Ethical Issues in Video Games

Ethical Issues in Video Games Are Ethics Important /Relevant in Visual Media? Discuss This essay aims to understand what video games are and which kind of ethical questions they pose from various perspectives and to determine which ethical problems video games pose. These issues will be described using ethical conceptual terms and will be explained using ethical theory to attempt to reach a verdict on the ethical nature of video games. Philosophers and ethicists are interested in the ethical dilemmas in the intersection of arts, culture and technology posed by video games, while game designers might be interested not only in the argument for ethics in games, but also the implementation of ethical discussion that may lead to more mature, challenging products. The term game covers a wide range of different activities and pastimes. Soccer, tennis, monopoly and Grand Theft Auto V (2014) can all be categorised as games, with very different experiences and rules. They do however; hold similar elements that define them as the same class. To understand what exactly games we can refer to Jesper Juulwho states that aÂÂ   game isÂÂ   a rule-based system withÂÂ   a variableÂÂ   andÂÂ   quantifiableÂÂ   outcome, where different outcomes are assigned different values, the player exerts effortÂÂ   inÂÂ   order to influence the out-come, the player feels attached to the outcome, and the consequencesÂÂ   ofÂÂ   theÂÂ   activityÂÂ   areÂÂ   optionalÂÂ   andÂÂ   negotiableÂÂ   (Juul, 2004). Video games are utilized through the use of computer power and the computer controls the rules in which the game is played with the player interacting through the use of a video display Juul merged different approaches and concepts to allow researchers to share their findingsin a common language. Juuls definition outlines the difference between the different levels of functionality and fundamental rules created in most games. (Miguel sicart, 2005)This means that video games can be analysed as self-contained worlds and systems separately and also how they interact with each other. Neither takes into account the player or the intentions the player has while interacting with the game. This separation is important while attempting to gain an ethical understanding of a game because it entrusts the player with moral attributes and gives the ability to the player to create their individual experiences based on their own values and cultural influences. In short, games are made up of a precise set of rules that creates a world that a player experiences. (Zimmerman Salen, 2003). It could also be said thata video game only exists when being interacted with even though it is possible to outline its rules, which are the objective nature and could be treated as a important part of the construction of the players experience. Understanding the ethics involved in video games will require the researcher to determine precisely how a computer game as an object with moral attributes and experiences is created. Aristotles distinction between potential and actuality can be used here. For example, if a player reads a rule book for a game of any type they can have an overall view of what that game consists of. It does not however, give the user a complete overview of the history of chess or many other elements of the game such as the type of player you are in competition against or a view of flaws that may be present in a particular opponents stra tegy. The substance of any type of game is not just its rules but also the practical existence of those rules. To fully understand this relationship we can use a classic distinction of Aristotelian metaphysics that is potentiality and actuality According to Aristotles metaphysics, things present a capability of evolving into a different and more complete state, this can also be referred to as the actuality of that thing. The classic example would be a boy being the potentiality of a man. Aristotle also argues that actuality is prior and has priority over actuality: before defining what the potentiality might be, we have to be aware of its actuality; and it is this actuality which is the reason why the potentiality is not only acquired, but developed. (Stanfordedu, 2016) In regards to video games, just like any other form of games, this means that the rules of a game are only viewed as the potential contained within the game, only by playing the game can we understand the potential places the game can be taken. In a game like Candy Crush (2014), different coloured pieces of candy fall down the screen and need to be matched with the same type candies, the goal is to avoid filling the screen are the conditions for the game that which the players abide by in order to play the game successfully. The rule set contains the ways the game can be played, but only the presence of a player will activate those potentialities and make them become a game (Miguel sicart, 2005)

The Heros Journey in Cameron Crowes Film Almost Famous Essay

The Hero's Journey in Cameron Crowe's Film â€Å"Almost Famous†   Ã‚  Ã‚  Ã‚  Ã‚  Almost Famous (2000) is a dramatization of writer/director Cameron Crowe’s real-life experiences as a teenage rock reporter for Rolling Stone. Based on thinly-veiled autobiographical material from the precocious beginnings of Crowe’s early career, the screenplay shapes sentimental memories into movie magic. But how did Crowe give his own coming-of-age tale such universal appeal? A closer look reveals that Almost Famous, like most films worth their salt, is yet another incarnation of the greatest and only mythological adventure, â€Å"The Hero’s Journey.† This relationship can be explained using the framework of Joseph Campbell’s phenomenal book, The Hero with a Thousand Faces, along with certain terms and interpretations from The Writer’s Journey by Christopher Vogler. William Miller, our unlikely hero, lives at home with his protective mother Elaine and rebellious older sister, Anita. His ORDINARY WORLD is the sheltered existence of a San Diego junior high school student. When Anita has a fight with her mother and decides to leave home to become a stewardess, her parting words to William make her the HERALD of his adventures to come. With the car packed and running, Anita takes hold of William on the front lawn, looks him dead in the eye and says: â€Å"One day, you’ll be cool.† Under his bed, the stack of albums she has left for him includes the Who’s Tommy, with a note taped to it. â€Å"Listen to Tommy with a candle burning and you will see your entire future,† it reads prophetically. And so it was written. Rock music is about to change William forever. In the next scene, we are introduced to an older William—now fifteen and in high school—obsessively scratching band names into his notebook during class. It is time for the appearance of his SUPERNATURAL AID â€Å"to supply the amulets and advice that the hero will require.† (Campbell 72) William goes to meet the famous rock critic, Lester Bangs, who is being interviewed at a local radio station. Over lunch, Lester initiates his role as MENTOR to the aspiring young journalist, warning him against making friends with the rock stars lest he lose his objectivity to write about them. â€Å"You have to build your reputation on being honest†¦ and unmerciful,† he says repeatedly. Seeing that William is serious about his quest, Lester offers him a bona fide writing ass... ...to try to get back together with her, she tricks him into showing up on William’s doorstep instead. The two finally sit down to an interview together and we discover that Russell has called and come clean to the editors of Rolling Stone about the truth of William’s story. The film’s climax is thus resolved as its closing shot depicts a bundle of bound Rolling Stone magazines landing on the pavement with a thud. Almost Famous tells the story of an uncommon adolescence, too unusual for audiences to relate to on a personal level, yet with a common resonance that speaks to millions. This effect can’t have been achieved on accident. Far from just a haphazard reminiscence, the screenplay succeeds by arranging its elements along the symbolism of our collective consciousness. Therefore, using the outline of â€Å"The Hero’s Journey† as the basis for analysis, we see how Almost Famous has also been wrought from the power of this infinite myth. Works Cited Campbell, Joseph. The Hero with a Thousand Faces. 2nd ed. Princeton: Princeton University Press, 1968. Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 2nd ed. Studio City: Michael Weise Productions, 1998.

Velocity and Acceleration (Video Analysis) Lab Report

Velocity and Acceleration (Video Analysis) NAME Abstract: With using the new software this lab was different than the rest. We determined many solutions using video analysis. We used a frictionless track with a â€Å"car† and recorded using loggerpro software. We used this software to determine average velocity and instantaneous velocity. With this information we than discovered the average acceleration, mine was . 2115. After that we were able to find ? a, then finally the free-fall acceleration, I got 1. 693.Overall this was a fun and difficult experiment, but I learned a ton about acceleration and velocity. Introduction: The average person might hear the word physics and have no idea what it really means. The formal definition is; a science that deals with matter and energy and their interactions. Now that definition is nice and short, and doesn’t explain into too much detail, but that is the gist of it. And hopefully can help you understand this lab a little bit mor e. The next question an average person is going to ask is when is this even used in real life?But there are many examples, for one; 2-d vectors and projectile are used when using a cannonball, or any other ball flying through the air, every motion on a flat surface. Another example is hitting a golf ball, which can be in kinematics or in dynamics. If only motion of a golf ball is discussed, with terms like velocity, acceleration, displacement etc. then it's in kinematics. If mass, force, and impulse are also mentioned, than its dynamics. Those are just two of many different examples. The example that ties into this lab is hitting the golf ball, well the part about acceleration and velocity.So, if this lab is completed correctly and not only will you be able to determine the acceleration and velocity of the car on the tract but of your golf ball as well, which could be fun to see who’s is the highest with your friends. So before you know it you will be using physics in your ev eryday life and have fun doing it. But in this lab we will be finding a little bit more than just velocity and acceleration of low friction systems, we will also obtain a value for instantaneous velocity, which is used if we reduce the time interval between ti and tf to a very small value.Also the value for the free-fall acceleration g, this will be found using analytical and graphical methods, where the slope will also be determined. And I believe having fun while doing it. So, don’t think of physics as this hard useless subject because it is not! In fact, if understood it can be a useful and fun subject to learn. Theory: To describe object's motion we have a parameter called velocity which gives both the direction and speed of the object's motion. Average velocity can be found with net displacementtotal time taken or Xf-XiTf-Ti.In the first part of the experiment we will observe the motion at constant and even velocity. Constant means a quantity where the value does not cha nge with time. Even is a quantity where the value does not change with space coordinates. If a system could be found in which a mass moves with no friction, then that motion would be both even and constant. While it is impossible to take away friction completely, it is somewhat easy to minimize friction to almost none. The device available for studying nearly frictionless motion and the one we will be using is called a linear air track.Next is to find the value for instantaneous velocity which can be found with the equation; V3= X4-X2T4-T2, V4 X7-X5T7-T5, and so on, this must be done eight to ten times. So, if we determine the net displacement and take that and divide it by the total time taken, then we can establish the average velocity and the instantaneous velocity. Next we have to obtain the acceleration and the free-fall acceleration. These are found separately though and take two different methods, although they are very similar. First we must place a 1. 7 cm block under the l inear air track to rise it up which is essential to find the free-fall acceleration and the average acceleration. To find the acceleration we will be using an equation, which is; a=Vf-ViTf-Ti. And for the free-fall acceleration it is simply used with analytical and graphing with an equation, which is; Mg sin? = Ma. So, if we determine the velocity, then the acceleration can be calculated, and take that data and we can determine the free-fall acceleration. Experiment: First, before beginning this experiment you need to make sure you have the correct materials.You will need; an air track, an air car, a computer, a web cam, loggerPro ® software, a USB thumb drive, a meter stick, and a calculator. Once you have the proper equipment you are now ready to start the lab. First you turn on the vacuum cleaner, next set the car on the track. After that give the car a small push, if it runs good then you are good to go. Start up the LoggerPro ® software, select â€Å"insert†, then â €Å"Video Capture†. A pop up will appear and click on â€Å"Logitech HD Webcam C310† and click â€Å"OK†. A live image will appear.Put the web cam in a place in which you can see the whole track. On the computer click â€Å"Start Capture† button (which will start the recording), once it starts a lab partner will take the car (should be already placed at the begging of the track) and give it a slight push and wait till the car hits the end of the track and comes back to the beginning to stop the recording. Then close the window. Now that the video is taken, you will need to extract the data. First click the scale button and trace the meter stick, set it as one meter.Then click â€Å"add points† and track the car from the beginning till the end (only when moving). Press Ctrl-R to rearrange the windows, this will give a better view. Next click on the â€Å"Examine† tool, this will move the data to a data table, then turn the tool off. Once this is finished select the â€Å"Linear Fit† tool then select the â€Å"VideoAnalysisX†, this will draw a best fit line and then save. Next take the 1. 27 cm block and place it under one end of the track, this will be the end of the track where the test is run.Then in LoggerPro ® open a new page and record a video doing the same steps you previously did. Once this is complete calculate the instantaneous velocity at various points. This is done by selecting â€Å"Data†, â€Å"New Manual Column.. †, name this column â€Å"Vinst† and set the unit to â€Å"m/s†; then click â€Å"Done†. This is when the equation comes in, once each point is determined you will have to manually plug in the value into the â€Å"Vinst† column. Once this is complete you will need to complete a graph with the data from the â€Å"Vinst† column.Now the last step is just to do the calculations. Data ; Results: Acceleration= . 65-. 105-2. 4 = . 552. 6 or . 2115 ?a=12amax-amin=12. 684. 5-. 564. 8= . 0172 Free-fall acceleration = Mg sin? = Ma = g=asin? = sin? =hl= 1. 27cm125cm= . 0102 g=alh= (. 0172)(125)1. 27=1. 693 Discussion: With using the new software this lab was different than the rest. We determined many solutions using video analysis. We used a frictionless track with a â€Å"car† and recorded using loggerpro software.We used this software to determine average velocity and instantaneous velocity. With this information we than discovered the average acceleration, mine was . 2115. After that we were able to find ? a, then finally the free-fall acceleration, I got 1. 693. Overall this was a fun and difficult experiment, but I learned a ton about acceleration and velocity. References: Mellinger, Axel, Matson, William, and Qadir, Didarul. PHYSICS 175 Laboratory Manual. Department of Physics. Central Michigan University. August 2012. January 2013

Violence Leading To Redemption In Flannery OConnors...

Violence Leading to Redemption in Flannery OConnors Literature Flannery OConnor uses many of the same elements in almost all of her short stories. I will analyze her use of violence leading to the main character experiencing moral redemption. The use of redemption comes from the religious background of Flannery OConnor. Violence in her stories is used as a means of revelation to the main characters inner self. The literature of Flannery OConnor appears to be unbelievably harsh and violent. Her short stories characteristically conclude with horrific fatalities or an individuals emotional ruin. In all three of the stories, Good Country People, A Good Man Is Hard to Find, and Revelation the main characters experience some†¦show more content†¦I honestly didnt expect for the grandmother to be shot when I was reading it for the first time. After thinking about what kind of writer Flannery OConnor is, it made sense that that was the way story would end. Though in A Good Man is Hard To Find, the grandmother experiences her epiphany before the act of violence occurs. This is unlike the other stories where the lesson learned comes from the act of violence that the main character experiences first. OConnors use of violence holds a similar yet restrained quality in Good Country People, although there is a shift in its use and context. Hulga, like the grandmother, has her anti-social qualities, which, in Hulgas case, protect her from the world in which she feels vulnerable. The conflict/resolution to Good Country People comes at the end, when Hulga leads the Bible salesman to an abandoned barn with the hopes of seducing him. Little to her knowledge, the salesman is not a good country guy as she would like to believe. Hulga receives the salesmans kisses with no real passion, but as kind of a bitter curiosity. As the old saying goes though, ‘curiosity killed the cat. Hulga indulges in Manley Pointers apparent ease by responding to his requests of her to say I love you. This allows the Bible salesman to confirm Hulgas overconfidence and take advantage of the weakest point in her life, her leg. TheShow MoreRelatedEssay about Flannery OConnor774 Words   |  4 Pages Flannery OConnor is a blunt, cruel writer who uses violence to teach theology. OConnors works focus on grace through violent, cruel acts. In her stories its hard to find a happy person or a loving family. Her characters, Mrs. May Greenleaf, the Grandmother A Good Man is Hard to Find, and Hulga Good Country People all make terrible mistakes that result in finding grace through a tragedy. OConnor does not pull punches, but lets her characters suffer the consequences of their actionsRead MoreEssay on A Good Man Is Hard to Find by Flannery Oconnor1150 Words   |  5 PagesBrutality, humor, religion, and violence are a few themes portrayed throughout many of Flannery O’Connor’s short stories. In many of her short stories, O’Connor exposes the dark side of human nature and implements violent and brutal elements in order to emphasize her religious viewpoints. In the short stores â€Å"A Good Man Is Hard to Find† and â€Å"Revelation†, O’Connor explicit ly depicts this violence to highlight the presence and action of holy grace that is given to a protagonist who exudes hypocriticalRead MoreFlannery OConnors A Good Man Is Hard to Find Essay1418 Words   |  6 PagesThe Dysfunctional: Psychoanalysis of Flannery O’Connor’s â€Å"A Good Man is Hard to Find† Murder of women, children, and even a baby is a harsh image used by Flannery O’Connor in â€Å"A Good Man is Hard to Find.† The imagery is an effective literary device used to convey ironic tragedy, the struggle of female characters, and the family unit. The story follows a family on a trip to Florida when their journey, interrupted by an ill-fated detour resulting in a car wreck, ends in murder after they cross pathsRead MoreThe Criticism Of Mary Grace1915 Words   |  8 Pagesthrough the revelation. a. The name indicates her role as the symbol of grace in the story, combining the word â€Å"grace† with the holy name Mary, a later suggestion of the grace that Mrs. Turpin receives in gaining a revelation that will lead to her redemption. b. Though Mrs. Turpin is already saved because of her Christian faith, she requires a revelation from Mary Grace to realize that her outdated view is inconsistent with Christianity. She is the only one who realizes that Mrs. Turpin is not