Characteristics of Addicted Gamers

Characteristics of Addicted Gamers Addiction Addictive Behaviors Internet Print Characteristics of Addicted Gamers By Elizabeth Hartney, BSc., MSc., MA, PhD Elizabeth Hartney, BSc, MSc, MA, PhD is a psychologist, professor, and Director of the Centre for Health Leadership and Research at Royal Roads University, Canada. Learn about our editorial policy Elizabeth Hartney, BSc., MSc., MA, PhD Updated on December 08, 2019 Hero Images / Getty Images More in Addiction Addictive Behaviors Internet Caffeine Shopping Sex Alcohol Use Drug Use Nicotine Use Coping and Recovery When most people think of video game addiction, they probably see the typical addictive gamer as a teenage boy who spends countless hours in front of a TV with fingers flying around the controller in his hands. That was probably accurate back when. But not today. The market of people who game (play video games) has grown. So has gaming addiction, as video game addiction and Internet ?and computer addiction have ensnared more and more demographic groups.? An estimated 155 million Americans play video games.Of that number, 42% play 3 hours or longer each week.The average length of time Americans have been playing video games is 13 years. Who Are Todays Video Gamers? These days, theres no one type of gamer. Here are some of the characteristics identified by research. Kids While most American youth do play video games, only 26% of gamers are under age 18. However, it appears that the younger the child, the more vulnerable he or she is to the negative effects of gaming and to video game addiction. Children under age 10 are particularly vulnerable to developing  aggressive behaviors they learn from  video games. Adults Research shows that the average gamer is age 35, and 67% of heads of U.S. households play video games. Males Gaming is not an exclusively male activity, although 56% of gamers are male with an average age of 35. Only 15% of gamers fit the stereotype of boys under age 17. Females What you may consider a surprising 44% of gamers are now female, a third of the adult women with an average age of 43. In addition, as many women as men play online puzzle and cellphone games. And some online multi-user video games are also attracting more women. Do women tend to play less aggressive video games than men? It may appear that way, but research has identified a sub-group of young female gamers who play the kind of aggressive games traditionally thought attractive only to males. Who Commonly Becomes Addicted to Video Games? Studies show that up to 15% of video game players meet the criteria for addiction. This may seem to indicate only a small number of people until you consider gamings huge and growing popularity: Its actually a lot of people.   More research is needed, but, at present, the group most likely to become addicted to playing video games are those known as Massive Multiplayer Online Role-Playing Game (MMORPG) players, also known as the persistent multiplayer gaming universe. They form 9.1% of video game players, and they play their video games  addictively  on the internet. Video game addiction, computer addiction, and Internet addiction can form a powerful lure, particularly when combined and especially for young children. And then you need to consider the negative effects of excessive video game playing. If you have a child who plays video games or may want to start playing them, youre encouraged to follow the guidelines for preventing harmful video game effects.

PIctures and Profiles of Plesiosaurs and Pliosaurs

similarities and differences between greece and ancient...

An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning An Application of Abraham Maslow s Hierarchy of Needs to Carl Roger’s 10 Principles of Learning Colin W Lambert Regent’s College School of Psychotherapy Counselling Psychology This paper was produced as part of the Foundation Course of RCSPCP Summer Intensive 2011 All correspondence concerning this paper should be addressed to Colin Lambert 34 South Molton Street London W1K5RG E-mail: colin@tlgconsulting.co.uk Page 1 of 11 An application of Abraham Maslow s Hierarchy of Needs to Carl Rogers 10 Principles of Learning Introduction The objective of this paper is to explore the relevance of applying Maslow’s†¦show more content†¦Ã¢â‚¬ËœOn the other hand, the practical person who does not understand theory is also handicapped’(Goble,1970). It is clear Maslow supports Rogers view of experiential learning. Our Basic Needs Maslow perceived the human as driven, motivated and propelled by potent forces and called these forces human needs: ‘Human needs arrange themselves in hierarchies of pre-potency, that is to say the appearance of one need usually rests on the prior satisfaction of another, more pre-potent need. Man is a perpetually wanting animal’ (Maslow,1943). He also added that no need or drive could be treated as if it were isolated or discrete and that every drive was related to the state of satisfaction or dissatisfaction of the other drives. Maslow presented his theory of motivation as a pyramid-like structure covering five levels of need; psychological, safety, love and belonging, esteem and – at the pinnacle - self-actualisation. The psychological needs are somatic (i.e. they relate to the body not the mind) and as such are not strictly motivated actions. Maslow defines the somatic drives as: air, food, water, sex and secretion. Once the somatic drives are met, motivated drives will follow. Significantly, Maslow was the first to expound the premise that learning can only commence once the psychological needs have been satisfied and that at least part of each stage of learning must be achieved before

Assessment Methods 3 Free Essays

Assessment Methods Assessment is the means of obtaining information or can be defined as a method of evaluating learning (The starting point for this is the curriculum along with the process of learning and teaching). This helps to know when a concept is understood or not, whether you have re-teach a topic or can move on, allowing teachers, pupils, and parents to make judgments about the pupil progression. (Wilson 2009) When choosing assessment items, it is useful to focus on the immediate task of assessing student learning in that particular unit of study. We will write a custom essay sample on Assessment Methods 3 or any similar topic only for you Order Now The primary goal is to choose a method, which effectively assesses the objectives of the unit. Choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of competencies (such as particular communication or team skills. ) (Wilson 2009) When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. It is also important not to seem discriminating in any way and supportive to any learners who may have additional needs, giving the best opportunity to demonstrate their ability in respect to the course. There are wide ranges of assessment methods used to measure learning some I will touch briefly, two of these methods would be used for my subject area, which I will elaborate on. Assessment methods can be: †¢ Formative – the purpose is to indicate the effectiveness of teaching and learning. Formative assessment and the way it is used, is crucial to effective learning and teaching. It can identify areas of learning forgotten or misunderstood by the pupil, reveal unsuspected knowledge of skills, identify possible barriers and provide information on relevance, pace and interest of teaching for a learning group. †¢ Diagnostic – to indicate strengths and weaknesses of the learner †¢ Summative – for recording and reporting purposes at the end of the curriculum †¢ Informal – on-going for teacher and pupil information †¢ Self and peer assessment †¢ Verbal/oral- questions are asked in efforts to establish depth of knowledge and are useful assessment tool to complement observation in order to check understanding. Observation – this is used in practical situation when a learner demonstrates their competence or natural ability while being observed by the assessor. You can also observe group work, encouraging †¢ Simulation – this is similar to observation, but uses a simulated activity rather than a task or n atural performance. While this method is not generally supported by National Vocational Qualifications it can be appropriate when using high cost materials or in dangerous situations. Project and Assignments If assessment is to be seen as a valuable tool and respected by learners it must be seen to work effectively. For my subject area I would concentrate on Formative assessment and Initial /Diagnostic assessment. Formative Assessments Formative assessment is an interim judgment also known as ‘continuous assessment’ this mean it is ongoing, this give the learner the opportunity to know how they are progressing, giving them the opportunity to improve (Wilson 2009, Gravells 2008). This type of assessment is very motivational as it is seen as a review rather than an assessment, helping learners to progress and maximize their potential. Theorist David Kolb (1984) is used frequently to explain learning processes he describes how individuals learn from their experiences by trial and error. Reflective practice builds upon things that happen (concrete experience) and develop through understanding, like having another go at it, this Kolb suggest is a logical development, which constantly (through repetition) leads to better practice. Formative assessment method helps the student to constructively identify achievement and areas for further improvement. The teacher is able to evaluate the effectiveness of his own teaching to date, and to centre future plans based upon that evaluation During a Formative assessment (Minton 2009). Because of the flexibility of its application formative assessment is a great way for teachers gauge how effective their teaching is as it shows up areas of strengths and weakness in time for corrections to be made sooner than later. Formative assessment can be seen as a measure of the teacher’s ability to teach effective lessons by the results of student performance (Gould 2009, Minton 2009). Initial/Diagnostic assessment Initial assessment is a term given to that part of the learning process that aims to combine the learner, the teacher and the curriculum. Carrying out an initial assessment helps to plan appropriate sessions for learners, this is to identify the specific needs of learners and to devise the best teaching strategy. Wilson 2009, Petty2009) Initial assessment is really the first stage in a process designed to create an interesting and relevant program of study for learners, Looking at how Achievable and relevant the proposed course is the potential learner (Gould 2009). This type of assessment immediately gives credibility to the fact that assessment is very influential throughout the process of learning; it measures attainment, potential and identifies skill gaps, aspirations, support neede d and the level of ability of learners. A good initial assessment of learners’ suitability for a course can positively affect continual attendance and successful completion of a course (Minton 2005). Initial assessment sets out to do quite a lot and depending on the individuals. Individual differences will have impact upon teaching and it is important to recognize that as much as the individual is affected so also is the style and manner in which teaching is delivered, therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is very important the learner is well informed about the course before starting so a decision can be made about the suitability of the course for the learner. Diagnostic assessment is additional information, which is linked to information gather from the initial assessment. Together they help both teacher and the learner build a clear picture of the individual, based on the skills and knowledge already achieved. In order to begin the process of personalizing learning, developing an individual learning plan and begin the process of assessment for learning that will continue throughout the learner’s program make links to progression routes and prepare for the next steps (Gould 2009, Petty 2009). Individual differences will have impact upon teaching, so it is important to recognise that as much as an individual is affected so also is the style and manner in which teaching is delivered. Therefore expectations must be communicated in such a way as to positively influence students (Petty 2009, Gould 2009, and Minton 2005). It is important that teaching strategies are seen to be, and treated as strategies. These are always changing and it is important to make it a point of duty to be conversant with the all strategies that may be appropriate for the individual and collective needs of students as needs as well as pupils vary. Learning is cumulative that is to say that as a result of continuous and varying experiences human beings gain knowledge, form concepts, increase in skills and attitudes and thus are able to apply understanding and grow. During this process feelings are discovered about environmental factors and intrinsic values, learning can be viewed as a combination of cognitive, social and affective elements (Pollard 2008). The true focus of assessment is learning and how we learn. Adversely when intelligence and ability has become the focus, many authors have shown in their research that it is a nebulous concept to focus on measuring pupils’ intelligence or ability. Learning is crucial to the way in which human beings deal with different stages of life and determines whether or not good or bad experiences re-occur (Minton 2009). Over the course of time it has been realised that knowledge, understanding and learning is crucial and should be the focus of any form of assessment. Learning is constant and takes different shapes whether academically or socially it is a part of our lives whether you realize it or not life. Everyday we learn something new, how important it is to us, only an individual will know, this is determine through assessment whether self or secondary. . Bibliography 1. Practical Teaching A Guide to PTLLS DTLLS: Linda Wilson 2009. 2. Reflective Teaching: Andrew Pollard 2008 3. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009 4. Achieving your PTTLS Award: Mary Francis and Jim Gould 2009. 5. http://www. brookes. ac. uk/services/ocsld/resources/methods. html. 6. Preparing to Teach in the Lifelong Learning Sector: Ann Gravells 2008. 7. Reflective Practice in the Lifelong Learning Sector: Jodi Roffey-Barentse and Richard Malthouse 2009 How to cite Assessment Methods 3, Papers

Venom(2015) by Bullet For My Valentine free essay sample

After the flop that is Temper Temper in 2013, this Welsh Metalcore decided to try to redeem themselves by going back to what made them good in the first place: Thrash metal inspired melodic metalcore music. This is a band that I have been listening to since their debut album in 2006 The Poison and they still have left me to listen to them today. Although Venom may not be a good explamation why I like these guys, it is part of the reason why. If this is the first time hearing of this band, I highly recommend you check them out sometime. Venom is the bands fifth full length album going back to their thrash inspired roots when compared to their more softer approach on Temper Temper. From the singles you may have gotten before this like No Way Out or You Want a Battle(Heres a War), you can tell theyre not pulling any punches from here on out. We will write a custom essay sample on Venom(2015) by Bullet For My Valentine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Matt Tuck, the lead singer, has a very iconic voiceat least with his clean vocals but whatever. That can translate to what you hear from this album with the mostly ballad-like style of metalcore which was also done by other bands like Killswitch Engage and All That Remains. The instrumentation, while fairly typical for metalcore, is surprisingly fast and heavy at times that this could rival stuff from their first two albums(The Poison and Scream Aim Fire), as shown in songs like the previously mentioned No Way Out and Broken. The solos are decent at worst and can even rival the likes of massive shredders like Micheal Romeo, Marty Friedman and John Petrucci, somehow. While not the most diverse album Ive seen, that probably be The Poison, you should expect a ballad of any sort in here somewhere. The first of which being track #7, Venom. Not entirely speed heavy and relies mostly on Matts clean vocals which can work really well for ballads and always has as far as Im aware. For a metal core album, there are a surpising lack of breakdowns that I can at least make out to be as such. Yeah sure, they had many songs with no breakdowns like Tears Dont Fall, All These Things I Hate, Bittersweet Memories, etc. although they were still highly prominent in their music, this is not really much of a complaint though, just something I noticed. I can say I like this album quite alot here. You may not but I will consider this their comeback album. I give this an 8.5/10, I am the Grim Reaper, signing off.

How to Make a Storm Glass to Predict the Weather

How to Make a Storm Glass to Predict the Weather You may not feel the approach of impending storms, but the weather causes changes in the atmosphere that affect chemical reactions. You can use your command of chemistry to make a storm glass to help predict the weather. Storm Glass Materials 2.5 g potassium nitrate2.5 g ammonium chloride33 mL distilled water40 mL ethanol10 g natural camphor How to Make the Storm Glass Dissolve the potassium nitrate and ammonium chloride in the water.Dissolve the camphor in the ethanol.Add the potassium nitrate and ammonium chloride solution to the camphor solution. You may need to warm the solutions to get them to mix.Either place the mixture in a corked test tube or seal it within glass. To seal glass, apply heat to the top of the tube until it softens, and tilt the tube so the glass edges melt together. If you use a cork, wrap it with parafilm or coat it with wax to ensure a good seal. A properly prepared storm glass should contain colorless, transparent liquid that will cloud or form crystals or other structures in response to the external environment. However, impurities in the ingredients may result in a colored liquid. Its impossible to predict whether or not these impurities will prevent the storm glass from working. A slight tint (amber, for example) may not be cause for concern. If the solution is always cloudy, its likely the glass wont function as intended. How to Interpret the Storm Glass A storm glass may present the following appearance: Clear liquid: bright and clear weatherCloudy liquid: cloudy weather, perhaps with precipitationSmall dots in the liquid: potentially humid or foggy weatherCloudy liquid with small stars: thunderstorms or snow, depending on the temperatureLarge flakes scattered throughout the liquid: overcast skies, possibly with rain or snowCrystals at the bottom: frostThreads near the top: wind The best way to associate the appearance of the storm glass with the weather is to keep a log. Record your observations about the glass and the weather. In addition to the characteristics of the liquid (clear, cloudy, stars, threads, flakes, crystals, and the location of crystals), record as much data as possible about the weather. If possible, include temperature, barometer readings (pressure), and relative humidity. Over time, youll be able to predict the weather based on how your glass behaves. Keep in mind, a storm glass is more of a curiosity than a scientific instrument. Its better to allow the weather service to make predictions. How the Storm Glass Works The premise of the functioning of the storm glass is that temperature and pressure affect solubility, sometimes resulting in a clear liquid and other times causing precipitants to form. In similar barometers, the liquid level moves up or down a tube in response to atmospheric pressure. Sealed glasses are not exposed to the pressure changes that would account for much of the observed behavior. Some people have proposed that surface interactions between the glass wall of the barometer and the liquid contents account for the crystals. Explanations sometimes include effects of electricity or quantum tunneling across the glass. History of the Storm Glass This type of storm glass was used by Robert FitzRoy, the captain of the HMS Beagle during Charles Darwins voyage. FitzRoy acted as meteorologist and hydrologist for the journey. FitzRoy stated storm glasses had been made in England for at least a century before his 1863 publication of The Weather Book. He had started to study the glasses in 1825. FitzRoy described their properties and noted there was a wide variation in the functioning of the glasses, depending on the formula and method used to create them. The basic formula of the liquid of a good storm glass consisted of camphor, partially dissolved in alcohol; along with water; ethanol; and a bit of air space. FitzRoy emphasized the glass needed to be hermetically sealed, not open to the outside environment. Modern storm glasses are widely available as curiosities. The reader may expect variation in their appearance and function, as the formula for making the glass is as much an art as a science.

Western Carolina University GPA, SAT ACT Requirements

Western Carolina University GPA, SAT ACT Requirements Western Carolina University GPA, SAT and ACT Graph Western Carolina University GPA, SAT Scores and ACT Scores for Admission. Data courtesy of Cappex. How Do You Measure Up at Western Carolina University? Calculate Your Chances of Getting In  with this free tool from Cappex. Discussion of WCUs  Admissions Standards Western Carolina University has moderately selective admissions. The admission bar is not overly high, but the acceptance rate was just 40% in 2015.   Successful applicants will need solid grades and standardized test scores as you can see in the graph above. The blue and green dots represent students who were admitted. Most had SAT scores of 950 or higher, an ACT composite of 18 or higher, and a high school average in the B range or better. Note that there are a few red dots (rejected students) and yellow dots (waitlisted students) mixed in with the green and blue in the middle of the graph. Some students with grades and test scores that were on target for Western Carolina University did not get get in. Note also that a few students were accepted with test scores and grades a bit below the norm. This is because Western Carolina University has an admissions process that is at least partly holistic for many students, the university will look at more than grades and test scores. The rigor of your high school courses matters, and success in honors, AP, and IB classes is factored into the admissions decision. Also, although not required, WCU will consider  a personal essay and letters of recommendation. Finally, realize that some programs at WCU have additional admission requirements such as a portfolio, audition, or minimum GPA. To learn more about Western Carolina University, high school GPAs, SAT scores and ACT scores, these articles can help: Western Carolina University Admissions ProfileWhats a Good SAT Score?Whats a Good ACT Score?Whats Considered a Good Academic Record?What is a Weighted GPA? Articles Featuring Western Carolina University Southern ConferenceSouthern Conference SAT Score ComparisonSouthern Conference ACT Score Comparison If You Like Western Carolina University, You May Also Like These Schools Appalachian State University:  Profile  |  GPA-SAT-ACT GraphWingate University:  Profile  North Carolina State University:  Profile  |  GPA-SAT-ACT GraphGardner-Webb University:  Profile  Campbell University:  Profile  |  GPA-SAT-ACT GraphElon University:  Profile  |  GPA-SAT-ACT GraphUNC - Wilmington:  Profile  |  GPA-SAT-ACT GraphCoastal Carolina University:  Profile  |  GPA-SAT-ACT GraphMars Hill University:  Profile  Clemson University:  Profile  |  GPA-SAT-ACT GraphWake Forest University:  Profile  |  GPA-SAT-ACT Graph