Violent Video Games Children

Violent Video Games Children The Effects of Violent Video Games on Children Computer video game is one of the most popular trends among children as well as young adults. From the time it was invented it has evolved into a more exciting and challenging media games of all time. The technological advancement has made it even more exciting for the players to religiously play and challenge themselves of what are the things in store for them while they are playing. The graphics and sound effects fascinate its audience, as if they are really there in the setting of the situation, especially those three dimensional computer machines which are seen mostly in computer arcades. The ability of the player to control and maneuver the situation made it more even exciting. Violent video games have been one of the most sought themes among the players. But with the increasing number of people engaged into this computer games, a lot of issues has also been raised, as to the negative effect and the benefit of these violent video games to children and young adults. This essay wi ll argue that violent video games do have a negative effect on children. Early experiments using physiological measures of arousal such as: galvanic skin response, heart rate and respiratory changes found that children are emotionally responsive to even animated television violence. The effects of violent video games on young adults arousal levels and aggressive thoughts have been measured. Results indicated that college students who had played virtual reality game had a higher heart rate and exhibited more aggressive thoughts in a post test, than those who played a non-violent game (Grossman DeGaetano 70-71). These physiologic changes stimulate the sympathetic system which creates excitement and this â€Å"good† feeling makes them to do it repeatedly. Similarly, as cited in an article in AllPsych Journal entitled, The Psychological Effects of Violent Media on Children, The Academy of Pediatrics states â€Å"More than one thousand scientific studies and reviews conclude that significant exposure to media violence increases the risk of aggressive behavior in certain children, desensitizes them to violence and makes them believe that the world is a ‘meaner and scarier place than it is† (Tompkins). According to Tompkins, if children become accustomed and believed that this violent behavior is acceptable and normal it will be hard to change that belief as they grow older. She also relates this to the study of domestic violence where in a person exposed to this violence tend to be either abused or abuser. She further explains this by citing the Columbine incident as an example, where in the two students, who committed a violent act are video fanatics. Their exposure to violence was linked to their violent act since both of them came from a good family. Moreover, â€Å"reward increases imitation† (Gentile 136). And this process of rewarding in computer games makes it more addicting because children tend to be reinforced when they are rewarded, which in psychology termed as â€Å"positive reinforcement† but this reward system in computer games defeats the true purpose of â€Å"positive reinforcement†, that good acts should be rewarded in order to reinforce the action, where as computer rewarding rewards its players after killing or defeating their opponent. Furthermore, â€Å"Participation in violent video games cast a negative cloud over the childrens views of interpersonal interactions. One research revealed that preschoolers most likely experienced fear and anxiety when they saw bloodied victims and watched expressions of emotional distress in connection with the medias constant showing of the events of September 11th and their aftermath† (Cantor, 2002). These experiences that are internalized by children, unconsciously affects their behavior, and when they are placed in situations similar to what they have seen, the child could become anxious and restless. On the contrary there are opposing reaction from different sectors regarding this matter, the president of the Interactive Software Association, Doug Lowenstein stated, â€Å"I think the issue has been vastly overblown and overstated often by politicians and others who do not fully understand, frankly this industry. There is absolutely no evidence, none, that playing a violent game leads to aggressive behavior† (qtd in Bushman Anderson 353). But how can we expect them to see the negative effect of these violent video games, well in fact what they mean is purely business. Likewise, Steven Johnson said: â€Å"The most debased forms of mass diversion-video games and violent television dramas and juvenile sitcoms-turn out to be nutritional after all (9). It is nutritional in the sense that learning comes along while playing these violent video games, such as mastery and control and hand-eye coordination. But this paper totally disagrees with this notion. There are more appropria te ways of learning these things, without jeopardizing the minds of these children of what is good and what is wrong, such as art camps, and other indoor and outdoor activities that utilizes the body, where in physical, psychological and emotional aspects are given importance, which builds friendship and the values of sportsmanship, as well as maintaining a healthy active body, which computer games dont give. Furthermore, computer video games promote isolation, aggressive behavior and a sedentary life style by sitting long hours in front of these computers. In conclusion, violent video game has a significant effect on children, not only on their behavior but also on their physiologic state as well as the emotional state especially that of a vulnerable individual. The government sector should be more critical and sensitive on how to protect its citizen with this kind of media. Parents on the other hand, who have the first hand decision whether to buy this violent video games or not, since they are responsible in giving money or buying this for their children, and what ever decision they would take they should know the consequences of the possible effects of these materials to their children. And users of this video games should be reminded that everything in excess is not good. Annotated Bibliography Anderson, Craig A., and Brad J. Bushman. Effects of Violent Video Games on Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: a Meta-Analytic Review of the Scientific Literature. Psychological Science 12.5 (2001): 353-359. Apr. 2008 Dr. Craig A. Anderson, a professor and chairman of Department of Psychology in Iowa State University. He is a distinguished professor and Director of the center for the study of violence. Most of his current researches focus on aggression especially on the potentially harmful effect of exposure to violent entertainment media. Dr. Brad J. Bushman, a professor in University of Michigan, has a PhD in social psychology in University of Missouri. His focuses are the consequences and causes of aggression. In this research, the authors used methods such as literature search literature, criteria for relevance, coding frame and meta-analytic procedures, to test if violent video games will result to increase aggression in children and young adult. They found out that after conducting the experiment using experimental and non-experimental designs, in both male and female, that it poses public health threat to children and youths including college individuals. Exposure is negatively associated w ith prosocial behavior, and the long term effect on the development of aggressive behavior is absolutely related to exposure to violent video games. This is in contrast to the study made by Tompkins in 2003, which shows no proof that signifies either negative or positive effect of media violence. It is important in this research as it illuminates the side taken by this paper. Cantor, Joanne. The Psychological Effects of Media Violence on Children and Adolescents. Joannecantor. 19 Apr. 2002. HEC  Montreal. 19 Apr. 2008 . Joanne Cantor is an expert on the effects of the mass media on youth. A Professor Emerita and Director of the Center for Communication Research at the University of Wisconsin-Madison, is a well-known expert on children and the mass media. Joanne Cantor and her associates have conducted a program of research to explore developmental differences in media-induced fright reactions based on theories and findings in cognitive development. This study illustrates the effects of media events and images are less bothering on older children, where as other things become potentially more upsetting. This gives another highlight to the side taken by this research that there is a significant negative effect on the part of the children. Gentile, Douglas A. â€Å"Media Violence and Children: a Complete Guide for Parents and Professionals†. London: Praeger Publications, 2003. Douglas Gentile, a known developmental psychologist and a research director for the National Institute on Media and the Family. He conducts many researches about children and adult. In this book, he contends that learning comes from repetition. The fact that the violent games require violent acts to be played over and over again creates an ideal learning situation. But what the players are learning is antisocial behavior and the idea that violence is a good way to resolve conflict. He used data from other books, studies made by different authors, and other references in order to come up with a book that serves as guideline for parents and professional with regards to the effect of media violence to children. One important insight was when he said that the difference between television and computer games when it comes to the response of the individual is that violence in televisions are rarely sustained, because of commercial gaps and changing of scenes, in contrast to video games whe re violence is continuous. Where in players should always be alert for hostile enemies and must constantly choose and enact aggressive behaviors, exposing children to continual stream of violent scene. In contrast with the book of Grossman and DeGaetano, where in the authors were more subjective of the subject matter; by trying to make a call and make action on media violence, Douglas A. Gentile showed neutrality on the issue and focused more on how to guide parents and professionals decide on the issue after presenting the datas. Grossman, Dave, and Gloria Degaetano. â€Å"Stop Teaching Our Kids to Kill: a Call to Action Against TV, Movie Video Game Violence†. First ed. New York: Crown, 1999. LT. Col. Dave Grossman, who is a retired US Army and a professor of military science in Arkansa State University. He is the author of On Killing: Psychological Cost of Learning to Kill in War and Society, and specialized in the study of psychology of killing, which he called â€Å"killology.† Gloria DeGaetano is a known educator in the field of media violence, and the author of Screen Smarts: A Family Guide To Media Literacy. The authors, used datas from different resources: books, journals, researches of different authors, in order to come up with a book which calls for an action against T.V.., movie and video game violence The book talks about different factors as to the effect of media violence on children. They are very much concern of the negative effects of this violence in media as well as video games to children. They presented in their book the negative effects of media violence to society, that in reality there are a lot of children and teenagers engage themselves in to violent acts, and the disadvantages that this gives to the individual, their family and the society. This research used this book, because it gives a distinct description on what this paper is trying to point out, that there is significant negative effect on the childs behavior, it does not only gave comprehensive details, but the insights of the authors made it more meaningful. Johnson, Steven. Everything Bad is Good for You. Canada: Riverhead Books, 2005. Steven Johnson, who is a well-known author Mind Wide Open: Your Brain and the Neuroscience of Everyday Life, and a distinguish writer in New York, put emphasis on his book that violence on television and video games are not really bad for children. For the author, the kind of education that video games are giving is not learned in classroom situations or cannot be seen in museums. There are benefits in playing violent computer games. He wants to tell the reader that the learning in computer games enhances cognitive faculties, not dumbing them down. In his book, he made comparison between reading books and playing video games. According to him, reading books or novels enhance our imagination, while playing video games help you to choose the right decision by evaluating facts, examining situation, and by considering your long term goals. In contrast with the study made by Bushman and Anderson and that of Joanne Cantor, where in the two believed that there is significant negative effect of violent video games on children. Tompkins, Aimee. The Psychological Effects of Violent Media on Children. AllPsych Journal (2003). 20 Apr. 2008 . Aimee Tompkins used the reports of the studies made by the Academy of Pediatric Society, The National Coalition on Television violence and cited stories where in violent video game fanatics were involved in shooting incidents and killing people, in order to assess the psychological effects of violent media on children. After presenting and analyzing the studies made, the author concluded that there was no proof either positive or negative long term outcomes of violent media and that parents should pay more attention on the activities of their children. In contrast on the result of the study made by Bushman Anderson, that there is a significant effect on the behavior of children by increasing their aggression. This study was given importance in this essay because it gave another perspective on the issue discussed.

The Destruction of Macbeth :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  At some point in the life of every individual, certain events and changes occur that shape the person into how they will behave and appear in the future. The life of an individual either starts to blossom with opportunity or starts going through a consistent downward spiral. How does it work out perfectly for some and go wrong for others? Macbeth is a prime example of how one decision can alter life forever. As Macbeth tries to successfully pursue his prophecies, his mind and body slowly deteriorate until he has nothing left to live for. Tillyard once explained that the human mind works through reason, will, and passion (Tillyard-The Elizabethan World Picture). These ideas are somewhat parallel to Macbeth’s actions. Once he begins feeling guilty of his actions, fearful of being caught, and driven to have total control, the motives of his mind are gradually moving from being thought out with reason, to will, and finally to passion. As Macbeth makes his desc ent into death, his passion to be king gradually takes control his whole being. At the lowest point of his existence there is no reason left inside him. His mind is so busy and crazy that he no longer has the ability to make thoughtful and insightful decisions. He goes from being a loyal and careful servant to a deceitful and scattered ruler.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s path into insanity begins when Macbeth first hears the witches refer to him as the thane of Cawdor and reveal that he will be the king (1.3.51-53). The prediction makes no sense to him and the thought that Duncan would no longer be king leaves him completely confused and fearful of the future. When he does become the thane of Cawdor, however, he immediately wonders if his prediction could really speak the truth. Macbeth imagines the King being murdered and himself becoming king but immediately shows regret and tries to forget ever thinking such an absurd scene (1.3.164). His regret for imagining this along with logic and reason force him to decide that if the prophecies are meant to happen they will whether he gets involved or not: â€Å"If chance will have me king, why, chance may crown me,/Without my stir†(1.3.155-156). Macbeth convinces himself that he will not interfere with the predictions at all. Despite his good intentions, when Dunc an crowns Malcolm as the Prince of Cumberland, giving him the title of future king, Macbeth acknowledges that this is an obstacle that interferes with his prophecy of being king: â€Å"The Prince of Cumberland! That is a step/On which I must fall down, or else o’er-leap,/For in my way it lies† (1. The Destruction of Macbeth :: essays research papers fc   Ã‚  Ã‚  Ã‚  Ã‚  At some point in the life of every individual, certain events and changes occur that shape the person into how they will behave and appear in the future. The life of an individual either starts to blossom with opportunity or starts going through a consistent downward spiral. How does it work out perfectly for some and go wrong for others? Macbeth is a prime example of how one decision can alter life forever. As Macbeth tries to successfully pursue his prophecies, his mind and body slowly deteriorate until he has nothing left to live for. Tillyard once explained that the human mind works through reason, will, and passion (Tillyard-The Elizabethan World Picture). These ideas are somewhat parallel to Macbeth’s actions. Once he begins feeling guilty of his actions, fearful of being caught, and driven to have total control, the motives of his mind are gradually moving from being thought out with reason, to will, and finally to passion. As Macbeth makes his desc ent into death, his passion to be king gradually takes control his whole being. At the lowest point of his existence there is no reason left inside him. His mind is so busy and crazy that he no longer has the ability to make thoughtful and insightful decisions. He goes from being a loyal and careful servant to a deceitful and scattered ruler.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s path into insanity begins when Macbeth first hears the witches refer to him as the thane of Cawdor and reveal that he will be the king (1.3.51-53). The prediction makes no sense to him and the thought that Duncan would no longer be king leaves him completely confused and fearful of the future. When he does become the thane of Cawdor, however, he immediately wonders if his prediction could really speak the truth. Macbeth imagines the King being murdered and himself becoming king but immediately shows regret and tries to forget ever thinking such an absurd scene (1.3.164). His regret for imagining this along with logic and reason force him to decide that if the prophecies are meant to happen they will whether he gets involved or not: â€Å"If chance will have me king, why, chance may crown me,/Without my stir†(1.3.155-156). Macbeth convinces himself that he will not interfere with the predictions at all. Despite his good intentions, when Dunc an crowns Malcolm as the Prince of Cumberland, giving him the title of future king, Macbeth acknowledges that this is an obstacle that interferes with his prophecy of being king: â€Å"The Prince of Cumberland! That is a step/On which I must fall down, or else o’er-leap,/For in my way it lies† (1.

“Everyday Use ” Summary by Alice Walker

â€Å"Everyday Use† In â€Å"Everyday Use†, author, Alice Walker uses the backdrop of a small town family using characters Maggie and Dee and Mama to symbolize the dynamics of the greater African American color, educational and class struggle in America. She uses the family because it is an institution that every reader can identify with. This is a story of what it really means to â€Å"make it† in the Black family and Black community. Mama typifies the single parent who is functioning in the dual role of mother and father. Walker makes no mention of Dee and Maggie’s father in the story but rather characterizes Mama as a â€Å"big-boned woman with man-working hands†(1) and gives Mama all the physical qualities and skills of a man but embodied in a woman. Mama can slaughter and prepare hogs and bull calves; she can bust up blocks of ice to get the water needed in the house for washing. And she can do all of these things as â€Å"mercilessly as a man†(1). From the beginning of the story, Mama’s character takes on the strength and hardness of presencenormally represented in a man. With Mama, the author shows the daily struggles and assimilation of the dual role that single mothers must embody on a daily basis inthe absence of a father figure. The outward display of Mama’s strength is a foreshadowing of the strength that she will have to summon at the end of the story when she must ultimately decide which daughter will receive the quilts. Mama’s children, Dee and Maggie have their own set of paradoxical differences which are juxtaposed against each other not unlike their mother. There is the conflict of light skinned versus darker skinned; well spoken and educated versus reticent and ignorant. A shapely body with perfect feet versus a skinny and badly burned girl with no style. Brazen and head strong versus cowering and confused. Dee and Maggie are polar opposites of each other, with all of the positive attributes in the favor of the older sister, Dee. The author is illustrating how society has createsa disparity in the Black community with Dee and Maggie. Dee represents the portion of Black America that has tried to â€Å"make it† but has not leant a helping hand down to the people who have paid the way to make it possible for them to succeed in society and to get an education. Dee has forgotten about all of the sacrifices Mama and Maggie have made which have allowed her to enjoy the benefits of her Neo-African-Islamic renaissance. It was Mama and Maggie who took part in raising money for Dee to live out her dream. Dee is symbolic of that portion small portion of society that refuses to both acknowledge and to give back to their families and communities. The only message that they can ever seem to offer is one of criticism and blame. The most vivid imagery of this is when the first house burns down; Dee is the only one who has made it outside safely. She does not yell for help or try to ensure the safety of her mother and sister. She is transfixed on the flames and is seemingly hoping for the house and all of its inhabitants to be consumed as well. Dee stands out in the safety of the sweet gum tree while her mother and sister literally have to run for their lives. Walker shows us the paradox of a person who, having obtained safety, will not extend concern for similar struggles that will be shared by the family. The fire in the previous house beat Maggie’s spirit down. The fire represents the world having beat Maggie because she was not Dee. Neither Maggie nor Mama had the good fortune to be of a fairer complexion like Dee. Maggie already had one strike against her by being dark, which would be made worse by being scarred by her environment (the house fire). Maggie has accepted that she is not bright like Dee and has resigned herself to her mundane life of poverty. She is ashamed of her scars and life experience so she cowers in the presence of strength and in the cruelty of society. Maggie’s natural inclination is to acquiesce. She realizes that she is no match for the likes of Dee and so she concedes the quilts that Mama has promised her to Dee. Neither Dee nor Mama has realized that Maggie does have something to offer to the world. She has a capability and intelligence that are all her own. It is Maggie who knows the family history: she knew the name of Big Dee’s first husband, Stash and that he had whittled the butter dash(3); she made the observation that Dee has never had any friends; she has learned the art of family preservation through quilting with Grandma Dee and Big Dee. â€Å"Maggie knows how to quilt†(4). Maggie’s resourcefulness and knowledge are never acknowledged in the presence of Dee. She can never shine quite as bright as Dee can. Society will never fully lay credit to all that Maggie can offer to the world because Maggie does not look like a person of value should look to us. Alice Walker has raised some challenging issues for us to ponder. How is value both assessed and ascribed? Does skin complexion still both afford some and exclude others from certain opportunities? Walker uses the most protected place on earth, the family structure, to show what some may be afraid to see within ourselves and in our society.

Genetic Engineering And The Future Of The Destruction Of...

Genetic Engineering; Path to the Future of the Destruction of Society? Being human, it’s a natural desire to want other things that people have, whether we like it or not. We are always comparing ourselves to other people. We are wanting to be taller, have this hair color, or even want to have better writing skills. When we’re born, you can’t technically choose what you will look like or what traits your parents will pass onto you. Advances in biotechnology have changed the way we see DNA and how we can alter it to the way we want. You can have access to the way you want to look or have the abilities that you desires. The field of genetic engineering has grown in such ways where you can take sequences of DNA that control these certain traits and place them in your sequence, giving you that desired traits. The storyline of any Sci-Fi movie has come to reality. Genetic engineering is the science that gives us the power to alter the very basics of life, and even with the issues and possible negative consequence of the research, this te chnology is something that we need for our benefit. What is Genetic Engineering? Genetic engineering is a very young technology. It is the modification of the traits and characteristics of an organism by changing the DNA of the organism. DNA is seen as a universal language because the code means the same thing in all species of animals. So when a trait is taken from one individual and added to the genome of another individual it has the abilityShow MoreRelatedEssay on Genetic Engineering is Unethical1154 Words   |  5 Pagesmeaningful; (Wald 45). These words were spoken by a Nobel Prize winning biologist and Harvard professor, George Wald, in a lecture given in 1976 on the Dangers of Genetic Engineering. 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