Spanking and Corporal Punishment

SOWK 300 Computer Applications in the Social Sciences Spring 2010 Nadiyah Edwards SOWK 300-01 Tue. Thurs. 8:00-9:30 am
Introduction
The following research report is based on a study done to assess students opinions about spanking and corporal punishment. Students that exhibit more negative casual behavior are more likely to be in favor or spanking and corporal punishment. Students in the Midwest to Southern region of the country were more likely to have experienced some form of corporal punishment in the school and home. Many students identified with having a great understanding of their punishments and learned from them. Other students felt their punishments were undeserving and ineffective.

Graph Analysis 1
Corporal punishment is the intentional infliction of pain on the body for the purpose of punishment. Students made the conscious and most honest decision to select that only on occasions should a parent be allowed to spank or use corporal punishment on there child. In graph one students chose the option that parents should be allowed to use corporal punishment, but moderately. Graph Two then goes on to show the self measured temperament scale. Respondents were ask to choose one out of five option that best match how often they have a bad temper. Over 30% of the survey respondents identified with having bad tempers sometimes.

Conclusions

Rationale
I hypothesized that corporal punishment has an effect on an individuals personal interactions with peers and authority figures. The harsh physical and mental stress brought on by corporal provokes a person to be resentful and rebellious. I feel that individuals whom experienced being spanked and punished for their wrong doings but are stilled loved and showed affections

Graph Analysis 2

CHART or PICTURE

CHART or PICTURE

References
Flynn, C. P. (1994). Regional Differences in Attitudes toward Corporal Punishment. Journal of Marriage and Family, 56(2), 314-324. Retrieved from http://www.jstor.org/stable/353102 Giles-Sims, J., Straus, M. A., & Sugarman, D. B. (1995). Child, Maternal, and Family Characteristics Associated with Spanking. Family Relations, 44(2), 170-176. Retrieved from http://www.jstor.org/stable/584804 Turner, H. A., & Finkelhor, D. (1996). Corporal Punishment as a Stressor among Youth. Journal of Marriage and Family, 58(1), 155-

LOGO

Project
SOWK 300 Computer Applications in the Social Sciences Spring 2010 Student Name Section Day and Number
Section
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

LOGO

Section
This poster template is provided as a guide. You may NOT change the layout/look of your poster, but add text, charts, graphs and text boxes as needed. Remove the instructions contained in this document before you begin typing - print them to refer to them. Proof your work before having it professionally printed. If it looks poor to you it will probably print poorly as well. POSTER Guidelines 1. Font is either Arial or Helvetica 2. Headings should be 48pt or larger 3. Text should be 36pt or larger 4. The smallest text size in figures and tables should be 24pt or larger 5. Paper Title should be 72pt font 6. Delete these instructions and replace with text from your paper.

Conclusions
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxx

Section
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx Xxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxx

CHART or PICTURE
Figure_1.axxxxxx xxxxxxxxxxxxxxx

CHART or PICTURE
Figure_1.bxxxxxx xxxxxxxxxxx

CHART or PICTURE
Figure_1cxxxxxxx xxxxxxxxxxxxx

Section
Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Xxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

CHART or PICTURE

CHART or PICTURE

References
Flynn, C. P. (1994). Regional Differences in Attitudes toward Corporal Punishment. Journal of Marriage and Family, 56(2), 314-324. Retrieved from http://www.jstor.org/stable/353102 Giles-Sims, J., Straus, M. A., & Sugarman, D. B. (1995). Child, Maternal, and Family Characteristics Associated with Spanking. Family Relations, 44(2), 170-176. Retrieved from http://www.jstor.org/stable/584804