Violent video Games Essay Example for Free

Violent video Games Essay There is perhaps no bigger or more important issue in America right now than youth violence. Our children are being fed a dependable daily dose of violence-and it sells. The affects on childrens behavior from violent video games is a newly, well-researched topic for psychologists. Violent video games are giving our children the practice and experience needed to act out these aggressive behaviors in the real world. Alienated, disaffected youths, Dylan Klebold and Eric Harris, vent their anger to get famous by shooting up their school. On April 20, 1999 at Columbine High School in Littleton, Colorado, these two young men carried out a shooting rampage. They killed twelve fellow students and a teacher, as well as wounding twenty-four others, before committing suicide. It is considered to be the deadliest school shooting, and the second deadliest attack on a school in US History (DeGaetano 47). Both of these boys were drowning in a violent pop culture of bloody movies and video games. High on the morning of April 20, 1999, before the massacre, Dylan and Eric filmed their own back story videos, explaining their aims and motives. Its going to be like f**king Doom! Harris said on one of the tapes, referring to his favorite shoot-em-up video game. Tick-tock, tick, tick? Ha!? Straight out of Doom! (qtd. in Steyer 70). These two young boys had played this game very often and were so used to the violence of killing innocent people with no remorse. They gained the experience and knowledge from this video game on how to kill other human beings while getting a sense of satisfaction. A direct link between violent video games and increasing rates of violence among children is right in your backyard with this chilling story. In Paducah, Kentucky a fourteen-year-old boy, Michael Carneal, steals a gun from a neighbors house, brings it to school, and fires eight shots into a student prayer meeting that is breaking up. Prior to stealing the gun, he had never shot a real handgun in his life. The FBI says that the average experienced law enforcement officer, in the average shootout, at an average range of seven yards, hits with approximately one bullet in five. So how many hits did Michael Carneal make? He fired eight shots; ho got eight hits, on eight different kids. Five of them were headshots, and the other three were upper torso. The result was three dead and one paralyzed for life. Nowhere in law enforcement or military history can an equivalent achievement be found. And these from a boy on his first try. How did Michael Carneal acquire this kind of killing ability? Simple: practice. At the age of fourteen he had practiced killing thousands of people. His simulators were point-and-shoot video games he played for hundreds of hours in video arcades and in the comfort of his own home. His superhuman accuracy, combined with the fact that he stood still, firing two handed, and firing only one shot at each target, are all behaviors that are completely unnatural to either trained or native shooters, behaviors that could only have been learned in a video game. If you do not think these games resemble the real thing, you should know that the military and law enforcement communities use video marksmanship training simulators to supplement their training. And the most popular simulator the United States Army uses in a minor modification of a popular Super Nintendo game. Across America we are reaping the bitter harvest of this training as ever more kids are shooting other individuals that they have a grudge against. A horrific development in this is that rather than just stopping with their intended target, these kids keep firing- and a simple grudge turns into a mass murder (DeGaetano 4, 9, 74). As a player in the video game your goal is simply to rack up the highest score as quickly as possible. And, many of the video games (such as House of the Dead, Golden-eye, or Turock) give bonus effects for headshots (Gerdes 61). These kind of video games provide the motor reflexes responsible for over 75% of the firing on the modern battlefield. In addition, they provide violent suggestions and reinforcement for violent behavior. These games teach young people to kill with all the precision of a military training program, but none of the character training that goes along with it (Gerdes 62). For children who get the right training at home and who have theability to distinguish between real and unreal consequences, they are still games. But for children who are especially vulnerable to the lure of violence, they can be far more. Even more than violent television and movies, violent video games have been shown to increase aggression among those who play them. It seems as if even a brief exposure to these games can temporarily increase ones aggressiveness. Researchers stated that Violent video games provide a forum for learning and practicing aggressive solutions to conflict situations. New aggression-related scripts can become more and more accessible for use when real-life conflict situations arise (qtd. in Steyer 90). One study reveals that young men who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games (Violent). Violent video games have stronger effects on childrens aggression because the games are highly appealing and interactive. Also, the games are rewarding violent behavior, and because children repeat these behaviors over and over as the play. The more often children rehearse violent acts; the more likely they are to commit them in real life. This is what makes electronic games different from more inactive experiences of violence, in movies and on television. Through practice, the use of violence can become a learned response- a scripted reflex like the trigger rate effectively refined by the army (Steyer 90-91). There can be intense psychological effects from playing interactive video games. Recent research has begun to find connections between childrens playing of violent video games and later aggressive behavior. A research review done by the National Coalition on Television Violence found that 9 of 12 research studies on the impact of violent video games on normal children and adolescents reported harmful effects. In general, while video game playing has not been implicated as a direct cause of severe psychopathology, research suggests that there is a short-term relationship between playing violent video games and increased aggressive behavior in younger children (Steyer 130). Violent video games appear to also put the human brain in a mood to fight, according to a new study from Michigan State University. In the study, 13 males played the first-person shooter game Tactical Ops: Assault on Terror while in a functional magnetic resonance imaging (fMRI) system, which measures brain activity. The brain scans of 11 of thesubjects exhibited large observed effects, a characteristic of aggressive thoughts. The researchers said the pattern of brain activity could be considered to be cause by virtual violence. fMRI monitors the brain and examines how different types of physical sensation or activity stimulate it. Sight, sound, touch and other physical sensations show up on an fMRI image. Increased blood flow to a section of the brain indicated increased activity. Playing violent video games like Doom, Wolfenstein 3D or Mortal Combat can increase a persons aggressive thoughts, feelings and behavior both in laboratory settings and in actual life, according to two studies. Furthermore, violent video games may be more harmful than violent television and movies because they are interactive, very engrossing and require the player to identify with the aggressor, say the researchers. Psychologists Craig A. Anderson, Ph. D. , and Karen E. Dill, Ph. D. said, One study reveals that young men who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games. The other study reveals that even a brief exposure to violent video games can temporarily increase aggressive behavior in all types of participants. The first study involved 227 college students who completed a measure of trait aggressiveness and reported their actual aggressive behaviors (delinquency) in the recent past. They also reported their video game playing habits. We found that students who reported playing more violent video games in junior and high school engaged in more aggressive behavior, said lead author Anderson, of Iowa State University. We also found that amount of time spent playing video games in the past was associated with lower academic grades in college. In the second study, 210 college students played either a violent (Wolfenstein 3D) or nonviolent video game (Myst). A short time later, the students who played the violent video game punished an opponent (received a noise blast with varying intensity) for a longer period of time than did students who had played the nonviolent video game. Violent video games provide a forum for learning and practicing aggressive solutions to conflict situations, said Dr. Anderson. In the short run, playing a violent video game appears to affect aggression by priming aggressive thoughts. Longer-term effects are likely to be longer lasting as well, as the player learns and practices new aggression-related scripts thatcan become more and more accessible for use when real-life conflict situations arise. One major concern is the active nature of the learning environment of the video game, say the authors. This medium is potentially more dangerous than exposure to violent television and movies, which are known to have substantial effects on aggression and violence (Video 220-235). Violent video games can increase aggressive behavior in children and adolescents, both in the short- and long-term, according to an empirical review of the last 20 years of research. These findings are presented at the 113th Annual Convention of the American Psychological Association in Washington, DC. According to researchers Jessica Nicoll, B. A. , and Kevin M. Kieffer, Ph. D. , of Saint Leo University, youth who played violent video games for a short time experienced an increase in aggressive behavior following the video game. One study showed participants who played a violent game for less than 10 minutes rate themselves with aggressive traits and aggressive actions shortly after playing. In another study of over 600 8th and 9th graders, the children who spent more time playing violent video games were rated by their teachers as more hostile than other children in the study. The children who played more violent video games had more arguments with authority figures and were more likely to be involved in physical altercations with other students. They also performed more poorly on academic tasks. Violent video game players tend to imitate the moves that they just acted out in the game they played, said Dr. Kieffer. For example, children who played violent karate games duplicated this type of behavior while playing with friends. These findings demonstrate the possible dangers associated with playing this type of video game over and over again. The authors also found that boys tend to play video games for longer periods of time than girls. Boys may play more of these types of video games, said Kieffer, because women are portrayed in subordinate roles and the girls may find less incentive to play. But those girls who did play violent video games, according to the review, were more likely to prefer playing with an aggressive toy and were more aggressive when playing. Both Nicoll and Kieffer say that the recent changes that put age limits and rating systems on games make it more difficult for young children to purchase and play these video games. But, say the psychologists,future research needs to explore why many children and adolescents prefer to play a violent video game rather than play outside, and why certain personalities are drawn to these types of games (Playing). The observational studies looking at childrens free play, tended to show that children become more aggressive after either playing or observing a violent video game. At a theoretical level, these evidences suggest empirical data supporting the social learning theory. As others have cautioned, the validity and reliability of the procedures used to measure aggressions should be questioned (Griffiths, 99; Cooper Mackie, 19). The limiting conditions under which video games may have an affect that were considered were gender, age, and class/level of education. With regards to gender, although few studies looking at the differential effects were found, the study mentioned above suggests that females are more affected by video game violence than males. Cooper and Mackie, which inexperience with video games led to greater arousal, suggested one hypothesis for this difference. Another possibility may be that since males have been found is have more experience with video games; they may have become more desensitized to the violence than females. Once again, more research is necessary to draw conclusions on the differential effects of video game violence on gender. When age was look at it was discovered that age played no significant part in determining if a player was affected by the content of video games or not. The difference of age showed up in the manifestation of its affect. Herz introduces an interesting explanation of this increase in aggressive behavior of children. A large number of the studies involved adolescent children; these children are at an age when they are naturally violent, aggressive and moody. So when put in a situation with increased agitation like many of the studies involved, increases in aggressive behavior may be natural regardless of stimulation. While this particular situation is not true of older students the method of study does need to be questioned. The effects of education levels and economic class have not yet been looked at, possibly due to a lack in conclusive evidence showing an overall relation (Herz, 51-59). I couldnt make myself clearer when I say that there is a deadly link between this kind of graphic imagery and the escalating incidence of youth violence. Violent video games are giving our children the practice and experience needed to act out these aggressive behaviors in the real world. If you dont think that these games resemble the real thing, you should take some time to play one of these games once. You will be absolutely shocked as to what our children are seeing on a daily basis. Works Cited Cooper, Joel, Mackie, Diane. Video Games and Aggression in Children. Journal of Applied Social Psychology. Vol. 16, No. 8, 726-744. DeGaetano, Gloria, and Dave Grossman. Stop Teaching Our Kids to Kill. New York: Crown, 1999. France, Bill. Violent video games are training children to kill. HeraldNet 18 Nov 2003. 19 Oct 2005 . Gerdes, Louis. Media Violence. Farmington Hills, MI: Greenhaven, 2004. Griffiths, Mark. Violent Video Games and Aggression: A Review of the Literature. Aggression and Violent Behavior. Vol. 4, No. 10, 203-212. Herz, J. C. Joystick Nation: HowVideogames Ate Our Quartes, Won Our Hearts, and Rewired Our Minds. Toronto: Little, Brown Company, 1997. Steyer, James P. The Other Parent. New York: Atria Books, 2002. Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and in Life, Craig A. Anderson, Ph. D. , Iowa State University of Science and Technology and Karen E. Dill, Ph. D. , Lenoir-Rhyne College, Journal of Personality and Social Psychology, Vol. 78, No. 4. Violent Video Games Can Increase Aggression. Science Daily. 25 Apr 2000. American Psychological Association. 02 Oct 2005 . Willenz, Pam. Playing violent video games can heighten aggression. Medical News Today 21 Aug 2005. 25 Nov 2005 .

Humorous Wedding Toast by the Brides Brother Essay -- Wedding Toasts

Humorous Wedding Toast by the Bride's Brother Good evening Ladies and Gentlemen. Firstly, on behalf of the bridesmaids, I'd like to thank Mike for his kind words and reiterate how wonderful they look and what a fantastic job they have done today. I would also like to say that Sallie looks stunning - as I'm sure you'll all agree. Which really isn't that much of a surprise given we are related. Sallie is of course my sister, so I've known her much longer than I've known Mike. But I have been sternly warned not to delve into any of her terrible past relationships, her horrible pre- and post-teen attitude, her early problems with alcohol and the short spell she spent in a Singapore jail for drug trafficking. Instead, all I'll say is that, as I have seen her grow up, she has become...

Victorian Era

The Victorian Era During the Victorian Era, social classes of England were newly reforming, and fomenting. There was a churning upheaval of the old hierarchical order, and the middle classes were steadily growing. Added to that, the upper classes' composition was changing from simply hereditary aristocracy to a combination of nobility and an emerging wealthy commercial class. The definition of what made someone a gentleman or a lady was, therefore, changing at what some thought was an alarming rate. By the end of the century, it was common that a gentleman was someone who had a liberal public (private) school education, no matter what his antecedents might be. There continued to be a large and generally disgruntled working class, wanting and slowly getting reform and change. Conditions of the working class were still bad, though, through the century, three reform bills gradually gave the vote to most males over the age of twenty-one. Contrasting to that was the horrible reality of child labor which persisted throughout the period. When a bill was passed stipulating that children under nine could not work in the textile industry, this in no way applied to other industries, nor did it in any way curb rampant teenaged prostitution. The Victorian Era was also a time of tremendous scientific progress and ideas. Darwin took his Voyage of the Beagle, and posited the Theory of Evolution. The Great Exhibition of 1851 took place in London, lauding the technical and industrial advances of the age, and strides in medicine and the physical sciences continued throughout the century. The radical thought associated with modern psychiatry began with men like Sigmund Feud toward the end of the era, and radical economic theory, developed by Karl Marx and his associates, began a second age of revolution in mid-century. The ideas of Marxism, socialism, feminism churned and bubbled along with all else that happened. The dress of the early Victorian era was similar to the the Georgian age. Women wore corsets, balloonish sleeves and crinolines in the middle 1840's. The crinoline thrived, and expanded during the 50's and 60's, and into the 70's, until, at last, it gave way to the bustle. The bustle held its own until the 1890's, and became much smaller, going out altogether by the dawning of the twentieth century. For men, following Beau Brummell's example, stove-pipe pants were the fashion at the beginning of the century. Their ties, known then as cravats, and the various ways they might be tied could change, the styles of shirts, jackets, and hats also, but trousers have remained. Throughout the century, it was stylish for men to wear facial hair of all sizes and descriptions. The clean shaven look of the Regency was out, and mustaches, mutton-chop sideburns, Piccadilly Weepers, full beards, and Van Dykes were the order of the day. Due to the lack of modern technology that we have today such as televisions and the internet, the Victorian era (the era in which Queen Victoria reigned, this was between 1837 and 1901 was renowned for famous for the short stories that the authors of the time wrote. The birth of the railway also took place during the Victorian era and as one would expect, many people used it for transportation over long distances. There were no televisions so at times of boredom and during these long train journeys the people of the time depended solely on books and short stories for entertainment. The Ghost story genre proved to be most popular amongst the Victorian people. At the beginning of the nineteenth century in Britain, religious faith and the sciences were generally seen to be in beautiful accordance. This harmony between science and faith, mediated by some form of theology of nature, continued to be the mainstream position for most men of science right up to the 1860’s, at least. But it did come under threat. Many scientists questioned the literal meaning of the Genesis and opposed to the authoritarianism of organized Christian religion. Charles Darwin was the one, who with his Origins of the Species in 1859, proved things that could not be tolerated by the Church. It attracted widespread interest on publication. The book was controversial because it contradicted religious beliefs that underlay the then current theories of biology, and it generated much discussion on scientific, philosophical, and religious grounds. Of course a longer period had to pass to accept Darwin’s ideas, but it did affect the Christian mind, it did raise questions about the institution of the Church. The values that were based on religion were shaken greatly as well and the roots of the 20th century’s search for new values could be originated from here. Attitudes toward values and morals in those times also depended on, which social class a person belonged to. As the population increased, the gap between the lower and upper classes grew larger and also the differences in social behavior. Lower working classes struggled with everyday life, large families often did not have anything to eat, and children had to go working from an early age. There, the morals were drawn to the background. Even though, every felony was punished strictly, people often ended up stealing, robbing and murdering. Cities were full of slums, hygiene was non-existent and the drinking water spread diseases. Among these circumstances there was one rule that existed: to survive the day! Opposing the upper classes’ primness, prostitution and child labor was not scorned as a livelihood for the common people. Society as a whole, was called and often talked about in connection with the Victorian Era, did not help them, did not do anything for them, only despised them. Victorian values included a strict moral code and an obsession with social status. Upper classes always liked to lead their life in an exemplary way, regarded the morals highly and lived accordingly. Their occupation and social standing was largely determined by family background and social connections. We have to take into consideration that the Victorian era was the one when educated and wealthy people knew that the period they were living in is great and society, if everyone in it lived according to the Victorian values, could be happy. Although by looking back at the way they treated these values, most of them seem hypocritical. In their life religion, family, home, wealth and primness played an important role and proud as they were of themselves of belonging to these great times, rejected anyone whose life was not based on these things. They were the lucky ones that were educated and could easily afford forming opinions about the rest of the society, making references to morals, making up their own and forming the old ones as well. The Victorian era became notorious for employing young children in factories and mines and as chimney sweeps. Child labor played an important role in the Industrial Revolution from its outset, often brought about by economic hardship, Charles Dickens for example worked at the age of 12 in a blacking factory, with his family in debtor's prison. The children of the poor were expected to help towards the family budget, often working long hours in dangerous jobs and low wages. In England and Scotland in 1788, two-thirds of the workers in 143 water-powered cotton mills were described as children. Agile boys were employed by the chimney sweeps; small children were employed to scramble under machinery to retrieve cotton bobbins; and children were also employed to work in coal mines to crawl through tunnels too narrow and low for adults. Children also worked as errand boys, crossing sweepers, shoe blacks, or selling matches, flowers and other cheap goods. 7] Some children undertook work as apprentices to respectable trades, such as building or as domestic servants (there were over 120,000 domestic servants in London in the mid 18th Century). Working hours were long: builders worked 64 hours a week in summer and 52 in winter, while domestic servants worked 80 hour weeks, children worked from 12 to 16 hours a day; they often began w orking at the age of six or seven. Children had to be beaten to keep them from falling asleep while at work; in spite of this, many failed to keep awake and were mutilated or killed. Parents had to submit to the infliction of these atrocities upon their children, because they themselves were in a desperate plight. Craftsmen had been thrown out of work by the machines; rural laborers were compelled to migrate to the towns by the Enclosure Acts, which used Parliament to make landowners richer by making peasants destitute; trade unions were illegal until 1824; the government employed agents provocateurs to try to get revolutionary sentiments out of wage-earners, who were then deported or hanged. Such was the first effect of machinery in England. Children as young as three were put to work. A high number of children also worked as prostitutes.. In coal mines children began work at the age of five and generally died before the age of 25. Many children worked 16 hour days. As early as 1802 and 1819 Factory Acts were passed to regulate the working hours of workhouse children in factories and cotton mills to 12 hours per day. These acts were largely ineffective and after radical agitation. A royal commission recommended in 1833 that children aged 11–18 should work a maximum of 12 hours per day, children aged 9–11 a maximum of eight hours, and children under the age of nine were no longer permitted to work. This act however only applied to the textile industry, and further agitation led to another act in 1847 limiting both adults and children to 10 hour working days. By 1900, there were 1. 7 million child laborers reported in American industry under the age of fifteen. The number of children under the age of 15 who worked in industrial jobs for wages climbed to 2 million in 1910. The accepted reasoning was that the career for women was marriage. To get ready for courtship and marriage a girl was groomed like a racehorse. In addition to being able to sing, play an instrument and speak a little French or Italian, the qualities a young Victorian gentlewoman needed, were to be innocent, virtuous, biddable, dutiful and be ignorant of intellectual opinion. A wealthy wife was supposed to spend her time reading, sewing, receiving guests, going visiting, letter writing, seeing to the servants and dressing for the part as her husband's social representative. For the very poor of Britain things were quite different. Fifth hand clothes were usual. Servants ate the pickings left over in a rich household. The average poor mill worker could only afford the very inferior stuff, for example rancid bacon, tired vegetables, green potatoes, tough old stringy meat, tainted bread, porridge, cheese, herrings or kippers. The Catholicism of the Oxford Movement, the Evangelical movement, the spread of the Broad Church, and the rise of Utilitarianism, socialism, Darwinism, and scientific Agnosticism, were all in their own ways characteristically Victorian; as were the prophetic writings of Carlyle and Ruskin, the criticism of Arnold, and the empirical prose of Darwin and Huxley; as were the fantasy of George MacDonald and the realism of George Eliot and George Bernard Shaw. One could say that Queen Victoria personified the spirit of nineteenth-century England; she was Queen of the United Kingdom, Great Britain, and Ireland as well as Empress of India. She put the â€Å"Victorian† in the Victorian Era.

Feminist Theory The Beginnings Of Feminism - 1571 Words

The Beginnings of Feminism â€Å"Feminist theory is an attempt to bring in views from the movement and other female experiences along with research and data information to create new ways to putting an end to female oppression (Kolmar and Bartkowski 12).† Women of all time periods use feminist theory to collaborate together on their real life experiences to come up with ways to make women apart of everyday life. Throughout the different time periods, women have gained more and more power into society ultimately bringing women to where they are today. Each aspect of Cassandra, Helen, and Medea’s life can be compared to the feminist theory. Kolmar and Bartkowski view the feminist theory as a way to describe and analyze the lives of women. The†¦show more content†¦Helen, Cassandra, and Medea were leaders of their time in the yet unknown world of Feminism. These women provides hope and inspiration to women all over the world and this is why these plays are still relevant today. The Trojan Wo men and Medea show the first signs of Feminism because Cassandra, Helen, and Medea were strong and independent women who were determined to not become inferior to men. Cassandra is a character that represents the intelligence and strength of females during the fall of Troy. Cassandra, the daughter of Hecabe, has been selected to be the slave of King Agamemnon himself. Cassandra pledged celibacy in honor of the gods and now against her will she is forced to lose her virginity to a man she does not know. Cassandra has been cursed by Apollo and the curse allows her to foresee the future which entails Agamemnon s wife killing her and the King upon arrival in Argos. Cassandra elevates the intelligence of woman here as she states how no matter the fate of a man he will always be superior to women: â€Å"How different for the men of Troy, whose glory it was to die defending their own country! 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