what would we do about violent films like Saving Private Ryan or equally gory classics like Homer’s Iliad?

We Worry Too Much About Fictional Violence

In the wake of a mass shooting we feel a desperate need to know “why?” so we can get to “how”—how can we keep this from happening again? When someone shoots up a school, a mall, or an office, people on the left usually blame lax gun laws, and recommend a fix of stricter gun laws. On the right, people are apt to blame it on cultural factors—violent video games and films have sickened the culture, glorifying wanton violence and desensitizing young people to its effects. Loose gun regulation is not a cause of the massacres, but our best defense against them.

But this idea of blaming the media is an oldie and a baddy. First, practically, where would we draw the line? If we managed to ban trigger happy games like Doom, Call of Duty, and Halo, what would we do about violent films like Saving Private Ryan or equally gory classics like Homer’s Iliad? Should we edit the kills out of Shakespeare’s plays?

Second, the evidence that violent media promotes violent behavior is actually pretty shaky. Violence is a great—perhaps the great—staple of the entertainment economy. As a society we guzzle down huge amounts of fake violence in television shows, novels, films, and video games. And yet, a determined fifty year search for real-world consequences of fictive violence hasn’t found conclusive evidence of a causal linkage. Some researchers argue that the more violent media we consume, generally speaking, the more likely we are to behave aggressively in the real world. But other researchers disagree, picking studies apart on methodological grounds and pointing out that many hundreds of millions of people watch violent television and play violent games without developing the slightest urge to kill. As scientists like Steven Pinker point out: we consume more violent entertainment than we ever have before and yet we’ve never been at lower risk of a bloody demise. The more violent entertainment we’ve consumed, the more peaceable and law-abiding we’ve become.

 

Has violent media consumption actually helped reduce criminal violence? The notion isn’t as perverse as it may at first seem. Critics of media violence seem to envision scenarios that allow us to vicariously revel in wanton savagery. But the messages found in most video games are strongly pro-social. Adventure-style video games almost always insert players into imaginative scenarios where they play the role of a hero bravely confronting the forces of chaos and destruction. When you play a video game you aren’t training to be a spree shooter; you are training to be the good guy who races to place himself between evil and its victims.

Did the sensibilities created by the modern, video kill games play a role in the Littleton massacre?

Articles on media violence:

  • “Violent Media Numbs Viewers to Pain of Others” – WMIA, pg. 165
  • “Hate Violence? Turn It Off!” – WMIA, pg. 167
  •  “Violent Media is Good for Kids” – WMIA, pg. 181
  • “Media Violence Debates” – Moodle
  •  “Whodunit—the Media?” – Moodle
  • “Does Media Violence Lead to the Real Thing?” – Moodle
  • “Music Videos Promote Adolescent Aggression” – Moodle
  • “Does Fictional Violence Lead to Real Violence” – Moodle
  • “American Psychological Association” – Moodle
  • “When Life Imitates Video” – Moodle

 

This essay will be constructed as an academic argument and therefore should be well-reasoned, supported with logic based evidence from your readings, and balanced.  Preparation for this paper must include Exercise 1, Exercise 2, and Exercise 3 – proposal, as well as the 1st draft with peer review and 2nd draft.  It should be oriented toward a general, academic audience and will be evaluated according to the grading rubric for this course.

Paper Requirements:

  • 5 pages (Minimum 5 FULL pages)
  • Times Roman – 12 point font
  • Double spaced
  • One-inch margins (not 1.25, check your default margin settings)
  • MLA documentation and style
  • MLA Works Cited pageWHEN LIFE IMITATES VIDEOJohn Leo

    U.S. News & World Report, May 3, 1999

     

    Was it real life or an acted-out video game?

     

    Marching through a large building using various bombs and guns to pick off victims is a conventional video-game scenario. In the Colorado massacre, Dylan Klebold and Eric Harris used pistol-grip shotguns, as in some video-arcade games. The pools of blood, screams of agony, and pleas for mercy must have been familiar–they are featured in some of the newer and more realistic kill-for-kicks games. “With each kill,” the Los Angeles Times reported, “the teens cackled and shouted as though playing one of the morbid video games they loved.” And they ended their spree by shooting themselves in the head, the final act in the game Postal, and, in fact, the only way to end it.

     

    Did the sensibilities created by the modern, video kill games play a role in the Littleton massacre? Apparently so. Note the cool and casual cruelty, the outlandish arsenal of weapons, the cheering and laughing while hunting down victims one by one. All of this seems to reflect the style and feel of the video killing games they played so often.

     

    No, there isn’t any direct connection between most murderous games and most murders. And yes, the primary responsibility for protecting children from dangerous games lies with their parents, many of whom like to blame the entertainment industry for their own failings.

     

    But there is a cultural problem here: We are now a society in which the chief form of play for millions of youngsters is making large numbers of people die. Hurting and maiming others is the central fun activity in video games played so addictively by the young. A widely cited survey of 900 fourth-through-eighth-grade students found that almost half of the children said their favorite electronic games involve violence. Can it be that all this constant training in make-believe killing has no social effects?

     

    Dress rehearsal. The conventional argument is that this is a harmless activity among children who know the difference between fantasy and reality. But the games are often played by unstable youngsters unsure about the difference. Many of these have been maltreated or rejected and left alone most of the time (a precondition for playing the games obsessively). Adolescent feelings of resentment, powerlessness, and revenge pour into the killing games. In these children, the games can become a dress rehearsal for the real thing.

Write a research paper about ex-convits, how they adapt to the society and how hard it is

Write a research paper about ex-convits, how they adapt to the society and how hard it is. Also talk about their social life.

 

As I have also done my previous paper on ex-convicts, I would like to dwell on the topic of ex-convict lives. I would like to research how they are regained to the society and how hard it was for them to survive in the real life after they got out of prison. I would like to focus on how it affects the marriage, children and relatives while it also affects very deeply the convict himself. It will be a research explaining the social lives of ex-convicts.

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=8ec6a402-db61-4832-a9e2-ddd72140bfc1{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr114&vid=0&hid=101

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=8ab0843b-f477-462c-a2c7-c405b062d34a{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr198&vid=0&hid=101

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=7bd43838-8b17-46fb-8a7b-800417049dd6{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr114&vid=0&hid=101

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=0e2fc1de-fd22-46cb-a21a-a23382e3bd4f{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr114&vid=0&hid=101

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=86a972b9-2aae-4cce-841f-9ab456049716{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr113&vid=0&hid=101

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/detail/detail?sid=8e337f6b-e980-443b-9efa-a82ab2eb093c{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr111&vid=1&hid=101&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}3d{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}3d#db=a9h&AN=8923003

 

  • http://web.b.ebscohost.com.ezp.bentley.edu/ehost/pdfviewer/pdfviewer?sid=d6619736-db25-4a4c-89b4-2e231e435631{0e601fc7fe3603dc36f9ca2f49ef4cd268b5950ef1bbcf1f795cc00e94cdd119}40sessionmgr110&vid=0&hid=101As I have also done my previous paper on ex-convicts, I would like to dwell on the topic of ex-convict lives. I would like to research how they are regained to the society and how hard it was for them to survive in the real life after they got out of prison. I would like to focus on how it affects the marriage, children and relatives while it also affects very deeply the convict himself. It will be a research explaining the social lives of ex-convicts.

    Sources:

    • Ramaswamy, M., & Freudenberg, N. (2010). Sex partnerships, health, and social risks of young men leaving jail: analyzing data from a randomized controlled trial. BMC Public Health10689-696. doi:10.1186/1471-2458-10-689
    • Help prisoners with housing, says study. (2002). Community Care, (1443), 12.
    • Apel, R., Blokland, A., Nieuwbeerta, P., & Schellen, M. (2010). The Impact of Imprisonment on Marriage and Divorce: A Risk Set Matching Approach. Journal Of Quantitative Criminology26(2), 269-300. doi:10.1007/s10940-009-9087-5
    • Custer, B. D. (2013). Admission Denied: A Case Study of an Ex-Offender. Journal Of College Admission, (219), 16-19.
    • Johnson, K. F. (2013). Preparing ex-offenders for work: applying the self-determination theory to social cognitive career counseling. Journal Of Employment Counseling50(2), 83-93. doi:10.1002/j.2161-1920.2013.00027.x
    • Walker, L. (2010). ‘His mam, my dad, my girlfriend, loads of people used to bring him up’: the value of social support for (ex) offender fathers. Child & Family Social Work15(2), 238-247. doi:10.1111/j.1365-2206.2009.00664.x
    • Williams, K. A. (2007). EMPLOYING EX-OFFENDERS: SHIFTING THE EVALUATION OF WORKPLACE RISKS AND OPPORTUNITIES FROM EMPLOYERS TO CORRECTIONS. UCLA Law Review55(2), 521-558.

Consider the use of technology intended to save lives during a car crash

Technology is often cited as the savior of an organization or society.  Consider the use of technology intended to save lives during a car crash.  Every year, on average, the United States represent approximately 10 million car accidents.  Car manufacturers have responded by implementing high-tech modeling, numerical analyses, crash testing, and extensive case studies as to make cars safer.  Despite such efforts and costs, the number of car accidents per year remains roughly constant over the previous decade.

What went wrong?  How can you explain how the technology did not alleviate the problem?  What theories of change (or change implementation) would have helped car manufacturers and regulators address the steady number of car accidents per year?  How might you go about solving such a problem?  Would any newer or novel technologies help resolve the problem?

In-text citations should be given to support your work. A minimum of four in-text citations are required.

Essays are graded using the following criteria:

• Content—essays must respond to the scenario and writing prompt while
demonstrating a command of knowledge and practices in the field surrounding the
writing prompt.

• Critical thinking—essays must demonstrate the ability to analyze the writing prompt, synthesize a perspective, and either deduce or infer valid conclusions.

• Style—essays must be double spaced, use Time New Roman 12 point font, be free of spelling errors, and contain proper headings.

• Demonstration—papers must demonstrate recall of a few key learning objectives and topics covered during core classes.NHTSA’s National Center for Statistics and Analysis 1200 New Jersey Avenue SE., Washington, DC 20590
DOT HS 811 620 May 2012
Background
This Research Note examines the status of motor vehicle traffic
crashes as a leading cause of death in the United States in
2009. This note reflects an update of a prior research note (DOT
HS 811 443) that was based on the mortality data for 2007. It is
based on a study of the ranking of 68 causes of death, which
have been adopted by NHTSA’s National Center for Statistics
and Analysis (NCSA). This study was originally prompted by
a number of unanswered questions regarding adequate background
material and appropriate information pertaining to
the general concept of motor vehicle traffic crashes as a leading
cause of death. Although the National Center for Health
Statistics (NCHS) in its annual report on mortality publishes
detailed tabulations of the leading causes of death, the fatalities
due to motor vehicle traffic crashes are lumped into the
very general category of Unintentional Injuries. Fatalities due
to motor vehicle traffic crashes comprise a significant proportion
of all fatalities due to unintentional injuries, especially
at younger ages. This fact has prompted NHTSA to separate
motor vehicle crashes as an individual cause of death in this
report. NCSA added the computation of the years of lost life to
the conventional rank ordering of the causes of death in order
to highlight the tremendous toll that motor vehicle traffic
crashes have on the younger population. In fact, while motor
vehicle traffic crashes ranked eleventh overall as a cause of
death, they were ranked as high as fifth in terms of the years
of life lost, behind other major causes of death such as cancer,
heart diseases, stroke and chronic lower respiratory diseases.
Summary