Video Games and Violence Essay Example for Free

Video Games and Violence Essay Video Games and violence a topic that has caused many a spirited debate both in the classroom, and amongst parents and children. There are plenty of arguments both for, and against the issue. However, there is research out there that shows that large amounts of time spent playing violent video games can contribute to aggressive behaviors, poor academic performance, and desensitization to violence in adolescents. The debates all begin withviolent video games contributing to aggressive behavior both in and out of the classroom. Reports show clear evidence that exposure to violent video games increases aggression in terms of behavior, cognition, and effect, including serious real world aggression, and violence. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Things such as trait anger increase the odds. Violent game play was linked to high aggression in people that had high anger traits, as well as to a lesser extent to those with moderate and low anger traits. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Studies showexposure to M rated games is a strong and significant predictor for adolescents engaging in aggressive behaviors like bullying, and fighting. Results also showthat the results are dose related, meaning the more time the child spends playing the game the higher the odds. The numbers go up as much as 45%. M rated game play was an even stronger predictor for this behavior appearing in adolescent girls. (Kutner, Baer, Beres, Warner, Nicholi II, 2009). The classroom is also where the effects of violent video games can be seen. Concerns are rising among parents, educators and health care professionals that there is a dark side to 1 excessive game play. Studies show that parts of the brain that trigger feelings of addiction are activated during game play. Sign of video game addiction include lying about time spent playing, plummeting grades, loss of key relationships, scholarships, and isolation. Children begin to choose the game over participating in school activities, social activities, chores, and homework. For example a ninth grader plays a game with members of the group from around the globe, his parents tell him it’s time to get homework and chores done. The child sends an email to the group saying he is dropping off line. This causes chaos, he gets responses like† are you nuts! We are in the middle of a mission. † The group dynamic takes priority over everything else. An anonymous mother and physician tells of howher son went from a thriving student to user. His grades plummeted, he failed all his classes, lost his scholarship, and is now trying to rebuild his life. Membership becomes so important it becomes hard for the child to separate the fantasy from reality. The more they play the more they begin to identify with the character, and members of the group. Once this happens some type of intervention is usually needed. (Wagner, J. (2008). Professionals feel that violent video games can also contribute to desensitizing adolescents to every day violence, and human suffering. What are seen as horrific, and violent events are just an everydayoccurrence. Most people would never expose their children to violent, or mature content depicting killing law enforcement, and civilians. However, one of the most top cited, and played games among adolescents is Grand Theft Auto, which includes all of the above, and more . (Kutner, Baer, Beres, Warner, Nicholi II, 2009). Professionals feel games like this have an even greater effect on adolescents than slash, and gore movies. Studies show that games like Quake IIeffect how a child sees things after gameplay. If they were angry going into the game, it affected their outlook after gameplay. 2 The debates will continue on video games and violence. Will there be problems with every child? No, of course not. However, evidence is out there to support the fact that video games and violence cancontribute to aggressive behaviors, poor academic performance, and desensitization to violence in adolescents. Parents, educators and Medical professionals can work together to lessen the odds. However, monitoring, boundaries, and playing an active role in the child’s activities are still the best defense. 3. References Kutner, L. A. , Baer , L. , Beres Olson, C. K. ,in, E. V. , Warner, D. E. , Nicholi II, A. M. (2009). M-Rated Video Games and Aggressive or Problem Behavior Among Young Adolescents. Applied Developmental Science, 13(4), 188-198. doi:10. 1080/10888690903288748 Green, J. , Dunn, E. C. , Johnson, R. M. , Molnar,B. E. (2011). AMultilevel Investigation of the Association Between School Context and Adolescent Nonphysical Bullying. Journal Of School Violence, 10(2), 133-149. doi:10. 1080/15388220. 2010. 539165 Report, Wagner, J. (2008). When Play Turns to Trouble. U. S. News World 144(14), 51-53.

Laptop Computers: School Utilization and Student Achievement :: essays papers

Laptop Computers: School Utilization and Student Achievement It has become all too evident in today’s society that there is a need for a quality, successful education system. The need for skills in technology are also obvious. Schools across the nation are now trying to achieve both of these goals by providing a laptop computer to each student. Principal John Kozusko, an administrator at one such school claims, â€Å"It’s like a world apart. It’s changed the way teachers teach†¦the way they think about kids.† (Chute, 2000  ¶4) According to Speaker Rick Johnson of the Michigan House of Representatives, â€Å"Students have progressed from learning about computers to learning from them.† (Johnson, 2003,18) This paper will examine how laptops are being utilized in schools and the effect that they have on student achievement. Participation The movement to use laptop computers to provide a first-rate education to all students has quickly been spreading across the nation. Throughout the United States, Microsoft has counted more than 125,000 students and teachers at 800 schools participating in such programs. (Chute, 2000) In researching this topic, I have found documentation of programs in elementary schools, middle schools, and high schools in a number of different states. These states include, but are not limited to, New York, Maine, Pennsylvania, California, Michigan, and Texas. Some schools fund the program on their own, often starting with a pilot program and expanding as funds become available. (Seeing is, nd) Others collaborate with corporations such as Microsoft and Netschools. (Chute, 2000) Additional funding has come from sources such as business donations, personal monies, federal funds, and bond money. (Corcoran, 2002) Laptop Usage The cases described throughout this paper all include schools that provided laptops for students and/or teachers so that the student to computer ratio was 1:1. As stated above, for some schools this was done with a pilot group, while other schools provided computers to all students. Students are then required to bring their laptop to class, ready to use, just as they must bring their textbooks, pencils, and other necessary materials. (Chute, 2000) They are also responsible for charging the battery for their computer and transporting their computer to and from school on a daily basis. How the computer is equipped varies depending on the make of the computer and the operating system and firewalls set up by the schools.

Psychology discussion Essay

The findings from this research that trigrams in an organised list will be recalled better than those in a disorganised list have supported the evidence of Millers theory. Miller (1956) found that the magic number 7+-2 can be increased using the method called chunking. This would relate to this piece of research as the amount of individual letters remembered was a lot bigger than the value 7+-2. Participants in the organized condition on average recalled about twenty one letters, and in the disorganized condition they recalled about nine letters. This supports Millers view; that more items can be remembered if they are recalled in â€Å"chunks†. This experiment can be extended to investigate the theory of expert chess players having better chunking abilities than novice players (Chase and Simon (1973)). The expert chess players could recall more information about the relationship of chess pieces than those of amateur chess players, the expert’s could recall up to 30 pieces of information, compared to only seven pieces for amateur players. This links to my experiment because using the technique chunking on an organised and disorganised list of words, led to an improvement in the number of trigrams recalled in the organised condition rather than the disorganised condition. In the organized list around 21 individual letters were recalled, compared to only 9 in the disorganized list. This supports Chase and Simons view that chunking can lead to better recall. My experiment was based on a previous study by Bowers in 1969; the results produced are similar to those obtained by Bowers. Table comparing the result of my study and Bowers study: This Study Bowers Study Average words recalled % of Words Average words recalled % of Words Organised 7. 1 71% 16. 9 65% Disorganised 2. 9 29% 4. 94 19% The results are quite similar although the results above have a higher percentage of words recalled for both the organised and disorganised list compared to Bowers results, however this is due to the fact that more words were involved in Bowers list: – 26 compared to the 10 words used on my list. This will have had an affect on memory as the participant is challenged to remember more words. Bower used a theme of minerals; whereas in my experiment it involved a mixture of random trigrams. This could have affected the ability to recall; especially if Bowers’ participants had greater knowledge than others. However this problem did not occur in my experiment as it was not based around one particular theme. On the whole my results are similar to those obtained by Bowers. E2- Strengths and Weaknesses of the investigation: A strength of this investigation was the method used. This was a laboratory experiment. This method was very reliable and accurate as it allowed manipulation and full control over the variables (i. e. whether the participant is given the organised or disorganised list of trigrams). Therefore the results which were obtained were reliable, and the experiment could be easily replicated by another researcher. A strength of this experiment was that ethics was taken into consideration as informed consent was used to gain approval from the participant, to take part in the experiment. Participants were told they were taking part in a psychology experiment. Also confidentiality was abided by as well as all participants had the right to withdraw there results at any time, also none of their personal details were taken such as names and address. A weakness of this experiment could be the design; as an independent groups design was used; there may have been individual differences between participants. As those participants in the organized condition may have been more intelligent than those in the disorganized condition; this could have lead to them recalling more trigrams than those in the disorganized condition. E3- Consideration of alternative method: An alternative method could be used to test the affect of organisation on memory recall rather than an experimental method. A field experiment can be used so the test can be carried out in a natural setting. The new test can be carried out in school; for example a teacher can carry out an examination on students by testing a group of students to remember a list of abbreviations. This would be testing the ability to recall organized trigrams. Another classroom could be asked to play a game; where their partner gives them three random letters; if they answer a question wrong in a quiz they must recall the three letters they were told at the beginning. A new disorganized trigram would be used every time a question was answered incorrectly. This would then allow you to test the ability to recall disorganized trigrams. An advantage of this over the other method is that it would be carried out in participant’s everyday settings; therefore it would be more realistic, which would give the experiment more ecological validity. This method will also reduce demand characteristics. Students will believe that this is a real test, and therefore they will pay attention and take the task seriously. Although they will not know it is a task into memory; they will believe it is an important test. This method would be relevant for the aim and hypothesis of the study, as it would show if there is a clear difference, in the organized and disorganized trigrams recalled and it would also improve the reliability of the results. E4- Application of findings and suggestion for future research: In conclusion, this investigation has found that 16-18 year olds on average recall more trigrams from an organised list than a disorganised list. This research has proven that chunking and organization does increase the capacity of short-term memory. Therefore a link can be made to the real world for example if someone has to remember security numbers or phone numbers. Short codes can be chunked into one unit, although longer series of numbers like phone numbers may be chunked into two or three sections. This will help to aid recall, also chunking and organisation can help with revision. For example, by revising from notes arranged in an organised style this should organise the data in the brain and encourage better recall in exams and therefore good exam results. This research can also be applied when people do daily shopping. For example items of a similar nature can be chunked together into one group, e. g. , peas, cabbage and broccoli could be chunked under a vegetables group, so that they can be remembered as one chunk rather than three individual units. This research can be applied to future research by investigating if using chunking technique for exam revision can aid better recall thus better exam results. For example teachers could hold revision session’s using call cards which are chunked into small amounts of detail for the student to remember. They can then test to see if students with revision aids did better than those without.

The Political Impact of 9/11 - 3412 Words

The Political Impact of 9/11: The Post War Notion of Race Change After September 11, 2001, the world as its citizens knew it would never be the same, especially the United States. The September 11, 2001 attacks (often referred to as 9/11) consisted of a series of coordinated suicide attacks on the United States of America allegedly by al-Qaeda, which is an international alliance of Islamic militant terrorist organization founded in nineteen eighty-eight. On that morning, nineteen terrorists believed to be affiliated with al-Qaeda hijacked four commercial passenger jet airliners, each team equipped with an United States trained al-Qaeda pilot. The hijackers crashed two of the airliners into the World Trade Center in New York City,†¦show more content†¦(A re-iteration of an already thriving concept) Nguyen argues that we are all suspects now because we are all susceptible to being stereotypical and or racially inclined. We are all victims of our society one way or the other whether it is deemed positive or negative, and for that she is absolutely right. Her book opens with a story about a man named Muhammad Rafiq Butt, who had a wife and five children to support back home in Pakistan; the story gives brief synopses of his trials and tribulations of attempting to support them financially. Butt later is arrested and detained by the FBI on a tip from a local caller, and technically has committed no crime at all. He spends a generous amount of time in prison and later dies within the walls of the United States prisons. The heart of the matter lies in the latter part of the story, where Nguyen introduces a man named Bobby Khan, a Pakistani exile who fled to the United States, who goes to the jail to honor Butt. Butt was just the beginning; the groundwork for more tumultuous crimes ag ainst a people, in the days that followed Butt s death more bad news was to come. A Pakistani journalist who lived in Khan s neighborhood was beaten unconscious by three men who told him he looked like Osama Bin Laden. From September 11 through February 2002, hate crimes and incidents of discrimination toward Muslims soared to oneShow MoreRelatedThe Political, Social, and Economic Changes Following 9/11 Essay examples1553 Words   |  7 PagesOn September 11 2001, an attack was made on United States. Four systematic terrorist attacks were pulled off by the group al-Qaeda simultaneously bringing down the World Trade Centre in New York and damaging the Pentagon in Washington D.C. As extensive and in depth as the cause for the attack may have been, September 11 is an event that has undoubtedly left its mark in American history. A turning point, as some would call it, of the political, social, and economic systems of the United States. 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