Benefits of Playing Video Games Essay -- Video Games

Video games have been argued about for decades. Some people have argued that video games are linked to violence. However, new research shows that video games can be used for therapeutic purposes, exercise, stress relievers, positive interactive learning, hand eye coordination, and different types of patient treatment for people all around the world. When playing video games, the coordination and concentration can physically, socially, and mentally benefit the user. Research today shows that certain video games can reduce fat and therefore promote weight loss. Other sources state that doctors have instructed parents to let their children play video games to help control focus. It is found that video games can improve hand eye coordination and have been used for rehabilitation of wounded soldiers. Gamming has developed in technology, and created many new positive effects. Over the years video games has become popular, the history of gamming continues all the way back to board games, new equipment has created constructive and entertaining learning experiences. Video games are used to improve physical health. Playing video games does not mean being inactive. New and improved video games involve and incorporate different types of movement in the actual game. Certain video games can reduce fat causing global weight loss (Recio 143). By turning game systems into exercise, new generation games draw people into activities and get heart rates pumping. Schools have incorporated video games into part of their physical education program. Children’s waists lines have gone down by inches due to playing video games in gym class. In gym, the machines teach things like balance, timing, and coordina... ...e dealing with technology everywhere and their whole lives. Video games help make kids feel comfortable with technology. Video games now provide a fun and social form of entertainment and are used all over the world for positive effects. Gaming has had positive effects on aiding weight loss, improving the efficiency of visual skills, controlling anger, creating fun interactive learning environments, and has become a new way of therapy to help rehabilitate patients. The new Wii programs will certainly develop and continue to perform more incredible effects on different people. New gaming technology is being developed every year; the effects can only get more enhanced. Source "Video game play may provide learning, health, social benefits." American Psychological Association. February 2014, Vol 45, No. 2 http://www.apa.org/monitor/2014/02/video-game.aspx

Counseling Youth in Times of Crisis

Counseling Youth in Times of Crisis â€Å"Teenagers can be like elephants. If youVe spent any time around them, this thought has probably crossed your mind, but hopefully wasn't said out loud. † We sometimes think teenagers aren't able to go far in life, or be anything but a problem. Living a carefree life not worried about anything or one around them. Some adults have no idea of all the struggles teenagers have to deal with. Just like adults they deal with stress, death, peer pressure, and lots more.It is sometimes hard to see past the shield these youth have put up around them. They will test you until they trust you, ut only once they trust you will the real test come. Youth struggle with crisis Just like everyone else, and need a counselor or caregiver to help them through it. Eating Disorder â€Å"Eight million people in the United States suffer from an eating disorder, the most common of which is bulimia nervosa. Eighty six percent of suffers report the onset of the dis order before the age of twenty; only half report being cured.Six percent of serious cases die of the disorder. † This is very serious and should never be taken lightly. It is getting harder and harder to be a youth in our culture. They have to deal ith constant scrutiny of their peers and coaches; often comparing themselves to the airbrushed, photo shopped models in todays' magazines. They try to be perfect while knowing they never can be. Some feel extremely guilty about what they are doing but the stress and guilt only leads to them doing it more.Here are some characteristics that are hints of Anorexia Nervosa: Looks not Just lean, but abnormally thin Extreme attraction/avoidance language and behavior regarding food Obsessive weighing Baggy clothes to hide shape Now here are some characteristics that are hints of Bulimia Nervosa: Abnormally requent trips to the bathroom abnormal fixation on exercise, no matter what Cuts and calluses on knuckles and backs of hands Car or clos et smells of vomit When dealing with this in teenagers the first thing you need to do is make sure they are going to get proper treatment and counseling for their disorder.They need help and telling you was probably very hard, so don't make them get other help by themselves and also help them inform their parents. Suicide If you are going to work with youth there is a chance that you will work with someone that has attempted suicide, contemplated suicide or had a friend commit uicide. â€Å"Suicide is the 3rd leading cause of death for 15- to 24-year-old Americans. An average ot one person dies by suicide every 16. 2 minutes. † A very good triend ot mine from high school committed suicide; although no one knows why he did it the last thing posted on his Facebook wall by a friend was the comment mfou're gay'.His friend who posted this goes to the school counselor once a week now; he blames himself for his friend's death; thinking it was Just an innocent Joke. Some of the signs that may alert a parent, teacher, youth leader, pastor or friend to a possible uicide attempt include: Previous suicide attempts Threats of suicide Talking about death Preparation of death (cleaning out locker, giving away possessions, etc. ) Depression Sudden change in behavior (acting out, violent behavior etc. Moodiness Withdrawal Somatic complaints (sleeplessness, sleeping all the time) Fatigue Increased risk-taking Drafting a suicide note We need to watch for these signs when dealing with youth and remember it is better to be safe in checking on a youth's life, than sorry if they take their life. If you ask a teenager about an issue like this, I think, they are more likely to be thankful than to hink you upset. And if they are upset about you asking those questions about their feelings and life the chances are they are trying to hide something from you or their parents.When someone comes to us about suicide it is vital that we listen to them and not throw the bible in their fa ce. â€Å"Be nonjudgmental. Statements such as mfou can't be thinking of suicide, it is against the teaching of your church† or â€Å"l had a similar problem when I was your age and I didn't consider suicide† are totally inappropriate during a crisis situation. † We as caregivers should never make the are receiver feel unworthy of your time or lower their self-esteem. There are a few different reasons that youth attempt suicide: for attention, depression, loss, manipulation, and lots more.In saying that my sister has attempted suicide three times; she has done it for attention and she has also threatened suicide for the purpose of manipulation. But we should always remember that while the person attempting suicide may be your first concern the family and friends are suffering Just as much if not more. One of the times she was threating to commit suicide she grabbed a kitchen knife and tried to run to her room. Her boyfriend saw her grab it and was attempting to t ake it from her when my then 9 year old brother walked into the house.He could not see the knife and didn't know what was going on; he only knew that his sister looked like she was being beaten up by her boyfriend. Naturally the first thing he did was try to get her boyfriend off of her. This led to the boyfriend yelling at my brother, â€Å"Go away! She is trying to kill herself. † When my brother heard this he ran to his room in tears. It was his snapping point after losing two of his grandparents and his Dad moving away. Now he is taking three medications and ees a counselor once a week. He has been diagnosed with depression, bipolar, and schizophrenic tendencies.He has never tried to attempt suicide but we a constantly watching for signs and praying for his health. I believe that he will never attempt suicide because we saw the signs as soon as they started to appear. But I believe that way too many times the siblings ot the suicide attempter are overlooked and not given the help that they may need. Always remember that suicide affects everyone around that person. Death I have never met someone who hasn't dealt with death in some way; whether that s a friend, a parent, a grandparent, a significant other, a sibling, or they themselves are dying.The five stages of grief are: Denial, Anger, Bargaining, Depression, and Acceptance. These steps may come in order, they may Jump around, or experience more than one at a time. There is no correct way to grieve it is a process that is different for everyone involved. Some youth may begin to act out when dealing with grief because; they don't know what else to do. For some students this may be their first experience with death. When dealing with death we must explain to the youth ho is dealing with it that grief is a process. â€Å"Listen.When a teenager is grieving, this isn't the time to view the conversation as a teachable moment. You don't need to correct his perceptions or theology, nor do you need to giv e advice. You need to quietly and attentively listen to him. † When a teenager losses a parent or parents, make sure they don't Just Jump into their new adult responsibilities before they are ready. Help them to realize the changes that have to be made in their daily life with the death of this person. Let them see what has to be changed and what kind of help they need to do that.Always make sure to be available to youth after a death. Be the one to text or call them they won't always take the initiative to ask for help. Some common mistakes youth workers make when helping a teenager deal with grief are: Being overbearing, looking for teachable moments, hiding their own grief, etc. We want to help but we need to still be aware that the youth has a whole lot to deal with and needs some space to process everything. One of the worse things you can do is try to teach a grieving youth theology; they have enough to worry about and don't need to have your opinions shoved at them too.

King Lear Imagery Seminar

Symbolism/Imagery/Allegory in King Lear * The Storm (Imagery)Pathetic Fallacy: By acting irresponsibility, Lear as a King and then as a father causes a universal upheaval in the order of the universe. This upheaval is reflected and reinforced by the use of imagery (Pathetic Fallacy). The storm is a part of the universal disorder and is presented in a very artistic manner. The storm is significant as it stands for external as well as internal human naturepresents the inner nature of human beings * In Act 3, Lear rushes from a fight with his daughters into a raging thunderstorm.The combination of thunder and lightning is pretty much what is going on inside Lear's mind, from his fury at his daughters to his impending madness. At one point, Lear admits there's a â€Å"tempest in [his] mind† that's not unlike the storm that rages on the heath (3. 4. 4. ). In other words, the literal storm on the heath is a pretty accurate reflection of Lear's psychological state. * One can argue th at the storm parallels Britain's fall into political chaos. Remember, Lear has divided his kingdom, civil war is  brewing, and the King (Lear) is being treated pretty shabbily by his daughters and some of his other subjects.Alternatively, the powerful storm in which Lear gets caught up is a dramatic demonstration of the fact that  all  humans, even kings, are completely vulnerable to overpowering forces like nature. * The beasts (Imagery): The bestial images and the images of darkness also convey the impression of disorder in the universe. The bestial/animal imagery is partly designed to show man’s place in the chain of being, and bring out the sub-human nature of evil character. It is also used to show man’s weakness compared with animals’ and partly to compare man’s life to the life of the jungle.Because of the bad behaviour of Goneril and Regan, Lear hates them and calls them worse than monsters â€Å"More hideous when thou show’st theeln a child than sea monster. † Then turning to Goneril, he calls her â€Å"gilded serpent† when he comes to know her reality. She is often called â€Å"tiger† and â€Å"sharp-toothed† (vulture), while Regan is called â€Å"most serpents like†. To reveal the evil nature of both sisters, bestial imagery is employed very often as they are called â€Å"adderas† by Edmund. * Moreover in King Lear, the animal imagery is organized around compatible or somewhat foolish i. . deer, cat, dog, rat, cow, serpent, geese, snakes, dragon, foxes, and sparrows. They help to draw the moral drift of the play. They are set up to reinforce or to oppose each other. * Images of darkness and disease: The images of darkness and diseases are used to show chaos and disturbance in nature. In the play, one is conscious all through of the atmosphere of buffeting, strain, and strife, and, at moments, of bodily tension to the point of agony. So naturally does this flow from th e circumstances of the drama and the mental suffering of Lear.This sensation is increased by the generally floating images. To show the human body in torture, the words like â€Å"tugged†, wrenched beaten†, â€Å"scalded†, â€Å"tortured† and â€Å"finally broken on the rake†, are used. Lear, in his agonized remorse, pictures himself as a man wrenched and tortured by an â€Å"engine†. He realizes his follies and he beats his head that lets his folly in. Goneril has the power to shake him with her tongue, the hot tears break from his heart. Lear cries that his heart â€Å"will break into a hundred thousand flaws†.Albany wonders how far Goneril’s eyes may pierce. Gloucester’s flawed heart is cracked, and finally it â€Å"burst smilingly. Kent longs to â€Å"tread† Oswald into mortar. Lear cried painfully â€Å"It is more than murder†. The Fool declares man torn into pieces by gods. Gloucester also cries, â₠¬Å"As flies to wanton boys, are we to gods; they kill us for their sport†. The sense of bodily torture continues to the end. Lear tells Cordelia that he is bound â€Å"Upon a wheel of fire that my own tears do scald like molten lead†. The use of verbs and images of bodily torture are almost continuous and they are used to draw the direct picture as in the treatment of Gloucester; who is equally â€Å"blind† like Lear when it comes to telling the difference between his â€Å"good† son (Edgar) and his bad offspring (Edmund) – Gloucester can't tell that Edmund has manipulated him into believing Edgar wants him dead. Later, Gloucester doesn't even recognize his son Edgar, who has disguised himself as â€Å"Poor Tom† the beggar.Eventually, Gloucester's eyeballs are plucked out, making his literal blindness symbolic of his inability to â€Å"see† the truth about his children. Finally, â€Å"he is bound to a chair, plucked by the beard, his hair is ravished from his chin, and with his eyes blinded and bleeding, he is thrust out of the gates to smell his way to Dover†. * In  King Lear, there's a whole lot of talk about literal vision and metaphorical blindness, especially when it comes to fathers â€Å"seeing† their children for who they really are. When Lear mistakenly believes that Cordelia is disloyal and orders her â€Å"out of [his]  sight,† his pal, Kent, gives him the following advice: â€Å"See better, Lear† (1. 1. 14). In other words, Kent implies that Lear is â€Å"blind† to the fact Cordelia is the â€Å"good† daughter while Goneril and Regan are a couple of evil spawn. We can take this a step further by saying that the root of all Lear's problems is his lack of good judgment – he foolishly divides his kingdom, stages a silly love test to determine which daughter cares for him the most, etc. After Lear is booted out by Regan in her palace, he exclaims: †Å"We'll no more meet, no more see one another: but yet thou art my flesh, my blood, my daughter; or rather a disease that's in my flesh, which I must needs call mine: thou art a boil, a plague-sore, an embossed carbuncle, in my corrupted blood. (2. 4. 29). When Lear goes off on Goneril, he insists she's more like a â€Å"disease that's in [his] flesh† than a daughter (his â€Å"flesh and blood†). Goneril, he says, is â€Å"a boil, a plague-sore,† a nasty little â€Å"carbuncle† and so on. In other words, Goneril, is kind of like a venereal disease. ) Lear is really good at insults this is a pretty elaborate way for Lear to tell Goneril that she  makes him sick. On the one hand, this passage is in keeping with just about everything else Lear says about women (especially Goneril and Regan) – Lear frequently associates women with sexual promiscuity and pretty much blames all the problems in the world on the ladies. * Something similar is at work inà ‚  King Lear. When Lear imagines that  his body  is diseased, we can't help but notice that his  kingdom  is also not doing so well.After all, it's just been hacked up into pieces by Lear and, with Goneril and Regan (and their spouses) now in charge, it's quickly becoming a  corrupt  place. What's more, civil war (not to mention a war with France) is on the horizon. In King Lear's mind, the corruption of his kingdom is caused by Goneril and Regan so, it's not so surprising that he refers to Goneril (in the passage above) as a â€Å"plague-sore. † * Nakedness vs. Clothing (Imagery): When Edgar disguises himself as â€Å"Poor Tom†, he chooses to disguise himself as a naked beggar.Then, in the big storm scene, Lear strips off his kingly robes. Lear has seen Poor Tom (naked) and asks, â€Å"Is this man no more than this? † Then, presumably to find out if man is indeed â€Å"no more than this†, he strips down to his birthday suit. Shakespeare seems to be implying that all men are vulnerable. In fact, man is nothing more than â€Å"a poor bare, forked animal† (3. 4. 10). Donning rich and opulent clothing (like Goneril and Regan do), then, is merely a futile attempt to disguise man’s true, defenceless nature. Nothingness (Symbol): Shakespeare plays on the word â€Å"nothing† and the idea of nothingness or emptiness throughout  King Lear. Here are a few significant moments from the play: In Act 1, when Lear stages his love test and asks Cordelia â€Å"What can you say to draw a third [of the kingdom] more opulent than your sisters? â€Å", Cordelia replies, â€Å"Nothing. † Lear can't believe what he's hearing. â€Å"Nothing will come of nothing,† he tells her. â€Å"Speak again. † (In other words, you'll get absolutely  nothing  from me unless you speak up about how much you love me. By the way, the phrase â€Å"Nothing can come of nothing† is a variation on the famous ph rase â€Å"ex nihilo nihil fit† – that's Latin for â€Å"from nothing, nothing comes,† which is an ancient Greek philosophical and scientific expression. The word â€Å"nothing† shows up again in the play when the Fool tells Lear he is nothing without his crown and power: â€Å"now thou art an O without a figure. I am better than thou art now; I'm a fool, thou art nothing† (1. 4. 17). According to the Fool, King Lear is a zero and is no better than a â€Å"shealed peascod† (an empty peapod).The Fool also calls the retired king â€Å"Lear's shadow,† which suggests that Lear, without his crown, is merely a shadow of his former self. The idea is that Lear, (whose status has changed since retirement) is  nothing  without his former power and title. To sum up, imagery plays an important part in King Lear. The play is a complex work and makes use of imagery effectively to convey the themes, and to give poignancy to the action. The disru ption caused by Lear’s initial inability and refusal to â€Å"see better† is reflected in the images of darkness, animalism, and disease.

Articles of Confederation DBQ

Between 1781 and 1789 America experienced a period of political weakness and lack of action to fix the impending crisis. Following the Revolutionary War, America succeeded in establishing its liberty, free of tyrannical British rule. During this period, the new found freedom of America acted as a double-edged sword. Although Americans had finally achieved the freedom that they had fought for, they were faced with the challenge of establishing an entirely new system of government which they organized under the Articles of Confederation.John Dickinson led the authors of the Articles of Confederation by sharing the document with the Continental Congress on July 12, 1776. The Articles of Confederation provided the United States with an ineffective government, incapable of performing the necessary duties to ensure the success of the growing nation. During the establishment of this free nation, individuals throughout the colonies felt a greater loyalty to their colony than to the newly for med nation which was reflected in the distribution of powers throughout the levels of government.Americans had recently escaped the clutches of a tyrannical government under the rule of King George III of England resulting in a fear of too much centralized power. Instead, the Articles of Confederation regarded the state government as more powerful than the federal government, undermining any federal laws that were passed, as displayed in Document A.â€Å"The said States hereby severally enter into a firm league of friendship with each other, for their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretense whatever. â€Å"

Conflict in Egypt Essay Example | Topics and Well Written Essays - 1000 words

Conflict in Egypt - Essay Example But there has to be an event with a potential to spark the revolution. In case of Egypt, it was the alighting of a man in front of parliament building in Cairo on 17 January, 2011 to register his protest against the untold pains that the economic conditions have caused him. (Jones, 2011) The incident caused to set dividing line between the oppressed and the oppressor and thus had set the stage for the first stage of conflict life cycle, the beginning. As a natural outcome of this incident two sides; the Egyptian government and the public takes their definite sides. As the time elapsed the government and public stances appeared to have two obvious stands points around which the opinions began to emerge and the divide began to take clear boundaries. Majority of people have a clear mindset on the issue and they have no confusion on the logic of their stance. The protesters were beefed up with masses from every walk of life neglecting their mutual differences in social values and religio us thoughts. â€Å"They were students and professionals, men and women, members of both the elite and the working class, standing side by side, and standing together out of concern for their country's future.† (Editorial, 2011). ... The protestors were peaceful right from the beginning of the conflict and successfully displayed their rationale and resolution behind the protest. However, the Egyptian government had tried nothing new but the tools and tricks what a dictator regime often has to employ. The nonviolent protestor began to formulate their demands as the government fails to reconcile in the early stages of the conflict. This was mainly due to a tyrant approach to such conflicts and the suppression and oppression could only add fuel to the fire. The public anger began to rise as the government failed pay heed to public concerns in a befitting manner. The situation clearly outlines the next stage of the conflict where conflict are grown into mature stages and some violence marks the stanch behaviors of parties involved in the conflict. The PPU identifies the situation as, â€Å"Each side increases its demands, and its sense of grievance swells. Each side looks for allies from outside the conflict area, f or moral and physical support. Acts of violence begin.† (PPU, 2011). The killing of the protestors by government allies further complicated the conflict and the blood injected firm determination among the protester gather around the historic Tahrir Square to liberate their country from the Husni Mubarak regime. The violence introduced by the government allies further aggravated the situation and created the deadlock required to translate such conflicts into a successful revolution. The activists chanted popular slogans "We do not want Shafik any more, even if they shoot us with bullets, revolution until victory, revolution against Shafik and the palace.† (Sherwood & Tom, 2011). The whole Egypt went on warlike situation after this and riots spread all over the

Do Students lose more than they gain in online writing classes Essay

Do Students lose more than they gain in online writing classes - Essay Example In the chapter text, Keifer writes, â€Å"questions about the efficacy of online education have been ignored in the face of pressures† (Keifer, 2007, p. 142). I am in agreement with the author’s statement that the schools, confronted by rising intake of students and governmental pressure, have been under pressure to embrace online learning. However, such efforts, to provide alternative models of learning, should be guided by efficiency and not by the current boom in student populations. Globally, few learning institutions with online learning programs have integrated efficiency of content delivery in their e-learning approach. Kiefer identified three deficits in the online writing system that makes it a less desirable learning platform. One of these deficits is the nature of the classroom software. It feels that the author has overly criticized the role of software in a classroom. A good quote is, â€Å"We have all had moments when we question why technology, especiall y software seems to distract energy away from the focus of our work as writers and teachers† (Keifer, 2007, p. 148). The author sees that technology disguises the interest of students in coursework and that through an online platform; students can pretend to be engaged in the learning process. Kiefer also critiques software used in online writing, citing that such software is not developed with the writing teachers in mind and does not provide for interaction between the students. While this may have been true when the article was written.

Womens equality Assignment Example | Topics and Well Written Essays - 2000 words

Womens equality - Assignment Example These paths lead people to make some of their ethical choices based on dissimilar ethical criteria. This paper looks at the feminist philosophical view in the determination of some discriminative concepts. According to Hutchings (2007), feminism is an ethical tradition that examines some of the gender relations of power, which are tied to societal moral codes. The moral codes exist in the feminist global ethic, which occur through the division of feminist thoughts into normative traditional that include care feminism, enlightenment feminism and post-colonial feminism. Despite the categorizations, it is possible to determine that feminists might differ in their understanding and interpretations of the manner in which women are oppressed in the society. However, the foundation of their arguments is based on women’s experience (Hutchings, 2007). For this reason, most of the feminists might argue that historically, not so many people consider a woman’s point of view. This means that men form the different communities, philosophies, religion, moral theory constructs and sciences for fellow men, as well as for the fulfillment of the male interests. In order to evaluate the nature of sexist ethics, the basic requirement would be to develop an understanding of the same. The basic understanding of the sexist ethics is that it is a moral theory that exhibits fundamental biases towards interests of a single gender. Most of the feminists believe that it is possible to consider the major moral theories as sexist since they exhibit biases towards the point of view of the male gender and their development seeks to fulfill male interests. However, an individual might argue that utilitarian and deontological theories are not sexist in nature, given their positions on the moral obligations of human beings. Utilitarianism, which is