Its Time to Lower the Teacher to Student Ratio Essay -- Argumentative

It's Time to Lower the Teacher to Student Ratio  â Growing up is sufficiently hard to do these days, yet much more so when a little youngster's training is yielded. The present study halls, kindergarten through school levels, are encountering a huge ascent in the quantity of understudies in each class. This carries the educator to-understudy proportion to an inadmissible level. Educators can't successfully show their understudies if there are such a large number of in a solitary class. Accordingly, it is critical for the United States' instructive framework to take a top to bottom examination concerning this circumstance and work towards a superior path for our youngsters to learn in a progressively engaged condition. For the good of our children and for our future, we as a whole should help with figuring out how to bring down the instructor to-understudy proportion.  The long and transient advantages of diminishing class size influence the understudies and the educators and will proceed into what's to come. By lessening a class to a normal of eighteen understudies, instructors can invest increasingly one-on-one energy with every understudy. Truth be told, in an examination done in the United Kingdom demonstrated that, Results indicated that in littler classes the educators collaborated all the more successfully with the whole class, had increasingly continued connections (25 seconds or more) with singular understudies, and required less an ideal opportunity to oversee singular understudy's schedules (Hargreaves, et al 123). Connections, for example, these, are particularly essential to those kids in kindergarten through the third grade. With centers around perusing, composing, and math on youngsters in this beginning time of their training, look into is demonstrating that these kids will convey the impacts of a little class with them all through the rest of their scholastic... ...ize on Teacher-Pupil Interaction in Elementary School Classes in England: Does Research Merely Confirm the Obvious? Paper arranged for the American Educational Research Association Annual Conference, Chicago, March 1997. ED 409 123. Molnar, Alex., et al. 1997-98 Results of the Student Achievement Guarantee in Education (SAGE) Program. December 1998. Milwaukee, WI: University of Wisconsin-Milwaukee. Shields, Patrick M., et al. Instructing and California's Future. The Status of the Teaching Profession: Research Findings and Policy Recommendations. A Report to the Teaching and California's Future Task Force. Santa Clause Cruz, California: The Center for the Future of Teaching and Learning, 1999. 158 pages. U.S. Division of Education. Lessening Class Size: What Do We Know? Washington, DC: Author, 1998. 17 pages. http://www.ed.gov/bars/ReducingClass/. Â

Developing a Therapeutic Counseling Relationship Essay -- Counseling

Presentation Understanding the guiding meeting from the client’s point of view is a significant perspective in the improvement of a remedial relationship. A clinician must be a superb audience, while being to focus on the client’s non-verbal communication, influence and tone. The elements in the guiding meeting that is valuable to the customer incorporate the acknowledgment of the torment that the customer is feeling. The negative piece of this incorporates a misconception of the main problems, an absence of thought of the social parts of the customer, and an absence of clinical experience or listening aptitudes. In this introduction, we will talk about the positive and negative parts of the directing meeting from the client’s viewpoint which incorporates the client’s perspectives, sentiments, and feelings of the advising meeting. We will next inspect the inclination of the customer to uncover or not uncover data to the instructor, and how transference, and counter-tra nsference can affect the advisor customer relationship. Positive Aspects For customers who express their encounters without precedent for guiding, it tends to be a ground-breaking power to enable them to recuperate. It is significant for the advocate to give close consideration to the person’s non-verbal communication, influence and tone. The advocate must consider the potential situations that may happen in the principal meeting. Social parts of the customer must be thought of. From the client’s point of view, the principal meeting is a significant meeting, regardless of whether the primary meeting is for the most part a data gathering meeting. The customer may have encounters a lot of injury in their life, always being unable to confide in an individual with their nearest sentiments. This is the reason it is essential to set up affinity and trust in... ...classified data is shared without their consent, this circumstance can be inconvenient to the customer. The customer may stop treatment or be latent forceful towards the specialist by being late of dropping meetings with the clinician. References State University (2011). Recovered from Lecture Notes Online Web webpage: http://angel04.gcu.edu/area/default.asp?id=551591 Sherwood, T. (2001, September). Customer involvement with psychotherapy: What recuperates and what hurts? Indo-Pacific Journal of Phenomenology, 1(2), 1-16. Recovered August 27, 2009, from http://www.ipjp.org/index.php?option=com_jdownloads&Itemid=25&task=view. download&cid=111 Transference and Countertransference, (2011). Kathi’s Mental Health Review. Recovered May 7, 2011 from http://www.toddlertime.com/mh/terms/countertransference-transference-3.htm#Countertransference

Meet the Admissions Officers Amy Perez

Meet the Admissions Officers Amy Perez Name: Amy Perez Job title: Assistant Director of Admissions Hometown: Lubbock, TX High school: Lubbock High School College: Tulane University, Bachelors degree in Marketing Favorite things about MIT: I love the MIT Dome and the Boston skyline, both of which are right outside the Admissions Office. I also love getting discounts as an MIT affiliate at the Boston Ballet, Aquarium, and many museums. Current students always surprise me by being witty and down-to-earth. I am never afraid of talking about my loves of SciFi movies and Harry Potter novels because many folks here share my interests. I also love IAP, MITs Independent Activities Period because I take classes. Some of my past IAP classes include Beginning Potters Wheel (which was actually challenging!), cooking classes, and a Walking Architectural Tour of the Boston Public Library. Favorite things about Boston: I love going to the ballet, eating famous Boston ice cream (such as Toscaninis or Christinas), and Im becoming a fan of the Boston Red Sox. I also love the shopping (on Newbury Street or Downtown Crossing)! Favorite movies: Star Wars, classic movies like Gone with the Wind or Breakfast at Tiffanys, or comedies like Mean Girls Favorite food: Mexican and Indian, which are actually similar. Favorite cartoon character: the monster in Looney Tunes cartoons Advice about applying to college/MIT: Pay attention to the details-be sure to use spell check and capitalize your name, etc. Also, tell us something that delves deeper into your personality or a funny story. It shows a human side of you that well relate to. Fun fact about yourself: I can wiggle my ears but I cant whistle (you just got two fun facts for the price of one)!

Allegory Essay - 704 Words

Allegory Plato’s The Allegory of the Cave is a short story specifically discussing the parallels between the shadows the prisoners sees on the wall of the cave, and the illusion, which passes off as truth in today\\s society. The Allegory of the Cave is about Socrates teaching his student, Glaucon, certain principles of life by telling him one of his allegories. The Allegory of the Cave can be interpreted in many ways; one way is to make a comparison between the story and the way of thinking by individuals in a closed society. Socrates states that the cave is a world many of us would like to see, but is not really how the world is. It is almost like the movie \\The Matrix\\, where Neo, the main character is to discover that the world†¦show more content†¦The sun will hurt their eyes, and so, will they keep thinking that the shadows are real. If they would be dragged upwards, they would be perplexed by the light, and would not know whether what they are seeing is reality or fiction. After being in the light for longer, they would become accustomed to it, and begin to see more than just shadows and vague visions, they would see everything brightly and clearly. They would now know the pleasure of knowledge, and pity their companions. If they now return to the den, they would see worse than the rest of the prisoners. They would be back in a world where the prison is realistic and the sun is harmful. What Socrates wants to explain with this allegory is that many people often close their eyes to reality. They would often believe everything that seems to be true, because they don\\t know any better. When they are able to learn new things, it\\s too late, because they have already been so used to their tradition, or culture. Change would be out of the question, because they are living perfectly with the habits they have now. The truth will hurt them, and because of that, they do not want to know about it. If someone would confront them with proof that there are more and better things to life than what they are used to, they would be shocked and loose their trust. They would not know what is true and untrue anymore. SomeShow MoreRelatedEssay on Allegory in Lord of the Flies1473 Words   |  6 PagesAllegory in Lord of the Flies In William Golding’s Lord of the Flies, which is set during World War II, English school boys, escaping war in England, crash on a deserted tropical island. From the protected environment of boarding school, the boys are suddenly thrust into a situation where they must fend for themselves. In order to survive, the boys copy their country’s rule for a civilized life by electing a leader, Ralph. He promises order, discipline, and rules for the boys so that they formRead MoreThe Allegory of the Cave2024 Words   |  9 PagesIntroduction: An allegory is a kind of story in which writer intends a second meaning to be read beneath the surface story. One of the most important allegories ever to be gifted to humankind is Allegory of the Cave. Plato’s Allegory of the Cave is one of the most potent and pregnant of allegories that describe human condition in both its fallen and risen states. The Allegory of the Cave is Platos explanation of the education of the soul toward enlightenment. It is also known as the Analogy ofRead MoreThe Allegory of the Cave907 Words   |  4 Pageswhat is justice, why does man follow the law, and how do implications of society affect our behavior. The most interesting topic from the Republic is from Book VII, the allegory of the cave. With the allegory of the cave Plato gives us the power to break the chains that bind us down and leads us to see the light. In the allegory of the cave Plato sets the scene with humans in a cave that have been chained since childhood so they are restricted from moving and looking around the room. These peopleRead MoreThe Allegory Of The Cave905 Words   |  4 PagesIn the allegory of the cave Plato tries to show us two scenarios where the prisoners experience emotional and intellectual revelations throughout their lives. Plato’s theory was that the ones who truly understand knowledge should guide the ignorant people out of their unenlightened states of being and into true knowledge. The cave symbolizes the people who think that knowledge come from what they see and hear in the world. It also indicates people that make assumptions about life based on the substantialRead MoreEssay on The Allegory Of Young Goodman904 Words   |  4 Pages In Hawthornes Young Goodman Brown,; the characters and settings are used to show allegory. The characters and setting are used in metaphor to represent something else. The whole story of Young Goodman Brown,; represents the journey of everyman. Its path that everyone follows, or so Hawthorne seems to believe. nbsp;nbsp;nbsp;nbsp;nbsp;The main character, Young Goodman Brown represents the sense of everyone. His last name, Brown, is a common name and therefore could be taken to mean everyoneRead MoreEssay The Allegory of Young Goodman Brown2233 Words   |  9 PagesThe Allegory of Young Goodman Brown      Ã‚   Nathaniel Hawthorne’s â€Å"Young Goodman Brown† is an allegory, though an allegory with deficiencies, with tensions existing between the reader and the story.    Peter Conn in â€Å"Finding a Voice in an New Nation† explains Hawthorne’s style of allegorizing and how it creates unwanted tensions for the reader:    He once planned to call a group of his stories â€Å"Allegories of the Heart,† and in that unused title he summed up much of his method andRead MoreAllegory in Young Goodman Brown Essay1008 Words   |  5 PagesNathaniel Hawthornes short story Young Goodman Brown is an excellent example of an allegory. Allegories use events, characters or symbolism as a bizarre or abstract representation of ideas in the story, and throughout Young Goodman Brown, Hawthorne uses a heavy amount of symbolism, as well as his characters and the events of the story line to develop a religious allegory. A large symbolic role is played by protagonist Goodman Browns wife, Faith. Also, the main event in the short story, BrownsRead MoreEssay on The Allegory in The Minister’s Black Veil2914 Words   |  12 PagesThe Allegory in â€Å"The Minister’s Black Veil†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   It is the purpose of this essay to show that Nathaniel Hawthorne’s â€Å"The Minister’s Black Veil† is indeed an allegory. M. H. Abrams defines an allegory as a â€Å"narrative, whether in prose or verse, in which the agents and actions, and sometimes the setting as well, are contrived by the author to make coherent sense on the ‘literal,’ or primary, level of signification, and at the same time to signify a second, correlated order of signification†Read More Deep Allegory in Hawthornes Young Goodman Brown Essay2351 Words   |  10 PagesDeep Allegory  in Young Goodman Brown  Ã‚  Ã‚     Ã‚  Ã‚   Herman Melville in â€Å"Hawthorne and His Mosses† (The Literary World August 17, 24, 1850), comments on the deep allegory found within Nathaniel Hawthorne’s tale, â€Å"Young Goodman Brown.† Young Goodman Brown? You would of course suppose that it was a simple little tale, intended as a supplement to Goody Two Shoes. Whereas, it is deep as Dante; nor can you finish it, without addressing the author in his own words--It is yours to penetrate, inRead More The Allegory of the Cave Essay1955 Words   |  8 PagesThe Allegory of the Cave Plato’s Allegory of the Cave is the most comprehensive and far-reaching analogy in his book, The Republic. This blanket analogy covers many of the other images Plato uses as tools through out The Republic to show why justice is good. The Allegory of the Cave, however, is not the easiest image that Plato uses. First, one must understand this analogy and all of it’s hidden intricacies, then one will be able to apply it to the other images Plato uses such as the Divided

Corporate Social Responsibility ( Csr ) - 1636 Words

Corporate Social Responsibility (CSR) has gained a reasonable reorganization in the world of business. Organizations are now voluntarily putting their money in the public cause’s way more than they are required or forced by the law and proud present their doing their annual reports CSR is a form of corporate self-regulation integrated into a business model. CSR policy functions as a built-in, self-regulating mechanism whereby business monitors and ensures its active compliance with the spirit of the law, ethical standards, and international norms and MCWIlliams et al. defines it as Actions that appear to further some social good, beyond the interests of the firm and that which is required by law. ‘The commitment of business to†¦show more content†¦Planet refers to sustainable environmental practices. A triple bottom line company does not produce harmful or destructive products such as weapons, toxic chemicals or batteries containing dangerous heavy metals for example. Profit is the economic value created by the organization after deducting the cost of all inputs, including the cost of the capital tied up. It therefore differs from traditional accounting definitions of profit Main Perspectives and Theories within CSR Field There are three main perspectives on the responsibilities of companies in the literature. The classical, or shareholder perspective- It proposes that fundamental responsibility of business is to maximize the returns for owners and shareholders of the company. This approach is supported by Friedman (1970). According to Nielsen Thomsen (2007), in this approach, not business organizations but government is considered to be responsible for social issues, and companies address CSR only if the implementation creates long-time value for the owners. The stakeholder perspective – It addresses the responsibility of companies towards the owners as well as various stakeholders of the company. Freeman et al (2008) define stakeholders as ‘those groups without whose support, the business would cease to be viable’ (p. 26) – employees, customers, investors, public authorities, suppliers,

The Day I Will Never Forget Free Essays

Cassandra SmithOctober 13, 2011 EnglishFormal 2 The Day I Will Never Forget The hardest thing I had to face in my life when I was younger was when I was thirteen. That day would be July 14, 2005 and it is the day my grandmother passed away. My family and I went through so much about seven months prior to her passing. We will write a custom essay sample on The Day I Will Never Forget or any similar topic only for you Order Now We got through the tragedy. She was eighty-two years old at the time. I will never forget her telling me the night before that she had to go to the doctors for a check-up meanwhile I was in school but when I got home, I would go right up to my grandmas. We lived on the same property. That day I went up there I remember her telling me that she had cancer and the doctors gave her six months to live, maximum. I was devastated and I didn’t know what to think. I was so close with her so it was hard for me to handle. We moved into her house three months before she went and we took care of her while no one else. That summer morning on July 14, 2005, I remember my parents, my brother and I sitting on the porch. My cousin came over to see her around 8:30 and then she left because she had to head to work. It was ten minutes to nine and I laid on the couch that was located on the porch. I remember how everything was set up. I remember the living room, the porch, just everything in that house. The couch was a sand tan color with a floral design and a table diagonal from where it sat. Nine o’clock rolled around, my father walked in to see if she was alright but when he came back to the porch he said, â€Å"She’s gone†. Those words hit me like a meteorite falling out of the sky hitting Earth. I immediately started crying because it just didn’t seem real to me. The crazy thing is a few days before she passed I made a picture of a cross with the date and year of when she was going to die and my picture was right. It was just scary. That day and the next few weeks were chaos. My father had to call all the family, set up the obituary and the funeral services. The next few days I would cry myself to sleep, cry all day. I didn’t know how to cope with what was going on around me, I was only thirteen. My parents called the funeral home and told them what happened; the directors came and took her. The family didn’t want my brother or I in the house so they sent us back to my house. Of course, I put up a fight because I didn’t want to leave, I didn’t want her dead. I wanted her here. The following week was hectic with the funeral arrangements, sitting down and talking about everything so it could go in the paper. I stayed in my room on the computer while the family gathered in my living room to talk about what they wanted to write for the piece. My cousin took my brother and I shopping in Kingston to get an outfit for the funeral; I didn’t know what to pick out but my brother found his right away. The following year was the hardest because I knew she was gone. I knew I couldn’t just walk across the drive way to visit her like I normally would have, I can’t sit with her and watch television, I can’t sit and help her with her word search books. All I thought was why did she have to go so soon? I didn’t want to accept it but it was life and I had to accept it; it was reality that I had to face. I talked to my dad about how I felt and what was going on and both my parents supported me through the whole thing. My mom and my dad knew how close I was with her. Two years later, my house burnt down while I was at school and when I arrived home I was just worried about my dad and the rest of my family. The one thing that was crazy in the house was there was one picture of my dad’s family on the wall and the fire never touched it; all my family had the instinct that my grandmother was in the house as the guardian angel. I know that she is looking down on me and my family because of the events that have taken place from when she passed up until now but I know she will be looking down on me all the way up until I die. How to cite The Day I Will Never Forget, Papers

The Popularity of Video Games and Their Benefits

Introduction/Background/Tentative thesis One of the foremost aspects of a post-industrial living is the fact, during the course of recent decades; the progress in the field of informational technologies has attained a clearly defined exponential momentum.Advertising We will write a custom proposal sample on The Popularity of Video Games and Their Benefits specifically for you for only $16.05 $11/page Learn More In its turn, this naturally causes the lives of people in Western countries to become ever more technologically intense, while simultaneously prompting Westerners to adopt a number of qualitatively new existential attitudes. The validity of this suggestion can be well explored in regards to the phenomenon of video games becoming increasingly popular with not only adolescents, but with grown up adults, as well (Walker 57). However, just as it always used to be the case, throughout the course of history, the introduction of new technologies into peo ple’s everyday lives causes the advocates of ‘traditional values’ to resist the process. Partially, this explains why, ever since playing video games became an integral part of the conventional entertainment-culture in the West, this technologically intense form of entertainment began to be referred to as being utterly counter-productive (Levin Carlsson-Paige 428). This point of view, however, cannot be considered as such that represents an undeniable truth-value, but rather as such that can be well referred to in terms of an urban myth. In my study, I will aim to substantiate the validity of this thesis at length, while specifying the already identified benefits of playing video games and elaborating on what accounts for these benefits’ objectiveness.Advertising Looking for proposal on computer science? Let's see if we can help you! Get your first paper with 15% OFF Learn More Questions While conducting this study, I will seek to address th e following set of research-questions: What can be considered objective preconditions for video games to be potentially capable of benefiting players? What accounts for the foremost benefits of playing video games? What accounts for the technical aspects of how video games benefit players? Are the benefits of playing violent video games, on the one hand, and the benefits of playing pro-social video games, on the other, can be considered qualitatively different? What causes many people to adopt strongly negative attitudes towards the very activity of playing video games? Method The research-method that I choose to utilize, within the context of conducting this study, is the review of discursively relevant academic literature. The rationale for opting in favor of this particular method reflects the qualitative nature of the researched subject matter. Given the fact that the activity of playing video games has a number of strongly defined controversial connotations to it, the explora tion of this activity’s possible benefits should not be affected by the potentially concerned parties’ perceptional subjectivity. The analysis of discursively relevant literature will provide us with the opportunity to define the objective (scientifically proven) benefits of playing video games. In its turn, this will allow us to ensure, whatever the controversial this study’s implications may sound, they nevertheless would logically supported. Timeline Week 1: I will familiarize myself with the discursive aspects of what accounts for the perceived significance of the activity of playing video games. Week 2: I will conduct a preliminary research on the technical aspects of video gaming. Week 3: I will play two pro-social video games (Super Mario Sunshine, Animal Crossing).Advertising We will write a custom proposal sample on The Popularity of Video Games and Their Benefits specifically for you for only $16.05 $11/page Learn More Wee k 4: I will play two strongly violent video games (Grand Theft Auto III, Manhunt). Week 5: I will review relevant academic literature, in regards to what are being commonly considered the negative effects of playing video games. Week 6: I will review relevant academic literature, in regards to what are being commonly considered the negative effects of playing computer games. Week 7: I will synthesize the acquired knowledge and write the preliminary draft. Week 8: I will refine the preliminary draft methodologically, structurally and conceptually. Week 9: I will reread the study’s final version and apply necessary adjustments, if proves necessary. Purpose The foremost purpose of this research is to dispel the myth that playing video games is by definition a counter-productive activity, which necessarily results in the committed players becoming socially withdrawn, cognitively aggressive and physically unfit.Advertising Looking for proposal on computer science? Let's see if we can help you! Get your first paper with 15% OFF Learn More I believe that by doing it, I will be able to contribute to the process of people slowly getting rid of their moralistic prejudices, in regards to what they perceive as the ‘threatening’ manifestations of a modern living. Research paper The benefits of playing video games (Literature review) When it comes down to analyzing positive or negative effects of just about any type of people’s activity, it is important to adopt a proper analytical approach towards reflecting upon their actual significance. In its turn, this requires analysts to understand what accounts for the activity effects’ discursive subtleties. Therefore, while researching the proposed subject matter, it will be thoroughly justified to provide a conceptual framework for categorizing the beneficial effects of people’s exposure to video games. These effects can be classified as confirmed – supported by many empirical studies, suspected – supported by relatively few empiric al studies, and speculative – those that require an additional scientific inquiry (Barlett, Anderson Swing 378). Confirmed benefits Enhancement of visual attention As it is being shown in Green and Bavelier’s study, playing video games contributes substantially to the concerned individuals’ ability to cope with a number of different visual attention tasks.  After having conducted a series of experiments on the sampled participants, authors concluded that, as compared to what it is being the case with individuals that do not play video games; game-players appear more capable of rapidly switching their attention from one cognitive task to another. Such Green and Bavelier’s finding is being thoroughly consistent with what psychologists know about the very principle of how people address these tasks.  Apparently, people can only remain focused on coping with a particular task on one-at-the-time basis, which is why it proves impossible for them to be simu ltaneously processing two unrelated types of information. Nevertheless, individuals can well gain a proficiency in switching the focus of their cognitive attention to such an extent that to the outside observers, they may appear being capable of indulging in two unrelated cognitive activities at the same time.  In this respect, playing video games comes in particularly handy, as it helps individuals to learn how to apply their mental powers most effectively. Green and Bavelier explain technical aspects of their study’s findings by pointing out to the fact that playing video games naturally causes individuals to learn how to ‘conserve’ their attentional resources, â€Å"When the target task is easy, spare attentional resources ‘spill over’ to the distractor, processing it to some extent and thereby inï ¬â€šuencing target processing.  As the target task becomes more difficult, fewer attentional resources remain to process the extraneous distracto r† (534). Therefore, it can well be suggested that the activity of playing video games does in fact increase one’s chances to attain a social prominence, as it amplifies the extent of his or her ‘quick-mindedness’ – hence, causing the concerned individual to be more capable of scoring high, while IQ tested. Enhancement of spatial reasoning Another confirmed positive effect of playing video games is the fact that it substantially increases the effectiveness of the concerned individuals’ spatial thinking. That is, as opposed to those individuals who do not play video games, players have been proven much more capable of properly arranging two-dimensional and three-dimensional objects within the given space-frame.  The validity of this suggestion can be illustrated in regards to the empirically obtained findings of De Lisi and Wolford’s study. According to the authors, children that play Tetris game substantially outperform their non-play ing peers, while addressing Mental Rotation (MR) tasks. De Lisi and Wolford explain this finding by suggesting that people’s exposure to pro-social video games, such as Tetris, does help them to improve their analytical abilities, concerned with a spatial reasoning, â€Å"After the children played ‘Tetris’ for a number of weeks, a significant association between final ‘Tetris’ scores and the MR posttest was evident† (280). Because the integrity of one’s spatial reasoning is one of the foremost preconditions of him or her being able to qualify for pursuing a number of highly prestigious careers, there can be very few doubts as to the fact that playing video games may indeed come in particularly helpful, in this respect. Moreover, because the integrity of people’s spatial reasoning has been well-established as such that correlate with their ability to properly identify a dialectical relationship between causes and effects, the acti vity of playing video games can be also be referred to as such that helps the concerned individuals to adopt an adequate stance, while facing particularly tough real-life situations. Facilitation of the learning process As of today, it became a commonplace assumption among educators that video games can well serve as the particularly effective tool of learning. In its turn, this assumption is being thoroughly consistent with what we know about the very essence of how people acquire knowledge. Apparently, in order for just about anyone to be able to not only memorize newly acquired information but to also ‘digest’ it cognitively, he or she would have to relate to this information emotionally. Given the fact that the activity of playing video games would not be considered appealing by players if it was not emotionally charged, it does not come as a particular surprise that people’s exposure to video games is being potentially capable of serving a number of educatio nal purposes. One of the reasons why, as it was noted, playing video games can be well considered a particularly effective educational tool is that this activity is being thoroughly interactive. By remaining in full control of the computer-generated action, players become an integral part of the virtual realm, which in turn helps them to gain a better awareness of what accounts for the adequateness of their reactions to different stimuli. There is also another aspect to it – as opposed to what it is often being the case with conventional forms of learning, playing educational video games appears systematic, which in turn increases learners’ chances to be able to apply the acquired knowledge in practice. As it was pointed out by Gentile and Gentile, â€Å"Video games are well sequenced in levels of increasing difficulty, complexity or pace, with success at subsequent levels contingent upon competencies mastered at previous levels† (129). Therefore, it is fully ex plainable why the majority of adolescents do prefer studying within the format of playing video games. It is not only that by doing it they never get to experience the sensation of boredom, but they are also able to receive an emotional satisfaction out of being put in a position of controlling all the phases of their academic progress. Suspected benefits Enhancement of hand-eye coordination Even though that, as of today, only a limited number studies have been conducted on the subject of whether people’s continuous exposure to video games improves the integrity of their psychomotoric functions, the available empirical data, in this respect, does imply the legitimacy of this suggestion. For example, according to Griffith et al., as compared to what it is being the case with their peers that do not play video games, children that do play video games exhibit a much better hand-eye coordination. Despite the fact that in the mentioned study, the authors did not elaborate on the t echnical aspects of how game-players are able to improve the integrity of their psychomotoric functions, it does not represent much of a challenge to hypothesize what accounts for the concerned technicalities. After all, in order for just about anyone to gain a proficiency in playing a particular video game (especially the one that features much of a real-time action), he or she would have to be able to ensure a complete precision of its bodily motions, which control the movements of characters in the game. In its turn, the individual’s ability to thoroughly coordinate its hand-eye reactions to the input stimuli is being indispensible in a number of professions, such as surgeons or watchmakers. This is the reason why, people that plan to pursue the earlier mentioned careers are being often advised to spend time playing action-packed video games. Enhancement of communicational skills One of the foremost qualitative aspects of modern video games is the fact that most of them of fer multiplayer options. What is means is that, while playing a particular game, players can now communicate with each other in a real-time mode. Moreover, whereas, even as recent as ten years ago, the computer-mediated communication (CMC) between players used to primarily take place in the form of people exchanging typed messages, the majority of most up-to-date video games allow players to use voice, while interacting. As Williams, Caplan and Xiong have noted, â€Å"People engaging in CMC over the Internet can thus interact with one another via voice, instead of or in addition to text. VoIP is inexpensive, can connect with existing phone service, and allows for many-to-many communication† (428). The socially relevant implication of this observation is quite apparent – given the fact that modern video games do encourage players to indulge in close and personal communication with each other, made possible by the multiplayer feature; their communicational skills are exp ected to improve in the exponential progression to the amount of time, spent playing. In its turn, this explains that contrary to the assumption that particularly committed video game players tend to be socially withdrawn individuals; this is far from being the actual case. Quite on the contrary – the fact that video game players spend much time, while tackling simulated but conceptually genuine life-challenges and reflecting upon the particulars of their progress, in this respect, via the medium of Voice-over Internet Protocol (VoIP), naturally increases the extent of their comfortableness with a number of different socialization-related activities. Thus, the activity of playing video games does not only represent a socially appropriate form of entertainment, but it also benefits the concerned individuals by increasing the extent of their social comfortableness. This simply could not be otherwise, because the activity of playing video games is being thoroughly consistent wit h the discursive aspects of today’s living, associated with the process of informational technology growing to define the very workings of people’s psyche. In other words, by playing video games, people are able to gain a better awareness of the actual subtleties of the surrounding socio-political reality. Speculated benefits Contribution to the emotional/physical well-being Given the fact that, as time goes by, video games become increasingly popular with more and more people, this state of affairs can be best discussed as such that has been dialectically predetermined. In other words, by being exposed to video games, people are able to improve the state of their emotional and very often physical well-being. Therefore, there is nothing odd about the fact that, as of today, many health care professionals often refer to video games in terms of a ‘psychological cure’, the application of which proves thoroughly appropriate within the context of clinicians pre scribing their patients with the so-called ‘distraction therapies’. According to Michael and Chen, â€Å"Video games have been used to distract patients during painful medical procedures as well as to improve motor skills in physical therapy and to speed recovery for certain operations and conditions† (181). Apparently, while playing a particular video game, people are often able to lessen the acuteness of their depression-related anxieties. After all, as it was mentioned earlier, humans are only able to address one cognitive task at the time, which means that, while engaging with the computer-generated action, players become literally embraced by it, which in turn leaves them with no option but to forget about their real-life concerns for the time being. Thus, there is indeed a rationale to refer to the activity of playing computer games as being psychologically therapeutic. Reduction of aggression As it was pointed out in the Introduction, many people believe t hat one’s affiliation with particularly violent video games can be seen as the predictor of this individual’s tendency to act in a socially-inappropriate manner. Such point of view, however, contradicts the recent discoveries in the field of genetics, which leave very little doubt as to the fact that the qualitative subtleties of people’s behavior only indirectly reflect the environmental specifics of how they were brought up. What it means is that there is very little rationale in believing that violent video games are the actual cause of a real-life societal violence. Instead, violent video games should be seen as the instrument of anger management. And, as psychologists are being well aware of, in order for subliminally violent people to be able to of refrain from resorting to violence, as the mean of addressing their deep-seated anxieties, they must be provided with an opportunity to release their anger in a socially-appropriate and publically safe manner. A s Golden pointed out, â€Å"The goal in anger management is to increase the options you have to express anger in a healthy way†¦ A person who has learned a variety of ways to handle anger is more competent and confident† (26). One of the most effective and safe ways of releasing anger, which one may consider, is causing havoc and destruction within the boundaries of a computer-generated virtual realm. Conclusion I believe that the provided line argumentation, as to the fact that there are indeed a number of good reasons to consider the activity of playing video games objectively beneficial to the concerned individuals’ well-being, is thoroughly consistent with the initial thesis. As it was illustrated earlier, playing video games does enhance players’ ability to think logically and to address the simulated life-situations in a thoroughly rational manner – even if there is the element of violence to it. Moreover, people’s exposure to video game s also helps them to recognize the sheer erroneousness of a number of sophistically sounding but essentially meaningless politically correct notions. In its turn, this makes people more capable of adopting a proper stance, while tackling life-challenges. It is needles to mention, of course, that along with the earlier outlined beneficial effects to this particular activity, there are many counter-productive ones, such as the empirically tested fact that strongly committed game-players do risk the chance of neglecting their societal duties and the logically substantiated assumption that people’s continual exposure to video games is being potentially capable of causing them to experience the lack of social empathy. This, however, does not justify the suggestion that playing video games should be discussed in terms of an essentially fruitless and even socially dangerous pursuit. Moreover, given the fact that, as it was mentioned earlier, the activity of playing video games can b e considered an integral part of a technologically extensive post-industrial living, it will only be logically sound to hypothesize that, as time goes by, the detrimental effects of this pursuit will be gradually deprived of their discursive acuteness. Apparently, the growing popularity of video games suggests that humanity may well be standing on the threshold of a new trans-human era. Works Cited Barlett, Christopher, et al. â€Å"Video Game Effects –  Confirmed, Suspected, and Speculative: A Review of the Evidence.† Simulation Gaming,  vol. 40, no. 3, 2009, pp. 377-403. De Lisi, Richard and Jenifer Wolford. â€Å"Improving Children’s Mental Rotation  Accuracy with Computer Game Playing.† Journal of Genetic Psychology, vol. 163, no. 3, 2002, pp. 272-282. Gentile, Douglas and Ronald Gentile. â€Å"Video Games as Exemplary Teachers: A  Conceptual Analysis.† Journal of Youth and Adolescence,  vol.   37, no. 2, 2008, pp. 127-141. Golden, Bernard. Healthy Anger: How to Help Children and Teens Manage  Their Anger. Oxford UP, 2003. Green, Shawn and Daphne Bavelier. â€Å"Action Video Game Modified Visual  Selective Attention.† Nature no.  423, 2003, pp. 534-537. Griffith, Jerry, et al. â€Å"Differences in Eye-Hand Motor Coordination of Video-Game Users and Non-Users.† Perception and Motor Skills  vol. 57, 1983, pp. 155–58. Levin, Diane and Nancy Carlsson-Paige. â€Å"Marketing Violence: The Special Toll  on Young Children of Color.† The Journal of Negro Education,  vol. 72, no. 4, 2003, pp. 427-437. Michael, David and Sandra Chen. Serious Games: Games That Educate, Train,  and Inform. Course Technology, 2005. Walker, Jesse. â€Å"Birth of a Medium.† Reason,  vol. 35, no. 3, 2003, p. 57. Williams, Dmitri, et al. â€Å"Can you hear me now? The impact  of voice in an online gaming community.† Human Communication Research,  vol.   33, no. 4, 2007, pp. 427-44 9. This proposal on The Popularity of Video Games and Their Benefits was written and submitted by user Ricky R. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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