Effect of violent video games Essay Example for Free

Effect of violent video games Essay There are millions of people who play highly controversial games like Grand Theft Auto and other violence video games, realize that it is a game and do not do things they do in the game in real life. If people believe that video games cause behavior problems, they are underlying issues with the gamer himself, and not with the software, but according to American Psychological Association, almost ninety percent of kids between the ages eight and sixteen are addicted to video game especially the violent one. The average girls spends almost six to eight hour week’s playing video games which does not sound bad comparing to boys who spends an average of thirteen hours a week. Some parents reported that video games only describe virtual reality, and should not translate into real world problem. However, children are more likely to imitate the actions of a character with which they classify themselves with. In all violent video games, players are often required to take point of view of the shooter or perpetrator, which show a change of their behavior. Study shows that repetition increases learning and video games required repetition in order to master control characters movement. If the game is violent, then the effect is a behavioral practice for a violent activity. These children who are involve in playing violent video games are more aggressive than who are not involve with these game, which at some point of their life, they will get heart or might die because of their action. Recently, parents become unaware with their kids behavior in real life. Some of them let their kids do whatever they like to do like playing violent video games for long hours or watching brutal shows on television. Report by American Psychological Association â€Å"disagree that violent video games cause behavior problems, because the choices people make cause violent behavior. Video games, even the violent once, can be good experience. † But parents need to teach their kids those video games need to be separate from reality. The choices they make in their daily life have absolutely nothing to do with video games. In fact they may be able to take out any aggressions that they have on a video game, rather than go out and beat someone up, that what their parents believe, but what they do not know is playing video game frequently for long hours has a huge negative on kids because it feed their brain with aggression, violence, and fighting which creates problems such as poor social skills from kids to their parents and the outside world. Sociology studies shows that boys by the age of twenty-one had spend more than 10000 hours or more just by playing video games American Psychological Association wrote â€Å"97% between the age 12 to 17 in the US played video game†¦ top 10 out of 20 were violent. † USA today made study twenty years ago about sixty percent of American family had sat down as family dinners, same study last year the number drop down to twenty percent. Because kids are spending their times on video game, it creates huge problems such as poor social skills, poor grade in school, and live in hostile environment. Psychologist concludes, that video game is nature requirement activities, because it based on reward system and as human we try to be satisfied and achieved all requirements. For example, in video game Mafia 2, the character is required to rob bank which is the basic objective. But if the player kills all securities without triggering the alarm, the player will receive bounce. Since all players love to achieve more, they will do the mission, after completing the mission they will play it again in order to get the bounces. If parents are worried that their children are addicted to violent video game and spending so much time playing it, they should set limits, like playing video game for an hour after completing their homework, also try to encourage their children to play outside, and do other activity. Parents must check the Entertainment Software Rating Board (ESRB) to learn about the video game’s content and what age range it belongs to. Parents should strongly monitor their children about video games that they are buying, and from online games. Violent video games have been blamed for increase bullying, assaulting women, and school shooting, because violent games teach children that violence is way to solve problems and it is acceptable in this world. Studied showed that sixty percent of middle school children who played at least one video game that rated mature has hit, beat, and assault other students. Also it shows that students who committed this violence act were enjoying inflected pain and become less forgiving. For example, in Bully the character have to fight with teacher and other student in order to be popular in school. In other word, this video game encourages kids to be disrespectful to the elder and to the other student. Female in violent video games are mostly present as explore to sexual contact, like being rape, get killed, and thrown behind the bushes. What make it ironic is the player is rewarded by getting some extra feature. For example, in LA Noire the character is homicide, in one of his chapter the player must solve several of cases that women been rape, nude, murder, and thrown in dumpster or tree. In 1998 study shows that thirty percent of violent video games involve women been attacked and rape. Another example, in Grand Theft Auto, which considers one of the best seller games in 2008, player must gain money to be able to buy armor or guns so the player will target female for two reasons. First, they carry more cash, and second they weak. Schools shooting have been connected to shooting video games. Students who have been exposed to violent video games held more violent attitudes, had more hostile personalities, were less forgiveness, and believed that being sadistic with other is normal. Seung-Hui Cho the student who opened fire at Virginia Tech incident. He was addicted to shooting game called Counter Strike, the objective of that game is to kill the other team where character are allowed to buy guns, armor, and grenade. Every time the character kill member of the other team he rewarded with money. If parents and schools are affected by kids who play violent video games for long hours, it means media and society are affected too. Societies are concern with violence and media including the internet have extend worlds of video game, especially the violent one, such as the Hitman series, Grand Theft Auto, Mortal Kombat, and more. The character in video games may get away when he committed crime or brutal events. As adults they know the different between real life and fiction one, but kids do not know that. Kids might steal money or attack other kids believing they will get away. For example, in Grand Theft Auto player can steal car, run over pedestrian, and hit another car. With kind action the police well attempt to arrest you character. However, if the character were able to drive fast or hide inside building for couple of minutes police will ignore you and let you free.

Edward Albee’s play Who’s Afraid of Virginia Woolf? :: essays research papers

Edward Albee’s play Who’s Afraid of Virginia Woolf? In Edward Albee’s play Who’s Afraid of Virginia Woolf? the major thematic concerns are those involving perception versus reality. In the beginning of the play, both couples seem to be average, loving couples of the nineteen-fifties. Even George and Martha seem to be playful in their insults toward each other. Things do not start to turn until George warns Martha not to â€Å"start in about the bit with the kid†, after which both of them begin to get more hostile toward each other. Even then, their antagonism of each other did not reach the feverish pitch that it had by the end of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Nick and Honey are presented as even more of an ideal couple. They are seemingly devoted to each other and are made uncomfortable by George and Martha’s constant attacks of each other. However, in the following acts, we find that this one is aptly titled â€Å"Fun and Games† when the truth is revealed about the two couples.   Ã‚  Ã‚  Ã‚  Ã‚  In the second act, we learn that the idyllic perception of Nick and Honey’s marriage is exactly that: a fairy tale. George and Martha begin to attack Nick and Honey (as well as each other) and force them to admit the false pretenses on which their marriage is based; namely, that Nick only married Honey because he believed her to be pregnant. Also, the fact that Nick is so easily seduced by Martha makes one doubt the love in his marriage to Honey.   Ã‚  Ã‚  Ã‚  Ã‚  Another perception destroyed in this act is that the men hold the power in the relationships, which was the standard when the play was written. Their sexuality is what gives Martha and Honey their power. Honey used a false pregnancy to force Nick to marry her while Martha, as the daughter of the president of the university, uses sex as a tool to advance the careers of certain professors (although never her own husband).   Ã‚  Ã‚  Ã‚  Ã‚  In the third act, we learn that Nick is perhaps not the athletic sexually voracious man we may have thought he was; his failure to consummate the affair with Martha resulted from his failure to maintain an erection. Also revealed in this last act is the fact that George and Martha do not, in fact, have a son; they simply made him up. With this last fantasy purged, George and Martha finally have a clean break with all the lies that have deteriorated their marriage. Edward Albee’s play Who’s Afraid of Virginia Woolf? :: essays research papers Edward Albee’s play Who’s Afraid of Virginia Woolf? In Edward Albee’s play Who’s Afraid of Virginia Woolf? the major thematic concerns are those involving perception versus reality. In the beginning of the play, both couples seem to be average, loving couples of the nineteen-fifties. Even George and Martha seem to be playful in their insults toward each other. Things do not start to turn until George warns Martha not to â€Å"start in about the bit with the kid†, after which both of them begin to get more hostile toward each other. Even then, their antagonism of each other did not reach the feverish pitch that it had by the end of the play.   Ã‚  Ã‚  Ã‚  Ã‚  Nick and Honey are presented as even more of an ideal couple. They are seemingly devoted to each other and are made uncomfortable by George and Martha’s constant attacks of each other. However, in the following acts, we find that this one is aptly titled â€Å"Fun and Games† when the truth is revealed about the two couples.   Ã‚  Ã‚  Ã‚  Ã‚  In the second act, we learn that the idyllic perception of Nick and Honey’s marriage is exactly that: a fairy tale. George and Martha begin to attack Nick and Honey (as well as each other) and force them to admit the false pretenses on which their marriage is based; namely, that Nick only married Honey because he believed her to be pregnant. Also, the fact that Nick is so easily seduced by Martha makes one doubt the love in his marriage to Honey.   Ã‚  Ã‚  Ã‚  Ã‚  Another perception destroyed in this act is that the men hold the power in the relationships, which was the standard when the play was written. Their sexuality is what gives Martha and Honey their power. Honey used a false pregnancy to force Nick to marry her while Martha, as the daughter of the president of the university, uses sex as a tool to advance the careers of certain professors (although never her own husband).   Ã‚  Ã‚  Ã‚  Ã‚  In the third act, we learn that Nick is perhaps not the athletic sexually voracious man we may have thought he was; his failure to consummate the affair with Martha resulted from his failure to maintain an erection. Also revealed in this last act is the fact that George and Martha do not, in fact, have a son; they simply made him up. With this last fantasy purged, George and Martha finally have a clean break with all the lies that have deteriorated their marriage.

Interview on High School Experience Essay

Russ Posten, neighbor and close family friend, entered the breakfast room of my house for the interview, happy and positive, true to his nature. Sitting down, eager to begin, he gave me a brief over-view of his life. He lived in California until fifth of sixth grade, when he moved to Spokane, Washington. He started off at Jefferson Elementary, â€Å"was poured into Sacajawea Middle School, and dumped into Lewis and Clark. † In elementary and middle school he reported being socially awkward, but for Posten, high school was a time of social prosper. While these four years were a lot of fun, they were also very trying and life-defining. During the high school years, Russ was a social butterfly. Though many factors had an effect on him, he feels that the social set which he belonged to was very important. â€Å"I wasn’t a jock, and I wasn’t a popular kid. [†¦] My set was not singular. † Posten and a few close friends were liked by everyone, and were always busy. He estimates that he dated twenty to thirty girls during high school. His current friendships are very diverse. A lot of my friends are very diverse- some die-hard redneck idiots—why am I friends with these people? But they all have redeeming qualities. † We both chuckle, and Russ agrees to a banana-chocolate chip muffin, just out of the oven. He casually added that not having a clique helped to formulate the interactions he has with others today. For Russ, sophomore year was extremely life shaping, due to the death of two close frien ds. Andrea Richards, a close friend who was dating a buddy, committed suicide. On Russ’ seventeenth birthday, â€Å"She tried to take an entire bottle of Advil, and by the time she realized what she had done, she didn’t want to die, but it was too late. †At this point, Russ’ tone changes dramatically, as he shifts uncomfortably in his seat â€Å"There was a huge ordeal; they were trying to save her. It was very traumatic. † Within six months of Andrea’s death, a close friend, Chip, also died. These experiences continue to affect Russ. â€Å"I guess for me, it made me very pragmatic in life, and steered me towards certain things, like my religion [He is Buddhist]. This is because I saw a lot of death in high school. † Noting that his favorite part of high school was the social aspect, Posten admits that he â€Å"honestly hated high school†. His least favorite part was thinking that, â€Å"the whole educational process was a joke. † In elaboration, Russ told me that he took college much more seriously because he genuinely cared about what he was studying. Wishing he had been a bit more studious, Posten has another major regret: lack of school-sport involvement. Russ recollects, with mock-shame, â€Å"The baseball team drafted me as a pitcher, but I couldn’t play if I didn’t cut my hair. And I didn’t cut my hair. † All most twenty years later, he still finds himself wondering what might have come of it, had he joined the team. Posten needs to pick up his daughter, who is a third-grader at Jefferson, and I need to leave for ballet. As he walks out the door, Russ half-jokingly adds that if my English teacher ever need a guest speaker, 1992’s ASB president is always available.

Speed Dating Practice Conversation

This lesson plan focuses on conversational practice to encourage English learners to use a wide variety of language functions such as demanding explanations, making complaints, giving warning, etc. The activity used is a variation on the popular practice of speed dating. In this exercise, students speed date each other to practice role plays calling for chunks or phrases used for each situation. This type of approach to teaching is based on the lexical approach or the chunks of language we tend to use to speak about certain situations. Speed Dating Lesson Plan Aim: Practicing a wide variety of language functions Activity: Speed Dating Role Play Level: Intermediate to Advanced Outline: Go through a variety of situations calling for specific language functions asking questions like:What would you do if your boss refused to give you a raise?How do you react when someone gives you a compliment?If someone asks you to a party, but you dont want to go, what do you say?Take time to review various language functions such as contrasting ideas, disagreeing, being vague, etc.Arrange the tables in your classroom so that students can change seats quickly. Assign half of your students to remain seated, the other half should move over one chair for each round.Give students the role-play sheet. Assign seated students role ​A or ​B and moving students the remaining role.Start the first speed dating role play. Let students role play the situation for one minute and then say stop.Ask the moving students to switch to the next partner. It helps if students move in one direction. For example, ask students to rotate in a clockwise manner.For the next round, ask students to switch roles i.e. seated students now take role B and moving students take role A.Continue on through the ten role-plays.As a class, discuss phrases used for the various situations. Take note of the helpful phrases and forms on the board for students to use in the next round.Ask students to create five or ten of their own short role-plays.Use the new situation role-plays to play another round of speed dating role-play. Example Speed Dating Role Plays A: Complain to the store manager that your food is cold and inedible.B: Respond to the complaint and explain that the dish the customer bought is supposed to be eaten cold, rather than heated.A: Invite your partner to a party next weekend and insist that he/she attends.B: Try to say no nicely. Be vague in making an excuse for not begin able to come.A: Youve been having difficulties finding a job. Ask your partner for help.B: Listen patiently and make suggestions based on questions you ask about your partners skills and experience.A: State your opinion about the benefits of globalization.B: Firmly disagree with your partner, pointing out various problems caused by globalization.A: Your child comes home after midnight on Tuesday night. Demand an explanation.B: Apologize, but explain why it was necessary for you to stay out so late.A: Explain the difficulties youve been having finding the restaurant Good Eats.B: Explain that Good Eats has closed. Find out what type of food your partner likes and make suggestions based on his / her response.A: Decide on a plan for Saturday with your partner.B: Disagree with most of your partners suggestions and counter with your own suggestions.A: Ask for information on an important political event. Keep asking questions even if your partner is unsure.B: You dont know anything about politics. However, your partner insists on your opinion. Make educated guesses.A: Your partner has just walked into your electronics store. Make suggestions on what he/she can buy.​B: Youd like to buy something at an electronics store.A: Ask your partner out on a date.B: Say no nicely. Try to not hurt his/her feelings.