitchell and Olson 1977; Ray and Sawyer 1971; Sawyer 1973; Silk and Vavra 1974; Winter 1973). However, most researchinto the effects of advertisingrepetition has focused primarilyon outcome measuressuch as recall, attitude,and purchaseintention,ratherthanconsideringthe underlying processes that might shape and determine reaction to an advertisingmessage following multiple exposures.While knowledge of the repetition function for a persuasivemessage with respect to these outcome variables is important, the cognitive effects of message repetition must also be consideredif insight is to be gained in understandinga recipient'sreactionsto a message following multiple exposures. The purpose of this investigation is to study the effects of repeated exposure to a persuasive communication by examining the impact of television commercial repetition on cognitive processing.Cognit ive response measures (Greenwald 1968; Petty, Ostrom, and Brock 1981; Wright 1973) as well as traditionaloutcome measures such as recall, attitude, and purchase intention are used to examine the effects of multiple message exposures on recipients. This study also examines changes in the relationship of cognitive response mediators to measures of message acceptanceresultingfrom multipleexposuresto a commercial message. RELEVANT LITERATURE *George E. Belch is AssistantProfessorof Marketing,College of Business Administration,San Diego State University, San Diego, CA 92182.The author wishes to acknowledge the financial support provided by a doctoraldissertationgrant from the AmericanMarketingAssociation and by researchgrantsfrom the MarketingScience Instituteand the University of California, Los Angeles. Appreciationis also expressed to Rich Lutz and James Bettmanfor their comments on an earlierversion of this manuscript and to two anonymousreviewers for their insightful comments and re commendations. The effects of advertising repetition on outcome measures such as attitude and purchase intention have been examined in a numberof studies.Winter(1973) found that exposure to the commercials decreased the distance between attitudes toward the advertisedbrand and the ideal brand. However, diminishingreturnswere found, since the greatestamountof attitudechange occurredduringthe first two exposures. Also, exposure had a significanteffect only on individualsinitially unfamiliarwith the advertisedbrand 56 ? JOURNAL OF CONSUMERRESEARCH* Vol. 9 0 June 1982 EFFECTSOF TV COMMERCIAL REPETITION and it was positively related to brand familiarity for the relatively new brandonly. Ginter(1974) found that either overall attitude change nor brand choice was affected by the numberof message exposures. Null effects of advertising repetition were also found in a study by Mitchell and Olson (1977): repetition of two types of print ads had no effect on belief strength, attitude, or purcha seintention. Several studies have examined the effects of multiple exposure in conjunction with varied advertising appeals. Ray and Sawyer (1971) found that repetitionof six soft-sell â€Å"nongrabber† advertisementsproduced increases in purchase intention, while intention was not increasedby repetition of hard-sell â€Å"grabber† ads.Similar results were found in-a study by Silk and Vavra (1974), who examined reactions to hard-sell and soft-sell radio commercials. Gorn and Goldberg (1980) examined the effects of repeated commercialexposure on eight- to ten-year-oldboys by varying the numberof commercials seen in the context of a half-hourprogram. Subjects viewed the commercials eitherone, three, or five times. However, some of the multiple-exposure condition subjects viewed the same commercialrepeatedly,while otherssaw a differentcommercial for the new brandeach time.Gorn and Goldbergfound that moderateexposure (threerepetitions)resultedin the highest level of brandpr eference, providedthat the same commercial was not seen each time. 57 Cacioppoand Petty (1980) tested the viability of the twostage cognitive response model in two other repetitionexperiments. In the first experiment, the cognitive response measureand a persistingmeasureof attitudechange (taken one week later) were affected in the curvilinear manner suggested by the two-factor model.In the second experiment, they predicted-and found-an interactionbetween exposure frequency and the nature of the argumentsused on a persisting attitudechange measure. Strong argumentbased messages became more persuasive with repetition; weak argumentmessages became less persuasivewith repetition; and novel messages became more, then less persuasive with repeatedexposure. Calder and Sternthal (1980) measured cognitive responses after commercials for two products;one product and was unfamiliarto the participants one was well known.They found that increased frequency of exposure led primarilyto more total thoughtsfor the unfamiliarproductand to an increasein negative thoughtsfor the well-knownproduct. TheoreticalAccounts of RepetitionEffects While several theoreticalexplanationshave been offered for repetitioneffects, the one that appearsto be most congenial for advertisingmessage repetition is some form of Berlyne's (1970) two-factor theory. Berlyne proposed a nonmonotonic inverted U-curve relationship between familiarity and liking.According to Berlyne, two separate and opposing psychological processes, positive habituation and tedium, operatesimultaneously. Positive habituationis similar to a reduction in response competition: exposure results in a reductionin arousaldue to uncertaintyand conflict and thus increases liking. Tedium also increases with exposure and results in a less pleasurablefeeling toward the stimulus. Berlyne suggests that the relative strengthof each factorvaries as a functionof exposureto the stimulus, with the habituationprocess having the greaterimpact on af fect initially, while tedium and disliking occur at higher exposure levels.Stimulus complexity and sequence heterogeneity slow the positive habituationprocess; thus tedium occurs at higher exposurelevels for complex, variedstimuli and at a relatively low frequency for simple, nonvaried stimuli. An extension of Berlyne's two-factor theory was proposed by Stang (1973, 1975), who argued that repeated to exposureprovidesmore opportunity learnaboutthe stimulus and that because this learning is rewarding, positive affect results. However, continued repetition beyond that necessary for initial learningleads to boredomor satiation, and repeated exposure ultimately produces negative affect toward the stimulus.A similar explanationfor repetitioneffects was proposed by Cacioppo and Petty's (1979) two-stage attitudemodification model. They argue that repetition of the message to providesrecipientswith more opportunity elaboratecognitively upon message content and to realize the favorable implic ationsand cogency of the argumentsused in the mes- Repetition and Cognitive Response McCullough and Ostrom(1974) examined the effects of repeatedexposure by having subjects view five similar ads that used the same basic appeal, but differed in the order and phrasing of the message arguments.Cognitive responses were measuredimmediatelyafter each exposure to the advertisements. They found that repetition resulted in a significantpositive effect on cognitive response activity, as subjectslisted more positive thoughtsand fewer negative thoughts with repeatedexposure. Cacioppo and Petty (1979) examined the effects of repeating messages that were either consistent with or contraryto recipients' initial attitudeon cognitive response activity. They found that agreementwith the message position increased and then decreased as exposure frequency increased.The cognitive response patternfollowed a similar curvilinear relationship as favorable thoughts showed an increase followed by a decrease, while counterarguments showed a significant decrease followed by an increase. Analysis of the cognitive response measures also revealed that the counter-attitudinal message evoked a greaternumber of topic-relevantthoughts and fewer neutralor irrelevant thoughts than the proattitudinal message. Cacioppo and Petty interpretedthese results in terms of a two-stage attitudemodificationprocess.Accordingto this model, repetitionof the message providesmore opportunity for cognitive elaborationupon the specific argumentsand realizationof theirfavorableimplications. At high exposure levels, however, tedium and/orreactancelead to an attack against the message by the receiver. 58 sage. However, in the high exposure conditions, it is very likely that tedium and/orreactancewill develop, leading to a decline in affect. Sawyer (1981) has suggested that Berlyne's two-factor theory is consistent with results concerning the repetition effects of advertising.Sawyer suggests that advertisements and othe r persuasive messages in contexts of obvious manipulative intent may elicit a majority of defensive responses-such as counterarguments and source derogations-at the outset. Once expressed, these defensive responses may dissipate and allow other, more objective evaluations and associations to occur. However, high exposure levels would ultimately result in satiation and negative reactionsto the message.The first question of interest is whetherthe inverted Ucurve predictions offered by Berlyne's two-factor theory and Cacioppo and Petty's two-stage attitude modification process model occur with multipleexposuresto a television commercial. Most of the studies extant have only examined outcome measures of effectiveness, providinglittle insight into the cognitive processing that underliesthese reactions. The studies that have utilized cognitive response measures have produceddivergent results, primarilybecause of the methodologicaland proceduraldifferences among them.It will be difficult t o arrive at any generalizationsconcerning the effects of persuasive message repetition on cognitive processing until more empiricalevidence is produced. The firsthypothesisto be tested in this studyconcernsthe effects of commercialmessage repetitionon cognitive responseand message acceptance: Hi: The favorabilityof message acceptanceand cognitive responses to a television commercial increases with moderate levels of exposure, then declines following high levels of exposure. THEJOURNAL CONSUMER OF RESEARCH curring during the first few exposures to it.Krugman's (1972) notion of only three message exposures being sufficient to stimulatea buying decision is relevanthere. According to Krugman, the very first exposure (defined as actualattentionby the consumer)is dominatedby a â€Å"What is it? † type of response, whereby the message recipient attemptsto define and understandthe advertisingstimulus and to determine whether the message is of any use or interest. Krugmansuggests that much of the needed reduction in response competition occurs during this first exposure and that the second exposureevokes a more evaluative and personal â€Å"What of it? reaction, which determinesthe message's ultimate ability to persuade. If any meaningful response occurred earlier, the third exposure then acts mostly as a reminderto the recipient. The third exposure is also the beginning of disengagement or withdrawalof attentionfrom the task. Krugmansuggests that more than three exposures to a message essentially repeat earlier exposure effects. While no direct test of Krugman's conjecturehas been conducted, there is indirect evidence that is relevant.A study by Krugman(1968) of eye movement explorationof print ads indicated that peak effectiveness occurred after two or three exposures, while Grass and Wallace's (1969) work with CONPADD response indicatedthat from two to 1 four exposures are optimal. Otherevidence consistentwith Krugman's notion comes from a study by Goldberg and Gorn (1974). Also, Cacioppo and Petty's (1979) finding that topic-irrelevant ideation increased as exposure frequency increasedsuggests that the importantprocessing of a message takes place during initial exposures. This review suggests that the strengthof the relationship between cognitive responses and message cceptancemeasuresshould increasefrom low to moderateexposurelevels, since more detailed and evaluativeprocessing will occur as message recipients become familiar with the commercial message. At higher exposure levels, however, the tedium and/or reactance associated with message satiation would inhibit and/or interfere with subsequent informationprocessing activity and resultin a weakeningof the relationship between cognitive response and message acceptance. Cognitive processing at higher levels of exposure may consist ideationmore thanof relevantprocessing of topic-irrelevant and evaluation of the message arguments.The following predictionsconcerningthe effects of televi sion commercial message repetition on the relevancy and mediatingrole of cognitive responses will be examined: H2: The frequency of topic-irrelevant ideation increases as exposure to a television commercial increases. ‘CONPADD (ConjugatelyProgrammedAnalysis of Advertising)measures attentionto commercialsby using an operantconditioningprocedure whereby subjects operate either a foot or hand device in orderto receive the video and audio portionsof an advertisement.The subject'seffort thus becomes a measure of interest and attentionto the message in either the audio or video mode. Effects of Repetition on the MediatingRole of Cognitive Response Also of concern in this study are the effects of message repetitionon the mediating relationshipbetween cognitive responses and message acceptance. The issue of interest here is whethercognitive responseselicited afterhigh levels of message exposure mediate affective reactionto the message. Most studies of repetition effects have focused o n dependentmeasures, such as recall, attitude, and purchase intention.In these studies, the cumulativeeffects thatresult from repeatedexposure to the message may be capturedby using these â€Å"outcome† measures. However, this may not be the case for cognitive response measures. The detailed processingthat truly determinesthe message recipient'sreactionto the message may take place duringinitial exposure to the advertisement. Theorizingconsistent with this position has been offered by several researchers. For example, Leavitt (1974) has suggested a â€Å"strong effects† hypothesis, which suggests that the effectiveness of an ad depends on the events oc-EFFECTSOF TV COMMERCIAL REPETITION H3: The strength of the relationshipbetween cognitive response and message acceptance measures increases with moderatelevels of exposure, then decreases at high levels of exposure. 59 thoughts. 3After completingthe cognitive responsetask, the subjectswere asked to complete a programeval uationform and a set of postmeasuresconcerning issues dealt with in the program. After completing these measures, subjectswere asked to respondto dependentmeasuresconcerningmessage acceptance and reception.Two dependentmeasures of message acceptancewere used in this study: attitudestoward using the new brandof toothpasteand purchaseintentionsfor the new brand. Subjects' attitudeswere measuredon four semantic differentialscales (good-bad, wise-foolish, favorable-unfavorable,beneficial-harmful). Subjects' responses to the four scales were averaged to arrive at the attitude score used in the analyses. Intentionto try the new brand of toothpaste was measuredon three semantic differential scales (likely-unlikely, probable-improbable, possibleimpossible). The purchase intention measure used in the analyses was calculated by averagingthe three scales.Two measuresof message receptionwere employed. An unaidedrecall measurewas takenby askingthe respondents to write down as much as they could rememberaboutwhat was said in the commercial. The recall score was then formed by counting the number of correct claims for the productlisted by the subject. The aided recall measureconsisted of six multiple-choicequestions aboutspecific points in the commercial. METHOD Overview The data for this study were collected as part of a laboratoryexperimentexaminingthe effects of advertisingmessage structure and repetition on cognitive response and message acceptance(Belch 1981). A 2 x 2 x 3 betweensubjectsdesign was used with type of message (comparative or noncomparative), message-sidedness (one- or twosided), and repetition(one, three, or five exposures) as the factors. Commercialsfor a new, fictitious brandof toothpaste were produced to serve as message stimuli for the study. The basic text for the four commercialsis shown in the Appendix. The data used to test the repetitionhypotheseswere compiled by combiningthe resultsfor the four treatment groups at each of the three exposure level s.There were no significant interactionsbetween the message structure factorsand exposure frequencyfor the dependentvariablesof interest. Subjects and Procedure The sample consisted of 260 persons recruitedfrom two churchgroups in the Los Angeles area. Data collection was spread over 10 evenings during a two-week period. Upon arrival at the research setting, the subjects were given a brief statementconcerningthe reasonfor theirpresenceand were then randomly assigned to one of the three experimental treatments being used during that session.One hundred subjects were assigned to both the one- and the three-exposureconditions, while 60 subjectswere assigned to the five-exposurecondition. The smaller cell size in the five-exposure condition was due to cost limitations in attaining additionalsubjects. were readto the subjectsinformingthem that Instructions they were participatingin a researchprojectevaluatingthe content of television programmingand that they would be asked to evaluate an episode of Quincy. The subjects were also told they would be asked questions about the commercials.The subjects completed the set of premeasures, which included demographicquestions, a television viewing profile, and premeasuresconcerning issues dealt with in the program;the one-hourprogramcontainingthe stimulus commercial(s) was then shown. Immediatelyafter the program ended, the subjects were read the cognitive response instructionsand were given two minutesto list their Categorizationof Cognitive Responses The cognitive response classificationscheme used in this study included three categories of thoughts: product/mesevaluations,and sage-relatedevaluations,repetition-related evaluairrelevant thoughts.The product/message-related tions included the cognitive response categories of counterargument, supportargument,source derogation,and curiosity thoughts as defined by Wright (1973), as well as the categories of simple dissaffirmationsand simple affirmations describedby Beaber (1975 ). An additionalcategory, source bolstering, was also used. This categorizationis the of positive counterpart source derogation. evaluations included any thought that Repetition-related addressedthe fact that the commercialwas seen more than one time in the program.The use of the repetition-related categorizationmay be useful in analyzing message recipients' reactionto multiple message exposures duringa short time period, such as a one-hourprogram. Other studies of repetitionandcognitive response(CacioppoandPetty 1979; Calderand Sternthal1980; McCulloughand Ostrom 1974) have not distinguishedthoughts reflecting reactions to the message per se from thoughtsthat might be relatedto multiple exposures to the same message.The final cognitive response category was the irrelevantcategory, which in3The cognitive response instructionsused in this study requested the subjects to list the thoughtsthat occurredto them while viewing the commercial about the product and their reactions during the commercial to what was said about the productby the advertiser. 2A complete descriptionof the method employed in this study is available elsewhere (Belch 1981). In the interest of brevity, only a summary will be presentedhere. 60 cluded those statements that did not reflect any relevant evaluation of the advertisingmessage or of the advertisement itself.A three-judgepanel was used to code the cognitive response protocols. The judges were given operationaldefinitions of the three response categories and were trainedin the applicationof these definitions until each had a good of understanding the coding scheme and coding task. The basis for the final rating of each cognition was a modal ratingof the threejudges. Interjudge reliabilities,calculated for each response category separately,rangedfrom 0. 69 to 0. 95. THEJOURNAL CONSUMER OF RESEARCH FIGURE AND NEGATIVE MEANNUMBERS POSITIVE OF COGNITIVE RESPONSESFOR EACHLEVEL REPETITION OF 2 (1. 77) Total Negative 1. 5 (1. 32) (1. 04) Total Product/Message (1. 15) Related Negative 1 (. 96) Total Positive RESULTS The first hypothesis concerns the effects of commercial message repetitionon the message acceptancemeasuresof attitude and purchase intention and on the cognitive response measures. The mean attitudinal scores for the one-, three-, and five-exposureconditions were 3. 87, 4. 11, and 3. 77, while the mean purchaseintentionscores were 3. 24, 3. 60, and 3. 33. An analysis of variance performedon the message acceptancemeasures showed no significanteffect of repetition for either attitude or purchase intention, F (2,257) = 1. 6 and 0. 89, respectively. The means for the numberof favorableand unfavorable thoughtsgeneratedby subjectsin each of the threeexposure conditions are graphedin the Figure. 4 An analysis of variance revealed that the increase in the numberof negative thoughts across the three levels of repetitionis significant, F (2,257) = 9. 93, p < 0. 001. Pairwisecomparisons,using a Scheffe test, indicated that the difference in negative thoughts was not significant between the one- and threeexposureconditions, but was significantbetween the threeand five-exposure conditions (p < 0. 5). The Figure also shows that favorablethoughtsremainedrelatively constant across the three exposure levels. An analysis of variance for the favorable thoughts measure was nonsignificant,F (2,257) = 0. 69. The resultspresentedabove are not supportiveof the first hypothesis. The message acceptancemeasures(attitudeand purchase intention) did not show the inverted U-curve relationshippredictedby Berlyne's (1970) two-factortheory and Cacioppo and Petty's two-stage attitude modification model.The cognitive response results also fail to support the first hypothesis because negative thoughts increased across the three levels of exposure, while positive thoughts remainedrelatively constant. One possible explanationfor the increase in the number of negative thoughts across the three levels of repetitionis that multiple exposures to the message within the one-hour programmay have resultedin satiationandthe development ‘The favorable and unfavorable thoughts measures were derived by combining those cognitive responses that were positive and negative in valence, respectively.Thus, favorable thoughts representthe sum of all source bolstering, support arguments, and simple affirmations. Unfavorable thoughts representthe sum of all counterarguments, source derogations, simple disaffirmations,and repetition-related negative comments. l:; .v~~~~~~. 3 ( 53) (. 63) (. 63) I 0 I ,I 1 5 NUMBER OF EXPOSURES 3 of reactanceby the subjects. This negative reactionto message repetition could be expressed through negative repecontition-related thoughtson the partof multiple-exposure dition subjects.To determinewhether the increase in negative thoughts across the three levels of repetition was due to the repetition-relatedthoughts produced by the message recipients, these responses were omitted from t he composite of unfavorableresponses and the effect of repetitionon the number of product/message-related negative thoughts was examined. The means for the numberof negative product/message-relatedthoughtsare graphedin the Figure. A one-way analysis of variancerevealed that these differences in negative product/message-related thoughts were not significant, F (2,257) = 0. 5. Thus, the increase in negative thoughtsacross the three exposure levels was due primarily to the recipients' negative reactions to message repetition, ratherthan to negative evaluations of message content. Hypothesis two concerns the effect of multiple message exposure on the generation of topic-irrelevant thoughts. Topic-irrelevantthoughts were defined as those responses that do not represent an evaluation of the message arguments or of the advertisementitself. The mean numberof irrelevantthoughts for the one-, three-, and five-exposure levels was 0. 53, 0. 34 and 0. 3, respectively. The differences in irreleva ntthoughtsacross the threeexposurelevels were not significant, F (2. 257) = 1. 99. Contraryto the second hypothesis, it appearsthat message recipientsin the conditions did remainactive in attending multiple-exposure to the commercials, ratherthan tuning them out and producing cognitions that were unrelatedto the message. Relationshipof Cognitive Response to Message Acceptance To examine the relationshipof the cognitive responses generatedby subjects at the various exposure levels to attitude and purchase intention, several compensatoryEFFECTS OF TV COMMERCIALREPETITION TABLEI RELATIONSHIPOF COGNITIVERESPONSE AND MESSAGE RETENTION MEASURES TO MESSAGE ACCEPTANCE BY EXPOSURE LEVEL Single exposure Attitude Model 1 Purchase intention Three exposure Attitude Purchase intention Five exposure Attitude 61 Purchase intention Y2(SA+SB+SAf) – Y. (CA SD + SDf) + Model 2 .327b .323b .481 b ,345b .491 b .236c Y2(SA+SB+SAf+RRP) – Y. (CA. + + SDf+ RRN)8 SD Retention Aided recall Unaide d recall .327b .323b .468b ,339b .522b .258c . 021 . 086 .065 . 129 .014 . 010 .028 . 159 .001 . 121 .009 . 081 SAf = Simple Affirmations;SDf = Simple Disaffirmations; RRP = Repetition Related Positive; RRN = Repetition Related Negative; SA = Support Arguments; CA = Counterarguments; SD = Source Derogation; SB = Source Bolsters. bp < 0. 01 Cp < 0. 05 weighting models (cf. Wright 1973) were developed from the cognitive responses. These models, which are shown in Table 1, are based on an underlying assumption that message recipientsprocess cognitive cues in a mannersuch that opposing cues linearly balance each other. These compensatory models yield a measure of â€Å"net directionalimpact† of the cognitive mediators.Model 1 includes the product/message-related cognitive cues using the difference between the amountof positive ideation and negative ideation engaged in by the message recipients as the predictor of message acceptance. Model 2 adds the repetition-related thoug hts to the model and incorporatesall of the relevant cognitions into the cognitive response index. The relationships between the message retentionmeasures(unaidedand aided recall) and attitudeand purchaseintentionwere also examined. Simple regressions were performedusing each model as a predictorof the message acceptancemeasures.The results of these analyses, which were performedseparatelyfor each exposurelevel, are shown in Table 1. This table shows that the cognitive response models are significantly related to the message acceptancemeasuresacross all three exposure conditions. However, the aided and unaided recall scores are not relatedto either attitudeor purchaseintentionat any of the exposure levels. As can be seen in Table 1, the relationshipof the cognitive response models to the attitudinalmeasure of message acceptanceis strongerin the three-exposurecondition than in the single-exposurecondition, as predicated.However, the differences in these correlationsfor the two exposu re levels are not statistically significant (t = 1. 32, p < 0. 10). 5 Table 1 also reveals that the magnitudeof the relationshipbetween the cognitive response models and attitude does not show the hypothesizeddecline between the 5Comparison these correlationcoefficients was made using the folof lowing test statistic: three- and five-exposure conditions, but remainsrelatively constant. The relationshipbetween the cognitive response models and purchase intention across the three exposure levels is also shown in Table 1.The correlationsdo not show the predicted increase between the one- and three-exposure conditions. There is an attenuationin the correlationsbetween the three- and five-exposure conditions; however, these differences are not significant(t < 1). These results fail to supportthe hypothesizedchanges in the relationshipbetween cognitive and message acceptance across the three exposure levels. Table 1 also indicatesthat differences exist in the relationshipsbetween cog nitive response and the attitudinalmeasure of message acceptance and between cognitive response and the purchaseintention measure in the multiple-exposureconditions.There is an attenuationin the correlationof cognitive response to message acceptance when purchase intention, ratherthan attitude, is the message acceptance criterion. Wright (1973) found a similar attenuationbetween cognitive response and a behavioralintentionversus an attitudinal measureof message acceptance. The attenuationfound in this study may be due to the fact thatbehavioralpatternsfor a productsuch as toothpasteare likely to be well developed. Thus, favorable or unfavorablecognitive reactionsto the message may be related to affective position toward the new brand, but would not necessarily impact on intentionto buy the new brand.I + Vm 1 Vm I/ ~1 lNm-3 l/2 In – l/2 In 1 I + Vf 1- Vf 3 t= Nf- where Vm and Vf denote the correlationcoefficients for each group and Nm and Nf denote the size of each group. This statistic makes it possible to test the equalityof two correlationcoefficients using a t test (Kleinbaum and Kupper 1978). 62 THEJOURNAL CONSUMER OF RESEARCH sage argumentsand then developing an attitudetowardthe new brand, but ratherwere using the retainedargumentsto support a preformed affective position.This explanation may be particularlyplausible in a low-involvement advertising situation(which one might argue was the case in this study) where global affect, rather than attribute specific information,providesthe basis for consumerevaluationand decision making (cf. Olshavskyand Granbois1979; Wright 1976; Zajonc 1980). The two perspectives regarding the mediating role of cognitive response suggest differentcausal patternsamong the message acceptance measures and cognitive responses following multiple exposure to a message.The first explanation argues for the traditionalmediatingrole of cognitive responses, whereby the flow of causal effects originates with repetitionand moves th roughcognitive responses that mediateattitude,which in turnmediatespurchaseintention. The competingexplanationsuggests that the flow of effects originates with repetition and moves successively through attitude and purchase intention, which in turn influences cognitive response. This causal flow suggests thatcognitive in responses, particularly the multiple-exposure conditions, are the result of preformedaffect towardthe new brand.To examine the two competing explanationsof the relationships among the variables, a testing of alternative model forms was undertaken. The tenabilityof each causal model was tested by attemptingto reproducethe original correlationmatrix among the four relevant variables (repetition, cognitive responses, attitude, and purchase intention). Examination of the reproducibility of the original correlationmatrix provides evidence in supportof a proposed model configuration also allows for a comparison and of other alternativeflows.A techniquedeveloped by Simon ( 1957) for testing simple linear flows of causation was used to examine the relationshipamong these variables. This techniquefor testing a proposed causal flow was used by Lutz (1978) in examining the relationshipsamong beliefs, attitude, and behavioral intention-a problem similar to the presentone. Simon developed a precise set of predictionsfor the magnitudeof correlationbetween nonadjacent pairsof variables in the hypothesized flow of causation, based on observed correlationsbetween adjacent pairs of variables.Specifically, the predicted correlationbetween any two nonadjacent variables is equal to the product of all the pairwise correlations between adjacent intervening variables. For example, in the traditionalcognitive response causal sequence (repetition– cognitive response-> attitude-> intention), Simon's model would predictthat the simple correlationbetween repetitionand intentionwould be equal to the simple correlationsof repetitionand cognitive response multipl ied by the simple correlationof cognitive response and attitudemultipliedby the simple correlationof attitude and intention.Comparisonof predicted and actual correlations provides a measure of â€Å"fit† for the theoreticalexplanations being applied to the data. While this mode of analysis cannot prove that a particularcausal sequence is correct, it is useful for testing competing explanations. Cognitive Responses: Mediatorsor Productsof Message Acceptance? A basic assumptionin using the cognitive response approachto studying communicationeffects is that the spontaneous thoughts generated by the message recipients causally mediate affective reactions to a persuasive message.The assumptionthat cognitive responses precede and influencethe formationof attitudesand intentionshas been made in most cognitive response studies and has been directly tested in several investigations (Cacioppo and Petty 1979; Osterhouse and Brock 1970; Petty and Cacioppo 1977). This study assumed that c ognitive response cues generated by the message recipients mediate the effect of repetition on message acceptance,since subjectsin the multipleexposure conditions had the opportunity to become acquainted with the message arguments and had plenty of time to elaborate cognitively upon them. Thus, the responses generatedby the multiple-exposurecondition subjects would be based on the cogency of the message arguments and their reactionsto these arguments,ratherthan on a general, overall impressionof the productand/orcommercial. Evidence in supportof this position is offered by the strong relationshipbetween cognitive response and attitude in the multiple-exposureconditions. There is, however, an alternativehypothesis to the argument that cognitive responses mediate the effect of repetition on message acceptance.It may be that the thoughts producedby the message recipientsare not really mediating acceptanceof the message, but ratherare a reflectionof the recipient's affective position to ward the product and/or commercial. Several studies (Tesser and Conlee 1975; Tesser and Cowan 1977) have shown that the opportunityfor thought leads to a polarizationof attitudeswhereby affective position becomes more extreme in the initial direction. onditionsmay Message recipientsin the multiple-exposure have formed an attitudetowardthe new brandafter one or two exposures, while further exposure to and reflection upon the message argumentsmay have led to attitudepolarization. Thus, the cognitive responsesproducedby these subjects may have been a reflection of a previously developed and polarized attitude;ratherthan mediatingmessage acceptance,the recipients'responses may thus have offered cognitive justification for their affective position.This alternativeperspective suggests that the multipleexposure condition subjects were not processing the mes- 6Thereis evidence that the message argumentswere retainedmore in the multiple-exposureconditions than in the single-exposurecondition s. The cell means for the unaidedrecall measurewere 1. 70, 2. 33, and 2. 48, while the means for the aided recall measure were 2. 22, 2. 74, and 3. 20. An analysis of varianceperformedon the receptionscores showed thatthe effect of repetitionwas significant for both measures, F (2. 257) = 7. 01 and 11. 25, respectively (p < 0. 1). Pairwise comparisons of the cell means, using the Scheffe test, indicatedthat both recall measuresshowed a significant increase between the one- and three-exposureconditions (p < 0. 05), but not between the three- and five-exposurelevels. REPETITION EFFECTSOF TV COMMERCIAL TABLE 2 INTERCORRELATIONSOF VARIABLES IN HYPOTHESIZED FLOW OF EFFECTS Cognitive response – 63 TABLE 3 PREDICTIONS AND DEGREES OF FIT FOR RELATIONSHIPS AMONG NONADJACENT CAUSAL VARIABLES Degrees of fit Actual Expected Variable Repetition – Attitude – . 013 . 429 Purchase intention . 31 R–CR->Att->PI' 1. Repetition 2. Cognitive response 3. Attitude 4 . Purchase intention .022 .310 . 692 13 12r23 -. 013 rl2r23r,. r24= r23r, r14= .031 . 310 R–Att->PIl-CR -. 009 [(-. 022)(. 429)] – . 006 [(-. 022)(. 429)(. 692)] . 297 [(. 429)(. 692)] In performingthis analysis, the cognitive response variable was operationalizedby using the compensatoryindex derived from model 1 (Table 1). Repetition was assigned a value of 1, 3, or 5, dependingupon exposurelevel. Table 2 shows the observed simple correlationsamong the four variablesof interest.Each variableis numberedto facilitate of interpretation Table 3, which shows the actual and expected correlations among nonadjacentpairs of variables for the two competing causal flows previously described. To compare the degrees of fit of the two models, a total discrepancy score was computed from the correlations shown in Table 3. Total discrepancy was operationalized as the sum of the absolute differences between predicted and actual correlations. Table 3 shows that the degree of fit was best for the traditional model, in which cognitive responses mediate message acceptance.The total discrepancyfor this model was 0. 055, while the total discrepancy for the competing model was 0. 278. In additionto the two models previously considered, alternativeorderingsof the cognitive response and message acceptance measures following message repetition were also examined. However, none of these models performedas well as the basic cognitive-responses-as-mediatorsmodel. 13 r12r23 r14 =r2r23r34 r24 =r23r34 .031 -. 022 . 429 -. 015 [(-. 022)(. 692)] -. 005 [(-. 022)(. 692)(. 310)] . 214 [(. 692)(. 310)] intention aRepetitionrCognitive response-Attitude-oPurchaseDISCUSSION The results of this study are not supportiveof Berlyne's (1970) two-factor theoretical account of repetition effects nor of Cacioppo and Petty's (1979) two-stage attitudemodification process model. Neither attitudesnor purchaseintentions were affected by the level of advertisingexposure. This is consistent with t he results of otherrepetitionstudies that have failed to find a significant main effect for repetition on these outcome measures. The patternof results found for the cognitive response measures was also inconsistent with theoretical expectations.The number of negative product/message-related thoughtsdid not decline between the one- and three-exposure conditions, as had been predicted. The negative thoughtsvariablealso failed to parallelthe resultsfound for the attitude and purchase intention measures for the oneand three-exposureconditions. This inconsistency, which was also found by Calder and Sternthal(1980) and, to a lesser degree, by-Cacioppoand Petty (1980), suggests that there is not always a direct correspondencebetween cognitive response and outcome evaluations.The second stage of two-factortheory and the two-stage attitudemodificationprocess, which predicts a decrease in affect and an increase in negative thoughts due to tedium and reactance, was partially supported. Neithe r attitudes nor purchase intentions showed a significant decline between the three- and five-exposure conditions. However, the significant increase in negative repetition-related thoughts between the three- and five-exposure conditions suggests that reactance to the multiple message exposures did become more pronouncedin the high exposure condition.The significant increase in repetition-related thoughts across the three exposure levels is not surprising,but it is noteworthy. Past studies of repetition and cognitive response have not directlyrecognized the possibility thatrepetition-relatedcognitions might occur as a result of excessive exposure to a message; instead, they have assumed that the recipient's reaction to message repetition impacts on more traditionalcognitive response variables, such as or counterarguments favorablemessage-relatedthoughts. From a strategicperspective, these findings have implications for the scheduling of adverising messages, particularly over short tim e periods. While the exposure levels used in this study were high for a one-hour time period, they are not totally inconsistent with actual media schedvalue uling practices. The results suggest that no short-term is gained from addedexposures. Media schedulesthatresult in high levels of message exposure in a limited time period run the risk of alienatingthe viewer and may not represent Althoughcognitive response measures were not taken in the study by Gom and Goldberg (1980), they did find negative repetition-related reactions to be commonplace: â€Å"Observationof the children suggested that when exposed to the same commercial three or five times, they became annoyedby the repetitions. Remarkssuch as â€Å"Oh no, not again† or â€Å"not anotherone† were common †¦Ã¢â‚¬ ¦ . . . (p. 424). † 64 the most effective expenditureof media budgets.However, ratherthan focusing only on immediate postexposure reactions, it would be helpful to consider the effects of mul tiple message exposure over longer time periods, in order to determine the persistence of positive or negative responses. Crandall,Harrison,and Zajonc (1975) found that the negative effects of tediumfrom repeatedexposuresmay be only transitory,whereasthe positive effect is permanent. Stang (1974) also found satiationeffects to be short-lived: a small measurementdelay was more likely to show positive effects of exposure than an immediate measurement.Research similar to that of Cacioppo and Petty (1980), which uses delayed measures of cognitive response and the attitudechange, is needed to fully understand effects of message repetition. The use of delayed response measures in examining repetition effects is discussed in detail by Sawyer and Ward (1977). The results of this study are supportiveof other investigations suggesting that cognitive responses mediate postmessage attitudesand purchase intentions. Moreover, this studyoffers furthersupportfor the viabilityof using thought verbal ization data in studying communication effects.While the cognitive response models were capable of explaining a significantamountof the variancein attitudeand purchase intention, the aided and unaided recall measures did not show a significant relationshipto message acceptance despite the increase in recall scores across the three levels of exposure. These findingsare consistentwith other studies which have found that stimulus learningis not necessarily related to affective reactions (Cacioppo and Petty 1979; Greenwald1968; Wright19,73).These resultssupport the argumentthat cognitive cues generatedby the message recipient, ratherthan message arguments, are the primary mediatorsof message acceptance. [ReceivedMay 1981. Revised November 1981. ]RESEARCH THEJOURNAL CONSUMER OF REFERENCES Beaber, R. J. (1975), â€Å"The General Characteristicsof Covert Resistance Mechanisms and Their Relationship to Attitude Change and SpeakerPerception,† Unpublisheddoctoraldissertation,Department of Psychology, Universityof Southern California. Belch, George E. 1981), â€Å"An Examinationof Comparativeand Noncomparative Television Commercials: The Effects of Claim Variation and Repetition on Cognitive Response and Message Acceptance,† Journal of MarketingResearch, 18 (August): 333-49. Berlyne, D. E. (1970), â€Å"Novelty, Complexity, and Hedonic Value,† Perception and Psychophysics, 8: 279-86. Cacioppo, John T. , and Petty, Richard(1979), â€Å"Effects of Message Repetition and Position on Cognitive Response, Recall and Persuasion,† Journal of Personality and Social Psy97-109. hology, 37 (January): and Petty, Richard, (1980), â€Å"Persuasiveness of Communicationsis Affected by ExposureFrequencyand Message Quality: A Theoreticaland EmpiricalAnalysis of Persisting Attitude Change,† in Current Issues and Research in Advertising, eds. J. H. Leigh and C. R. Martin,Jr. , Ann Arbor: Division of Research, GraduateSchool of Business Administration, Univer sity of Michigan. Calder, Bobby J. and Sternthal,Brian (1980), â€Å"Television ComProcessingView, † Journal mercialWearout:An Information of MarketingResearch, 17 (May): 173-186. Craig, C.Samuel, Sternthal, Brian, and Levitt, Clark (1976), Analysis,† Journal â€Å"AdvertisingWearout:An Experimental of MarketingResearch: 13 (November):365-72. Crandall, R. , Harrison, A. A. , and Zajonc, Robert B. (1975), â€Å"The Permanence of the Positive and Negative Effects of StimulusExposure:A Sleeper Effect? ,† Unpublishedmanuscript, University of SouthernCalifornia. Ginter, James L. (1974), â€Å"An ExperimentalInvestigationof AttitudeChange and Choice of a New Brand,† Journal of Mar30-7. keting Research, 11 (February): Goldberg, Marvin E. , and Gorn, Gerald J. 1974), â€Å"Children's Reactions to Television Advertising: An ExperimentalApproach,† Journal of Consumer Research, 1 (September): 69-75. Gorn, Gerald G. , and Goldberg, Marvin E. (1980), â€Å"Chi ldren's Responses to RepetitiveTV Commercials,† Journal of Consumer Research, 6 (March):421-25. Grass, R. C. , and Wallace, Wallace H. (1969), â€Å"SatiationEffects of T. V. Commercials,†Journal ofAdvertisingResearch, 19: 47-57. Greenwald, A. G. (1968), â€Å"Cognitive Learning, Cognitive Response to Persuasionand AttitudeChange,† in Psychological Foundations of Attitudes, eds.A. G. Greenwald, T. C. Brock, and T. M. Ostrom, New York: Academic Press. Kleinbaum,David G. , and Kupper,LawrenceL. (1978), Applied Methods,North RegressionAnalysis and OtherMultivariable Scituate, MA: Duxbury Press. Krugman,HerbertE. (1962), â€Å"An Applicationof LearningTheory to TV Copy Testing,† Public Opinion Quarterly, 26: 626-34. (1965), â€Å"The Impactof Television Advertising:Learning Without Involvement,† Public Opinion Quarterly, 30: 583-96. (1968), â€Å"Processes Underlying Exposure to Advertising,† AmericanPsychologist, 23: 11-14.APPENDIX Sample Text o f CommercialMessages Announcingan importantadvance in the science of dental hygiene, new Shield toothpaste with fluorigard. Fluorigard is a new stannous fluoride substance developed by a biodental team at a leading university. Clinical tests by the American Dental Association have found new Shield to be more effective than Crest, the leading fluoride toothpaste, in reducing cavities. These tests showed that Shield, with its patented fluorigardformula, has significantly higher levels of fluoride activity than Crest.This means that Shield spreads faster while you brush, actually penetratingand cleaning in between your teeth, where most cavities occur. And Shield's fluorigard formulawas also preferredin taste tests. Remember, see your dentist regularly and brush often with new Shield, the only toothpastethat gives your teeth the protectionof fluorigard. REPETITION EFFECTSOF TV COMMERCIAL (1972), â€Å"Why Three ExposuresMay Be Enough,† Journal of AdvertisingResearch, 12: 11-14. Leavitt, Clark (1974), â€Å"Strong Versus Weak Effects of Mass Communications:Two Alternative Hypotheses,† in Buyerl ConsumerInformationProcessing, eds.G. D. Hughes and M. L. Ray, Chapel Hill, NC: University of North Carolina Press. Lutz, RichardJ. 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(1977), â€Å"Forewarning, Cognitive Responding, and Resistanceto Persuasion,†Journal of Personality and Social Psychology, 35: 645-55.Ostrom, Thomas M. , and Brock, Timothy C. (1981), CognitiveResponses in Persuasion, Hillsdale, NJ: Erlbaum. Ray, Michael L. , and Sawyer, Alan G. (1971), â€Å"A Laboratory Technique for Estimating the Repetition Function for Advertising Media Models,† Journal of MarketingResearch, 8: 20-29. Sawyer, Alan G. (1973), â€Å"The Effects of Repetition of Refutational and SupportiveAdvertisingAppeals,† Journal of Mar3-33. ketingResearch, 10 (February): (1977), â€Å"Repetition and Affect: Recent Empirical andTheoreticalDevelopment,† in Foundationsof Consumerand Industrial Buying Behavior, eds. A. G. Woodside, J. N. Sheth, and P. D. Bennett, New York: AmericanElsevier. (1981), â€Å"Repetition, Cognitive Response and Persuasion,† in Cognitive Responses in Persuasion, eds. R. E. Petty, T. Ostrom, and T. Brock, Hillsdale, NJ: Erlbaum,pp. 237-61. 65 , and Ward, Scott (1979), â€Å"Carry-OverEffects in Advertising Communication,† in Research in Marketing, Vol. II, ed. J. N. Sheth, Greenwich, CT: JAI Press, pp. 259-314. Silk, Alvin J. , and Vavra, J. G. 1974), â€Å"The Influence of Advertising's Affective Qualities on Consumer-Response,† in Processing, eds. G. D. Hughes Information Buyer/Consumer and M. L. Ray, Chapel Hill, NC: University of North Carolina Press, pp. 157-86. Simon, H. A. (1957), Models of Man, New York: John Wiley & Sons, Inc. Stang, D. J. (1973), â€Å"Six Theories of Repeated Exposure and Affect,† Manuscript#482, JSAS Catalog of Selected Documents in Psychology, 3: 126. (1975), â€Å"The Effects of Mere Exposureon Learningand Affect,† Journal of Personality a nd Social Psychology, 31: 7-13.Tesser, A. , and Conlee, M. C. (1975), â€Å"Some Effects of Time and Thought on Attitude Polarization,† Journal of Personality and Social Psychology, 31: 262-70. , and Cowan, C. L. (1977), â€Å"Some Attitudinaland Cognitive Consequences of Thought,† Journal of Research in Personality, 11: 216-26. Winer, B. J. (1971), Statistical Principles in ExperimentalDesign, New York: McGraw-HillBook Co. Winter, FredrickW. (1973), â€Å"A LaboratoryExperimentof Individual AttitudeResponse to AdvertisingExposure,† Journal of MarketingResearch, 10 (May): 130-40. Wright, Peter L. 1973), â€Å"The Cognitive Processes Mediating Research, Acceptanceof Advertising,† Journal of Marketing 53-67. 10 (February): (1975), â€Å"Factors Affecting Cognitive Resistance to Advertising,† Journal of ConsumerResearch, 2 (June): 1-10. (1976), â€Å"An Adaptive Consumer'sView of Attitudesand Other Choice Mechanisms, as Viewed by an Equally Adaptive Advertiser,† in AttitudeResearch at Bay, eds. Deborah Johnson and William D. Wells, Chicago American Marketing Association, pp. 113-31. (1980), â€Å"Message-Evoked Thoughts: Persuasion ResearchUsing ThoughtVerbalizations,†Journal of Consumer Research, 2

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Final project - Intellectual property (the ethical implications of file sharing) - Essay Example File sharing, especially of music files, is popularly termed as theft, piracy or free-riding. An in-depth look at music file sharing shows virtues of friendship and sociability among users. This study aims at determining whether file sharing in general is vice or virtual. This study also tries to understand the impulsion of music sharing. Looking at the ethical implications of intellectual property, we observed in the year 2004, there were around 70 million people who actively participated in online file sharing. According to reported poll that conduced by the CNBC News in the year 2009, approximately 58 % Americans were involved in file sharing and in American norms; this is acceptable to enhance their knowledge and pleasure. They are the common opinion in UK that "if a person owns the music CD and shares it with a limited number of friends and acquaintances" it can not be termed as stealing of intellectual property. Hence, this sort of sharing increased to the extent of 70% within the age bracket of 18 to 29 year olds (Silverthrone 65). Creation of minds reflects in the form of new concepts, ideas, inventions, literary and artistic work such as writings, paintings, symbols, images and designs where it can appropriately be termed as an intellectual property. It can be divided into two segments:  a) Industrial property which comprised of trademarks, designs and b) Copyright in the shape of novels, poems, radio plays, screen plays, films, documentaries, music, paintings, drawing, photography and computer software.   The above mentioned creations come under the purview of copy right act. In this respect, we may include innovations and creations made by the local communities, as their cultural heritage is part of intellectual property (Greenhalgh & Rogers 135). Famous Software Foundation established by  Richard Stallman,  he has the view that the term intellectual property in its broader

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Antietam Battle Analysis - Essay Example Besides, the growth and development of democratic ideas forced the Northern States to fight against the Southern states which was under the influence of slavery, forced labor and slave trade. The battle of Antietam can be considered as a turning point in history of the struggle for freedom and individual liberty in America. Still, the victory of the Union forces under the direct leadership of Maj. Gen. George B. McClellan proves the importance of military tactics, experience and single minded dedication in the battle field. On the other side, the Confederate forces failed to defeat the Union forces because they did not provide ample importance to military tactics and waited for reinforcement forces. In short, the battle of Antietam led the Americans, especially the African American slaves, towards freedom from slavery and forced labor. The Battle of Antietam occurred on 17 September 1862, in and the surrounding areas of Sharpsburg. The other areas include Maryland and Antietam Creek. The battle occurred between the Confederate forces (Confederate States Army) and Union forces (Union Army) in the American mainland. This battle is generally considered as a turning point in the American Civil War, which ignited the spirit of freedom among the slaves, especially the African Americans in America. The Confederate side was led by General Robert E. Lee, and the Union Army was under the direct control of Maj. Gen. George B. McClellan. ... Besides, the Battle of Antietam was a single-day battle but it resulted in high casualty. Both the opposing sides were forced to suffer heavy loss because thousands of deaths were reported. But the lack of planning related to warfare techniques hindered the Union Army from destroying the Southern Army. To be specific, Union forces possessed enough resources to destroy the Southern side. But lack of planning from the side of McClellan helped the Southern Army to have ample time to withdraw from the battlefield. Eventually, the Southern forces withdrew from Maryland to Virginia. On the other side, the Southern side’s decision to withdraw from Maryland helped Abraham Lincoln to announce and implement the decision to prohibit slavery and free the slaves in America. So, one can see that the Antietam Battle eventually led America to be a unified federation, which is against slavery and in favor of democratic ideas. Some of the resources used in this work include: Battle of Antietam: The Bloodiest Day by Ted Alexander, Grant and Lee: Victorious American and Vanquished Virginian by Edward H. Bonekemper, and Historical Atlas of the United States, with Original Maps by Derek Hayes. Review Strategic Setting: As pointed out, Antietam Battle ignited the spirit of democratic though and changed the general opinion on slavery and forced labor. The immediate cause of the battle is interconnected with the clash between the southern and Northern states in America on slavery, forced labor, and slave trade. Stephen W. Sears claims that â€Å"The realities of Antietam were brought home to the Northern citizenry more vividly than any previous battle† (Sears 2003, 20).1 The

Should the government provide free public education to children of Essay

Should the government provide free public education to children of illegal immigrants - Essay Example Illegal immigrants in the USA generally belong to the lowest socioeconomic status among all classes of people in the USA and increase the poverty in the country. They also cause violence to get money and things because they cannot get employed in the legal way. The government should not provide free public education to children of illegal immigrants because this not only encourages illegal immigrants to come to the USA but also increases the challenges for the indigenous population and legal migrants. Providing the children of illegal immigrants with free public education essentially means encouraging more people to immigrate to the USA illegally. â€Å"The prevailing image of undocumented workers in the United States is that of a population with low levels of educational attainment, employed in sectors supplying low-skilled jobs† (Rivera-Batiz, 2001, p. 2). People want better education and better employment opportunities. They do not care whether they are legal or illegal in the country as long as being illegal does not deprive them of the rights that the legal residents of the country enjoy. If the government starts providing free public education to the children of illegal immigrants, the population of illegal immigrants in the USA would increase manifolds. Along with the increase in population, the challenges for the government as well as the native population would be maximized. The government would have to arrange food, and provide for the needs of a larger population of citizens than what it does now. This would increase the economic burden on the USA and the country’s economy would be affected in a negative way. Providing the children of illegal immigrants with free education in public schools is ethically wrong because this means funding their education with the money of the tax-paying legal residents. In the USA, the cost of living is very high. In a vast majority of families, both husband and wife work to manage the expenses of the whol e family. Many people in the USA do more than one job to make enough money to live a happy life. People work so much that there is very little time for recreation. A significant portion of their hard earned money goes to the government in the form of taxes. Having worked so hard to make this money, the legal residents of the USA deserve to have their tax-money used by the government in such ways that would benefit them in the long run. If the government uses the money collected from the taxes on funding the education of children of illegal immigrants in schools, this might occur as a compromise upon the quality of education of the children of the legal residents. Many public schools in the USA in which the children of legal residents are gaining education require more funds to raise the quality of education. Spending money on such schools for better education of the children of legal residents would be a much better use of money than spending them on the education of the children of illegal immigrants. Critics may argue that if the government bans free education to the children of illegal immigrants in the public schools in the USA, the illegal immigrants would never be able to upgrade their standard of living and would continue to live in poverty for generations. The answer to this counterargument is simple; illegal immigrants are not the problem of the government of the USA because their legal status in the country is nil. An individual is only entitled to have benefits in a country when his/her legal status

Influences of mood on problem solving Essay Example | Topics and Well Written Essays - 8250 words

Influences of mood on problem solving - Essay Example Conflicting results reported in these tests suggest the underlying cause may be contained in the methods of testing, specifically regarding the tasks involved in the testing process and the types of responses requested from test participants. Rather than being able to determine whether positive or negative mood is empirically better for problem-solving, this paper proposes to determine whether specific mood sets are most beneficial for the problem-solving process given more detailed parameters, such as type of response required and type of test or task performed. By looking at some of the available research in existence in the field, this paper will work to identify situations in which positive mood may be more beneficial, when negative mood may be more beneficial, or when different approaches to mood altogether will achieve the most productive results. Following several studies in which it was suggested that positive mood was essential to most effective problem-solving, Anja Goritz and Klaus Moser conducted a study via the internet to determine whether this premise was essentially true (Goritz, Moser, 2003). Specifically, the researchers were seeking to prove whether positive mood enhances the ability to categorize with flexibility at broad and narrow levels. To test this hypothesis, they used the World Wide Web as their laboratory and the Velten procedure for mood inducement for both the positive and the negative groups. The neutral group did not receive any kind of mood inducement.

Case Study Report LVMH in UK Essay Example | Topics and Well Written Essays - 3250 words

Case Study Report LVMH in UK - Essay Example re Performance of Louis Vuitton†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.14 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.†¦..14 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..17-20 Louis Vuitton Louis Vuitton Moet Hennessy (LVMH) known as the world’s biggest luxury goods merchandiser operates based on four main segments viz. the product categories, manner of distribution of the commodities to the final consumer, promotional activities regarding the finished products for gaining increased consumer attention and setting price points. To this end, Louis Vuitton renders increased stress on the activities concerning product development, distribution management and promotional activities for which activities concerning setting of hi gh price points becomes easily countered. The luxury group through the opening of highly decorative stores in the regions gains the attention of huge number of customers. This aspect caters to the distribution activities of the company. Further, Louis Vuitton makes huge amount of expenditures on advertising activities to make a large number of consumer aware of their shops and product categories and different ranges. However, the price mix followed by Louis Vuitton cannot be said to be customer friendly. Rather, the luxury goods manufacturer through the setting of high price points endeavors to gain a huge margin on the products manufactured and sold through its various outlets. The margin gained by selling the products at high price points is around 40 to 45 percent, which helps it to sustain itself in the luxury market. Focusing on the consumer portfolio of the luxury group, Louis Vuitton Moet Hennessy

Education School Essay Example for Free

Education School Essay Education is a topic that has been implemented on our generation more than ever before. However, it is not for the grades, degree or the income that education should be important to us. It is for the sake of learning and developing our character that education should be valued. When people go to school, they receive education and thus become educated, however, these people must keep in mind that a major portion of the world receives no form of formal education. Due to their good fortune, the educated people have responsibilities to the world. The first responsibility of an educated person is to help educate others. This may come in the form of teaching classes, tutoring, helping others or simply correcting errors. When we teach people we spread the value of education and share skills that are essential for survival. Other people are able to think rationally and evolve into a self dependent person through the knowledge they attain. Once people are educated, they are able to prevent others from taking advantage of them or cheating them. Through education, people are also able to use the resources they own efficiently and sparingly. Finally, education allows people from different nationalities and locations to communicate and work together in a beneficial harmony. The second responsibility of an educated person is to aim to advance to a better future. It is through evolution that we have become more intellectual and learned. For this process to be beneficial and continuous, we must use it and upgrade it through our use. In the past, communication was a problematic process, today; we have e-mail accounts, cell phones, chat sites, video chat sites and messengers for instant communication. Presently, global warming and oil depletion are major complications. If we are able to advance and address this problem, we would be using our education beneficially. There would be less violence over oil and the future would be a less worrisome place if global warming was tackled. However, this is just one amongst the billions of changes we could make, all to create a better future. The third responsibility of an educated person is to create or maintain stability and order in the world. Through stability and order, the world  becomes a much safer place where people share respect for each other and live in harmony. When there is order, people are insured of payments for their services. They are motivated to work-hard and use positive, instead of negative means to earn their income. Thus, through stability and order, ethics can also be implemented into people. Thus, the three main responsibilities of an educated person are to educate others, aim for a better future and create as well as maintain stability in the world. Through these goals, the world becomes a positive place and continues to flourish after each generation.

Government Security Classifications Essay Example for Free

Government Security Classifications Essay In light of the growing controversy surrounding the former Secretary of State, Hillary Clinton, the Republican Party is claiming that she used her personal email account to send classified information. The United States classification system is currently established by Executive Order 13526 and has three levels of classification – Confidential, Secret, and Top Secret. The lowest level of classification is Confidential. Confidential material is defined in Executive Order 13526 as, â€Å"Any information that would cause damage or be prejudicial to national security if it were made available. † A variety of markings are used for material that is not classified, but whose distribution is limited administratively such as, For Official Use Only (FOUO), or Sensitive but unclassified (SBU). Although these items are marked unclassified, they are not to be sent via personal email. No special investigation is needed at this level for the individual other than â€Å"a need to know basis.† The second highest classification is Secret. Secret material is defined in Executive Order 13526 as, â€Å"Any information that would cause ‘serious damage’ to national security if it were made public.† Most information that is classified is held at this level. In order to have a secret clearance, you must have an investigation into your background to ensure trustworthiness. This is usually conducted by a government agency. The highest level of classification is Top Secret. Top secret as defined in Executive Order 13526, â€Å"Shall be applied to information, unauthorized disclosure of which reasonably could be expected to cause ‘exceptionally grave damage’ to the national security that the original classification authority is able to identify or describe.† It is believed that 1.4 million Americans have top secret clearances. Top secret clearances are usually given to specific individuals who pass a very stringent security background investigation. Individuals with this level of classification work at the top levels of our government. As you can see we have a government system in place to ensure that classified information is distributed accordingly throughout the government  to protect national security. In regards to Mrs. Clinton, do you think that she broke the rules by using her personal email account? The jury is still out on that investigation.

Working with children in need

Working with children in need This assignment will explain the role of a Local Authority (LA) Social Worker (SW) when working with ‘children in need’ and their families, and those in need of safeguarding and protection, will also explain the main role of children and families’ sw and reasons why they would be involved. Furthermore it will discuss the importance of multidisciplinary working; identify different forms of abuse, their impact and alleviation. In line with evidence based practice, the Children Act 1989 sections 17 and 47 will be analysed as intervention methods It’s important as a sw to utilise an understanding of theories of human growth and development to understand the various stages of development that the children are undergoing, before making any decision of safeguarding. Children in need may have faced extraordinary experiences in their early lives that may affect their physical, intellectual, emotional, social or behavioural development. Safeguarding is defined by (HM Government 2013) as ‘the action we take to promote the welfare of children and protect them from harm’. Child protection is defined by RCPCH, (2006) as ‘the process of protecting individual children identified as either suffering, or likely to suffer, significant harm as a result of abuse or neglect’. Section 17 (10) of the Children Act 1989 (CA 1989) defines a child in need as a child who is ‘unlikely to achieve or maintain, or to have the opportunity of achieving or maintaining, a reasonable standard of health or development without the provision for him/her of services by a local authority’ or ‘his/her health or development is likely to be significantly impaired, or further impaired without the provision for him/her of such services’ or ‘he/she is disabled’ (H M Government, 1989, section 17) gives LA ‘duties and powers to provide services for children in need and their families Part’ 111 (Sec17 (1)). When a referral is made, LA is forced to consider initial enquiries within 10 days. This is to find out what is happening to a child and decide which action should be taken to protect the child as set in the CA1989 S47 of Protection of Children (Brammer 2013). This guide draws’ on all professionals to work together to promote children’s welfare and ensures families are provided with much needed resources. In some historic children cases these processes weren’t upheld and lead to the death of children like Baby P and Victoria Climbie. Lord Laming ((Laming and Office, 2003)) stated that communication has played a major role in successes and failures of the system. He also made recommendations that will ignite working together in terms multi-disciplinary teams working together information sharing’ Connolly and Ward, (2008) suggested ‘It is good practice to consider children’s rights to protection as of paramount duty and at the same time work in partnership with their parents unless doing so would harm them’. The Framework for Assessment of Children (Figure 1) in Need and their Families (DoH, 2000) emphasises the use of an ecological approach to identify the child within the environment and offers a holistic approach (Bronfenbrenner, 1979). It enables professionals to identify systems affecting a child, the most and the social forces impacting on his lifespan therefore, resulting in interventions being applied where they are needed most. An ecological approach looks at people, families, cultures, communities, policies and identifies and intervenes upon strengths and weaknesses in the transactional processes between these systems (Greene and Greene, 2008). Figure1 (Department of Health 2000, p.1) Living conditions may result in disturbed nights, which can lead to strain and tiredness (Hazel, 2002). Similarly, inadequate housing may cause parents anxiety and affect their capacity to care for the children. Therefore, a sw could use their powers to make a referral for families to acquire an adequate accommodation. According to Gill and Jack (2007) the ecological theory is important in the development of holistic approaches to safeguarding children. Its strengths are that it focuses on individuals as part and incorporating other systems, so it integrates social with psychological elements of practice however, it is criticised for assuming that everything fits into a social order (Payne, 2009). A SW is expected to consider human rights issues when completing any assessment. In the community there’s a whole variety of groups e.g. ethnic minorities, women, disabled people, homosexuals children just to mention a few. Professionals are required to uphold and defend the rights of individuals whilst seeking to meet their needs and this are all governed by The Human Rights Act 1998. Brayne Shoot, (2010) said ‘the act has also heavily influenced the Disability Discriminations Act, (2005) and Equality Act, (2006 2010)’ Welbourne (2012) said ‘SW is a profession that engages with people’s lives at all levels, from the practical to the deeply personal. Lord Laming (2003) said ‘child protection is everyone’s business, and it’s important that SW, police, and health workers take the lead role for the procedures and processes that protect children from harm’. The CA 1989 sec 47(1) places a duty on LA to investigate when they: ‘are informed that a child who lives or is found in their area is the subject of an emergency protection order is in police custody’ ‘have reasonable cause to suspect that a child who lives, or is found in the area is suffering, or is likely to suffer a significant harm’ LA will conduct an initial child protection conference that consists of all professionals including the child, family members. This is a partnership aimed at setting out plans in place for both family and the group members. They will meet within 10 days after the initial conference and at least 8 weeks after that. The plan will be considering day to day details of the care plan and to put it into practice. After the case has been opened, implemented and put into practice, a Review Child Protection Case Conference is called to review and assess the progress of the case. The first review is held within 3 months of the initial conference and at least six months after that. A SW will always aim to achieve results and return the child to their parents. Working Together to Safeguard Children 2006 (Department of Health) has 5 identifiable forms of abuse as neglect, physical, emotional, sexual and domestic abuses, and the latter has been recently added and recognised in its own right. Coleen L (2003) suggested that ‘Negligence can include behaviours that receipt, fraudulently misrepresentation, defamation of character act, violation of human rights, malicious prosecution. Maureen O’Loughlin and Steve O’Loughlin (2008) suggested that ‘Parents have a central role in their children’s welfare and protection from harm, and should therefore be included in all decisions and actions taken by professionals†¦Ã¢â‚¬â„¢ Parents have their complex needs as well, some abuse drugs and alcohol and generally have low self-esteem. If parents deny sw access to a child and there’s a possibility of a greater risk of life or likelihood of serious harm, LA will apply for the Child Assessment Order sec43 CA 1989 when they considering any kind of contact, LA would have reasons to suspect concerns with development, welfare and health of a child. This order will only last 8 days without extension. Emergency Protection Order (EPO) under S44 of the CA 1989. It can last for 8 days with the option to extend for 7 more days. Brayne Carr, (2010) suggested that ‘It is important that any discussions with children are done in a way that minimises the distress and maximises the likelihood of them providing clear and accurate accounts’ The children may be looked after by the LA with parental agreement (Children Act, 1989, sec. 20. ‘A child may only be kept in police protection however, for 72 hours’ (Brammer 2006). Other order available is Recovery order sec50, will be applied if a child under PPO or EPO is removed from the responsible applicant. Police can recover the child and return them to the place of safety. SW has ‘an obligation to conduct themselves ethically, engaging in ethical decisionà ¢Ã¢â€š ¬Ã‚ making, including partnership working with service users’ and this was quoted by The Code of Ethics for Social Work (BASW, 2011). Social work is a very privileged profession, they draw up conclusions and judgement on what they observe and hear. Hence it’s necessary to develop an inner skill not to use prejudice in any engagement. Empowerment has been understood as a paradigm within anti-discriminatory and anti-oppressive practice (Lishman, 2007) and can be implemented through partnership working, which is a key social work value (Thompson, 2009). This assignment has shown how and why a sw would intervene when a child becomes in need. It also discussed the LA’s responsibility for children in need and their families. Aim is to protect and safeguard children from harm by forming partnership working with families; assist in providing alternative services to promote their welfare. The assignment drew up on relevant legislation that ensure welfare of a child remains paramount, also challenges all professionals to collaborate in a systematic manner. Children have been let down in the past and Every Child Matters ensured it is everyone’s responsibility to ensure that their health and development is secured. This reiterates the importance of SW’s impact into the system, drawn from Code of Ethics sw’s should always challenge any discrimination, recognise diversity, always distribute resources to those in need, challenge unjust policies and practices and work in solidarity. In conclusion a sw would not be awa re if a child is in need or requires protection; however, the facts in this essay provide a sensible method of judgement on whether a child is in need or at risk of significant harm.

The Crucial Role of Teiresias in Sophocles’ Antigone Essay -- Antigone

The Crucial Role of Teiresias in Sophocles’ Antigone Antigone is a tragic play written by Sophocles in ancient Greece during approximately 441 B.C. The story is set in a palace in Thebes, a city within Greece. Teiresias is an old blind prophet who claims to be capable of seeing the future, he has yet to tell a prophesy to be untrue; he has immense credibility. A theme within the text is: quality not quantity. In this translation of Antigone, Teiresias has exactly 76 lines of text. Physically this is very little of a role; one could assume Teiresias is not an important character at all; however, this is untrue. Teiresias is a character with an extremely minute role, yet he has immense influence over the resolution of the story, the characters, and the decisions they choose to make. Teiresias’ role in the story is relatively small in terms of stage time, yet what he says is so influential and important that it has an extreme effect over the attitude of Creon. Creon expresses his profound respect for Teiresias when he says, â€Å"I’ve always been attentive to your counsel †¦ So ...

Essay --

There is a process in plant agriculture that scientists intentionally make a replica of a gene of a plant or organism and places it into another plant or organism. This produces what we call a Genetically Modified Organism (GMO) or sometimes known as genetically engineered food. The modifications of the genetics in plants, livestock, and other organisms go as far back as 10,000 years ago and over time scientists have experimented with cross-breeding, researched how to create plants with desirable traits, and the first actual GMO was introduced to the market. There are currently eight crops commercially available from GMO in the United States. These crops include corn, cotton, soybeans, canola, alfalfa, sugar beets, papaya, and squash. There are several reasons as to why the crops are being genetically altered. Some of the reasons include making crops more resistant to disease, which will then result in a more efficient and higher production of crops, making them taste and look more a ppealing, and an abundance of other reasons. As of now, the labeling of Genetically Modified Organisms aren’t enforced. A major reason people would like foods who have been genetically modified to be labeled is because people feel they have the right to know what they are consuming. Some reasons why people are opposed to requiring the labeling of GMO’s is because there are no significant differences between genetically modified foods and conventional foods. There are people who are in favor of genetically modified foods being labeled for consumers. If the foods that have been modified are labeled, they can inform the people purchasing and consuming them (Debatepedia, 2010). Various bacteria are being used when modifying foods and if taken into the bod... ...t need to be labeled as such. In my opinion, I think genetically modified foods should be labeled. If they label these foods and have nothing to hide, then there shouldn’t be an issue. Yes, people have the choice whether or not they would buy foods that have been modified, but I think it’s best to label them just so people can be in the know of what they are eating and then can make an informed choice. Also, if you are allergic to a certain food, or refuse to eat something due to ethical and religious values, you should be informed. As far as we know now, Genetically Modified Foods can serve no harm to us; it’s just the principle of being informed and aware of what you are putting into your body. As citizens of the United States, I believe we have earned the right to know every ingredient that is in our foods because our health id very dependent on what we consume.