Essay on Violence in Video Games - 1018 Words

Violence in Video Games Do video games containing violence spark people of today to commit violent acts? Violence in video games are blamed for some of todays violent crimes. Some people believe that these crimes are committed due to playing a video game. Others believe that video games are a easy excuse for the violent acts, and keep America from looking deeper into the minds of people committing these acts. Video games are also thought to be a good way to take out some hostility. In Bernard Cesarone?s piece, ?Violence in Video Games,? it is shown that Nintendo itself sold over 10.4 million systems and 69 million video games. Cesarone also stated more than 33 million people own a Nintendo system presently. Ceserone mentioned†¦show more content†¦Graphics of today are very realistic and can show many different things, and violence in many forms. Video games are played by all kinds of people. ?Are Video Games really so Bad? by Joshua Quittner, shows Males age 11-16 are the most popular consumer of video games, which may be a reason that violent video games are the most popular. Quittner also states males over the age of 20 are the fastest growing market and are becoming more an more targeted. Mike Snider states 37% of females do not play video games at all. Quittner found 32% of children favor video games with fantasy related violence and 29% prefer human violence. These numbers are at a steady incline since 1991. The most shocking fact to Quittner may was that only 2% of todays youth play games with educational content. Studies in Cesarone?s piece show exposure to video game violence increases aggressive personality. With all the commotion about violence in video games causing violent acts, game makers are now required by law to have there games graded. The Entertainment Software Rating Board is one form of grading which uses grades such as; Early childhood, for ages 3 and up, contain no violence. Kids to Adult, ages 6 an up, mild violence. Teens, 13 an up, more realistic violence than kid games. Mature ages 17 and up, blood, sexual content, and drugs. Adults only,Show MoreRelatedThe Effect of Video Game Violence on Physiological Desensitization to Real-life Violence2765 Words   |  12 Pageschildren who play video games for many hours daily. Addiction controls life of people, there is addiction to drugs, cigarettes, alcohol or gambling, and there are some forms of addiction associated with modern life, such as Internet and video games. Most people think that video games are harmful and waste of time. As a result, the main question of the research is how video games can influence on children and many minor questions come to mind about video games: Do video games influence a child’sRead MoreViolent Video Games Cause Increased Violence Essay1855 Words   |  8 Pagesobjective of video games is to entertain people by surprising them with new experiences.† (Shigeru Miyamoto) Shigeru Miyamoto is the creator of some of gaming’s most iconic video game characters, Mario Jumpman Mario, Link and Donkey Kong; while also, serving as co-Representative Director of the game company, Nintendo and is highly respected. Miyamoto, based on the quote provided, feels that video games are meant to entertain people and nothing more. However, many people feel as though video games only causeRead MoreVideo Games : Video Game Violence1502 Words   |  7 Pages2013 Video Game Violence The evolution of video games has taken a drastic change since the 1970’s when video games were first introduced. Since then every decade video games have become more violent in nature with strong language and realistic to suit society today. Craig Anderson states that with more violence in video games they would sell better than games with less violence (Anderson, Gentile, and Beckley pg.5). Violent video games really became popular when the first person shooter games wereRead MoreVideo Games : Video Game Violence Essay1693 Words   |  7 PagesVideo Game Violence Blood and gore, intense violence, strong sexual content, use of drugs. These are just a few of the phrases that the Entertainment Software Rating Board (ESRB) uses to describe the content of several games. The future of entertainment revolves around technology. Along with the evolvement of technology, video games are also changing. More ways of playing violent video games are created each year, but most of us have this question in mind; do violent video games influence peopleRead MoreVideo Game Violence : Video Games892 Words   |  4 PagesVideo Game Violence On December 14, 2012, a twenty year old boy named Adam Lanza shot twenty children and six staff at Sandy Hook Elementary School in Newtown, Connecticut. Before arriving to the school, he shot his mother then committed suicide after the shooting. The reports say that he was influenced to shooting others by the video game â€Å"Call of Duty†. Video game violence is defined as a behavior including physical violence intended to hurt, damage, or kill someone or something impacted by videoRead MoreVideo Games : Violence And Violence1301 Words   |  6 PagesThe issue of violence in these media products has been a highly-debated issue for the past few decades. Recently it has become extremely popular in the subject of violence in video games. It is rumored that games such as â€Å"Call of Duty, Mortal Kombat, Battlefield, Halo and many more have been the culprit behind a recent spike in childhood aggression. Many people have their own views on the subject, but it has been most com monly deduced that aggression is caused by the games, but violence does not alwaysRead MoreVideo Games and Violence942 Words   |  4 Pages Video Games and Violence Awe entering in more advanced society of technology, video games has become a popular source of entertainment among us. Almost all of us has rented or owned a video game and we have spent hours playing it. As we all know, video games have become the second most popular form of entertainment after television; the source of entertainment is proven to be violent. Excessive playing of video games has a huge impact on our life as well asRead MoreVideo Games and Violence1011 Words   |  4 Pagesare probably millions and billions of video games sold every year to people. Some people seem to believe that violence correlates directly with video games. Video games are something that is usually a big interest in people at the ages of 13 to 19 years old. Video games usually start off as a little fun and then turn into a major hobby for some people. Emotions change based on whatever happens while a person is engaging in these games most of the time. These games are another way to observe how p eopleRead MoreVideo Games Violence664 Words   |  3 PagesUNV - 104 August 11, 2013 Video Games and Violence Video games and violence have different effects on children according to the type of video games that is being watched It is important to understand the world of video games. All video games do not prevent violence in children. Parents should take into consideration in monitoring their child while choosing video games. Depending on the video game that is chosen, does not mean the child will result in violent behavior later on in lifeRead MoreViolence in Video Games770 Words   |  3 PagesIn the article from Thom Gillespie states that Grand Theft Auto (GTA) is the latest video game to be known of demeaning our society’s youth in the U.S. He states though however, video games such as GTA are â€Å"art† and deserve protection. Moreover, those games just mirror humanitys violent instincts; they do not provoke violence, Gillespie argues. These games also offer chances for debates about ethical issues and the costs of actions. It is known from his writings that Thom G illespie is a professor

Sixth-Grade Lesson Plan Ratios

A  ratio  is a numerical comparison of two or more quantities that indicates their relative sizes.  Help sixth-grade students demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities in this lesson plan. Lesson Basics This lesson is designed to last one standard class period or 60 minutes. These are the key elements of the lesson: Materials: Pictures of animalsKey vocabulary: ratio, relationship, quantityObjectives: Students will demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities.Standards met: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, â€Å"The ratio of wings to beaks in the bird house at the zoo was 2:1 because for every two wings there was one beak.† Introducing the Lesson Take five to 10 minutes to do a class survey. Depending on the time and management issues you may have with your class, you can ask the questions and record the information yourself, or you can have the students design the survey themselves. Gather information such as: Number of people with blue eyes compared to brown eyes in the classNumber of people with shoelaces compared to fabric fastenerNumber of people with long sleeves and short sleeves Step-by-Step Procedure Start by showing a picture of a bird. Ask students questions such as, How many legs? How many beaks? Then follow these steps. Show a picture of a cow. Ask students: How many legs? How many heads?Define the learning target for the day. Tell the students: Today we will explore the concept of ratio, which is a relationship between two quantities. What we will try to do today is compare quantities in ratio format, which usually looks like 2:1, 1:3, 10:1, etc. The interesting thing about ratios is that no matter how many birds, cows, shoelaces, etc. you have, the ratio—the relationship—is always the same.Review the picture of the bird. Construct a T-chart—a graphical tool used for listing two separate viewpoints of a topic—on the board. In one column, write â€Å"legs,† in another, write â€Å"beaks.† Tell the students: Barring any truly injured birds, if we have two legs, we have one beak. What if we have four legs? (two beaks)Tell students that for birds, the ratio of their legs to beaks is 2:1. Then add: For every two legs, we’ll see one beak.Construct the same T-chart for the cows. Help students see that for every four legs, they’ll see one head. Consequently, the ratio of legs to heads is 4:1.Use body parts to further demonstrate the concept. Ask students: How many fingers do you see? (10) How many hands? (two)On the T-chart, write 10 in one column, and 2 in the other. Remind students that the goal with ratios is to get them to look as simple as possible. (If your students have learned about greatest common factors, this is much easier.) Ask students: What if we only had one hand? (five fingers) So the ratio of fingers to hands is 5:1.Do a quick check of the class. After students write the answers to these questions, have them do a choral response, where the class gives answers orally in unison for the following concepts:Ratio of eyes to headsRatio of toes to feetRatio of legs to feetRatio of: (use survey answers if they are easily divisible: shoelaces to fabric fastener, for example) Evaluation As students are working on these answers, walk around the class so that you can see who is having a hard time recording anything, and which students write their answers down quickly and confidently. If the class is struggling, review the concept of ratios using other animals.

Deception Point Page 32 Free Essays

Ming’s lungs were screaming for oxygen. He held his breath, still trying to kick toward the surface. Breathe! He fought the reflex, clamping his insensate lips together. We will write a custom essay sample on Deception Point Page 32 or any similar topic only for you Order Now Breathe! He tried in vain to swim upward. Breathe! At that instant, in a deadly battle of human reflex against reason, Ming’s breathing instinct overcame his ability to keep his mouth closed. Wailee Ming inhaled. The water crashing into his lungs felt like scalding oil on his sensitive pulmonary tissue. He felt like he was burning from the inside out. Cruelly, water does not kill immediately. Ming spent seven horrifying seconds inhaling in the icy water, each breath more painful than the last, each inhalation offering none of what his body so desperately craved. Finally, as Ming slid downward into the icy darkness, he felt himself going unconscious. He welcomed the escape. All around him in the water Ming saw tiny glowing specks of light. It was the most beautiful thing he had ever seen. 37 The East Appointment Gate of the White House is located on East Executive Avenue between the Treasury Department and the East Lawn. The reinforced perimeter fence and cement bollards installed after the attack on the Marine barracks in Beirut give this entry an air that is anything but welcoming. Outside the gate, Gabrielle Ashe checked her watch, feeling a growing nervousness. It was 4:45 P.M., and still nobody had made contact. EAST APPOINTMENT GATE, 4:30 P.M. COME ALONE. Here I am, she thought. Where are you? Gabrielle scanned the faces of the tourists milling about, waiting for someone to catch her eye. A few men looked her over and moved on. Gabrielle was beginning to wonder if this had been such a good idea. She sensed the Secret Serviceman in the sentry shack had his eye on her now. Gabrielle decided her informant had gotten cold feet. Gazing one last time through the heavy fence toward the White House, Gabrielle sighed and turned to go. â€Å"Gabrielle Ashe?† the Secret Serviceman called out behind her. Gabrielle wheeled, her heart catching in her throat. Yes? The man in the guard shack waved her over. He was lean with a humorless face. â€Å"Your party is ready to see you now.† He unlocked the main gate and motioned for her to enter. Gabrielle’s feet refused to move. â€Å"I’m coming inside?† The guard nodded. â€Å"I was asked to apologize for keeping you waiting.† Gabrielle looked at the open doorway and still could not move. What’s going on! This was not at all what she had expected. â€Å"You are Gabrielle Ashe, are you not?† the guard demanded, looking impatient now. â€Å"Yes, sir, but-â€Å" â€Å"Then I strongly suggest you follow me.† Gabrielle’s feet jolted into motion. As she stepped tentatively over the threshold, the gate slammed shut behind her. 38 Two days without sunlight had rearranged Michael Tolland’s biological clock. Although his watch said it was late afternoon, Tolland’s body insisted it was the middle of the night. Now, having put the finishing touches on his documentary, Michael Tolland had downloaded the entire video file onto a digital video disk and was making his way across the darkened dome. Arriving at the illuminated press area, he delivered the disk to the NASA media technician in charge of overseeing the presentation. â€Å"Thanks, Mike,† the technician said, winking as he held up the video disk. â€Å"Kind of redefines ‘must-see TV,’ eh?† Tolland gave a tired chuckle. â€Å"I hope the President likes it.† â€Å"No doubt. Anyhow, your work is done. Sit back and enjoy the show.† â€Å"Thanks.† Tolland stood in the brightly lit press area and surveyed the convivial NASA personnel toasting the meteorite with cans of Canadian beer. Even though Tolland wanted to celebrate, he felt exhausted, emotionally drained. He glanced around for Rachel Sexton, but apparently she was still talking to the President. He wants to put her on-air, Tolland thought. Not that he blamed him; Rachel would be a perfect addition to the cast of meteorite spokespeople. In addition to her good looks, Rachel exuded an accessible poise and self-confidence that Tolland seldom saw in the women he met. Then again, most of the women Tolland met were in television-either ruthless power women or gorgeous on-air â€Å"personalities† who lacked exactly that. Now, slipping quietly away from the crowd of bustling NASA employees, Tolland navigated the web of pathways across the dome, wondering where the other civilian scientists had disappeared to. If they felt half as drained as he did, they should be in the bunking area grabbing a catnap before the big moment. Ahead of him in the distance, Tolland could see the circle of SHABA pylons around the deserted extraction pit. The empty dome overhead seemed to echo with the hollow voices of distant memories. Tolland tried to block them out. Forget the ghosts, he willed himself. They often haunted him at times like these, when he was tired or alone-times of personal triumph or celebration. She should be with you right now, the voice whispered. Alone in the darkness, he felt himself reeling backward into oblivion. Celia Birch had been his sweetheart in graduate school. One Valentine’s Day, Tolland took her to her favorite restaurant. When the waiter brought Celia’s dessert, it was a single rose and a diamond ring. Celia understood immediately. With tears in her eyes, she spoke a single word that made Michael Tolland as happy as he’d ever been. â€Å"Yes.† Filled with anticipation, they bought a small house near Pasadena, where Celia got a job as a science teacher. Although the pay was modest, it was a start, and it was also close to Scripps Institute of Oceanography in San Diego, where Tolland had landed his dream job aboard a geologic research ship. Tolland’s work meant he was away for three or four days at a time, but his reunions with Celia were always passionate and exciting. While at sea, Tolland began videotaping some of his adventures for Celia, making minidocumentaries of his work onboard the ship. After one trip, he returned with a grainy home video that he’d shot out of the window of a deepwater submersible-the first footage ever shot of a bizarre chemotropic cuttlefish that nobody even knew existed. On camera, as he narrated the video, Tolland was practically bursting out of the submarine with enthusiasm. Literally thousands of undiscovered species, he gushed, live in these depths! We’ve barely scratched the surface! There are mysteries down here that none of us can imagine! Celia was enthralled with her husband’s ebullience and concise scientific explanation. On a whim, she showed the tape to her science class, and it became an instant hit. Other teachers wanted to borrow it. Parents wanted to make copies. It seemed everyone was eagerly awaiting Michael’s next installment. Celia suddenly had an idea. She called a college friend of hers who worked for NBC and sent her a videotape. Two months later, Michael Tolland came to Celia and asked her to take a walk with him on Kingman Beach. It was their special place, where they always went to share their hopes and dreams. â€Å"I have something I want to tell you,† Tolland said. Celia stopped, taking her husband’s hands as the water lapped around their feet. â€Å"What is it?† Tolland was bursting. â€Å"Last week, I got a call from NBC television. They think I should host an oceanic documentary series. It’s perfect. They want to make a pilot next year! Can you believe it?† Celia kissed him, beaming. â€Å"I believe it. You’ll be great.† Six months later, Celia and Tolland were sailing near Catalina when Celia began complaining of pain in her side. They ignored it for a few weeks, but finally it got too much. Celia went in to have it checked out. In an instant, Tolland’s dream life shattered into a hellish nightmare. Celia was ill. Very ill. How to cite Deception Point Page 32, Essay examples

Truman Show comentry Essay free essay sample

The Truman Show, directed by Peter Weir, tells the story of Truman Burbank who learns that his life has been the basis of a popular reality television show. In this clip we see Truman weather the storm that Christof used to try and stop him. Truman then breaks through the barrier of the show’s set and talks to Christof for the first time when he is on the verge of leaving. Weir shows the strength of Truman’s character and the underlying theme, if you persist you will be victorious by using vignettes, costume and exaggerated diegetic sound. The Truman Show is an excellent film that really makes the viewers question their own concept of reality. A film technique that Weir uses is the vignette. Weir uses this technique when the storm ends and Truman’s boat is turning back up. This technique reminds the viewer of how very fake the world that Truman is living in is and how much he must persist to find the truth. We will write a custom essay sample on Truman Show comentry Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It shows us how strong the character of Truman really is as he has continued to persist in this fake world, ignoring everyone else’s opinions whilst only trusting his own to find the real answers. It also builds on the theme that you will be victorious if you persist as Truman is getting closer and closer to what is behind the camera’s vignette as he continues to persist. A second film technique that Weir experiments with is the use of costume. Weir uses this technique during the scene where Truman is escaping on the boat. Truman is wearing a jumper with self-same stripes (stripes that are the same colour as the material they are on). These stripes symbolize Truman’s imprisonment in this world, similar to an old-fashioned convict’s prison stripes. Earlier in the film Truman wore very vivid stripes symbolizing his strong imprisonment within the show. In this scene his stripes are much less visible. Weir is showing the viewer that through his resilient and persistent character Truman is slowly breaking out of his prison and is getting closer to finding the truth. This use of costume also builds on the theme that persistence leads to victory as by persisting for the truth Truman is slowly breaking out of his prison, getting closer to learning the real answers. A third film technique that Weir uses is exaggerated diegetic sound. Weir uses this technique when Truman’s boat breaks through the wall of the show. This technique has the effect of focusing the viewer’s attention on the significance of the boat breaking through the wall. This act symbolizes Truman finally breaking free after trying and trying. At this point in the film the character of Truman is fully developed and is strong enough to accept the fact that he has finally broken free. It shows us that when faced with an unknown obstacle Truman had the courage to continue to question and eventually understand the anomaly. It also proves the theme that you will be successful if you persist as after searching for truth his whole life Truman has finally won and broken free from all of the lies and his imprisonment. This clip reinforces the theme that if you persist, you will be victorious. The Truman show makes the viewer understand the power of persistence and question the truth of his or her own life.