Video game and internet cafes Essay Example for Free

Video game and internet cafes Essay Over the years, there had been a growing concern in the effect of study habits of the college students where they get addicted and drown themselves into the game itself. The youth of today no longer seem to spend their leisure activities like in the olden days; outdoor games or playing sports, instead, they spend their free time in their homes, internet cafes or computer shops simply to satisfy their hunger; and that hunger is Online Gaming. Online gaming has such a profound impact on not only the young, but dynamically every age group as well. So far, virtually anyone is able to go on a computer and punch through the keys and mouse in order to get a high score, chat with players, get the rarest items, and level up as fast as possible. Yes, there seems to be no restriction as to whom, how or what online gaming can extend to. As in any situation where new technology is introduced, the social impact of the Internet is being looked at. One social problem that has been observed is that the Internet cafe has become mainly game centres. About one-half to two-thirds of the computers in a typical Internet cafe, according to one study, are devoted to games like violent and gory games. The use of the remaining computers was roughly split between browsing, email, online chat, word processing and research. The Internet cafes have become not just game centres. They are becoming centres of addiction among the youth, mostly boys. Objective -The Positive Effects of Online Gaming -The Negative Effects of Online Gaming -Is there a cure for Online Gaming addiction? Significance of the Study The intention of this topic is to give awareness to my fellow students on how Online Gaming will affect our study habit and also our performances in academics , job and actions towards family and friends , and ourselves. Scope of limitation Because some places here in the Philippines does not yet have any computers and internet yet and not all Filipinos use computer or does not have and not knowledgeable on computer, My scope of limitation is within Metro Manila only.

Epidemic Outbreaks in Africa Essay -- Health Medical Disease History E

Epidemic Outbreaks in Africa One of the most devastating and frightening diseases to encroach on unsuspecting African communities is the deadly Ebola virus. This virus was believed to have first reared its ugly head in the mid 1970s with outbreaks in both the Sudan and Zaire. These epidemics resulted in more than 600 cases of people infected, and had alarming case fatality rates as high as 90 percent.1 Such profound numbers drove fear and panic into the hearts of the local population, with people confused and frightened about losing the entire members of their family. Yet, despite the severity of the 1970s outbreak, Ebola managed to remain fairly quiet for the next several years until a group of outbreaks occurred in the mid 1990s in northeast Gabon as well as Zaire. Several years later conveying the same sense of palpable fear, Ebola once again, entered the stage, this time around in Uganda in the year 2000.2 As a student volunteer working for a charitable health organization in Gulu, Uganda that summer, the reality of death and the effects of the disease consumed my thoughts as I pondered the risks I was taking each passing day by just being in the middle of an epidemic. Ten new suspected cases were diagnosed daily at the local hospital, and the medical staff were challenged by the overwhelming workload. Surgical supplies ran low as the need to constantly dispose of protective wear after each exposure occurred, due to the high contagious nature of the rapidly spreading virus. The smell of bleach and disinfectant pierced our nostrils, as our rubber boots and gear were sprayed down after any contact with the infected. The scene conveyed a sense of despair and uncertainty, as people questioned what had they done to... ... 5 Simpson, 11. 6 Ibid. 7 Smyth. 8 Vidal, 5. 9 Ibid. 10 Ibid., 6. 11 Ibid., 8. Works Cited: Associated Press. "Ebola Virus Outbreak Kills 37" The Guardian, 18 October 2000: B7+ McCarthy, Michael. "Ebola Outbreak Continues in Uganda," The Lancet 356 (2000): Science & Medicine section. Recer, Paul. "Sick Animals May be Source of Ebola" Associated Press Online, 15 January 2004: 1+ Simpson, D.I.H. "Marburg and Ebola Virus Infections: A Guide for Their Diagnosis, Management, and Control," WHO Offset Publication 36 (1997): 5-27 Smyth, Garry. "Six days in Hell: City Man Films Ebola Virus," St. John's Telegram (Newfoundland), 14 November 2000: sec. news; p.1. Front. Vidal, John. "Life: Mostly They Died, Ebola Devastates Whole Villages, But We Do Not Know Where it Comes From" The Guardian (London), 17 June 2004: 4-8.

Create and maintain a safe environment Essay

It is utmost importance for learners to feel physically and emotionally safe in order for learning to take place. Safe in terms of physical safety but emotional safety too in order for them to feel emotionally safe enough to engage in the classroom. It is important to understand that the learning establishing a safe learning environment provides the key to the success of the teaching/training process. This environment should be a place that puts learners at ease from anxiety, prejudice, and fear of criticism. The role of the teacher is to create an environment where everyone is accepted and learning can take place freely with mistakes happening as well. Although the trainer/teacher has the lead role it is accepted that there are no experts and good valid contributions can be made by participants. This creates a good learning environment where learning can take place. Laying down ground rules at the start of each session helps to establish expected behaviour from the participants and helps the m feel safe. Any adverse behaviour/ disruptive behaviour should be dealt with swiftly in a way that makes everyone feel safe and respected. The learning environment should be physically safe and health and safety procedures need to be adhered to. Trailing wires should be clipped appropriately and trailed appropriately avoiding trip hazards. If physical active exercise consists of the course then appropriate mats /flooring should be made available Assessment Criteria 1.2.2 – EXPLAIN why it is important to promote appropriate behaviour and respect for others. EXPLAIN 3 types of learner behaviour that may hinder learning and suggest ways of overcoming these. Learner Behaviour How I could overcome this A learner may have a strong opinion about a subject matter and this might start to affect others who may not agree with him/her I would thank the learner for taking time to bring this up. Validate their point by saying it was an issue that was very debatable and I would invite them on a 1 to one session to discuss the issue further in order for the rest of work we need to cover on the session to progress. A learner may become very chatty with others. This distracts other learners and they miss important parts of the session. A learner may use inappropriate language. Other learners may find this offensive. I would use an activity that would engage the leaner as it may be possible that they may start getting bored. In the process I may mix groups and shuffle people about so people get to share different ideas and try and see things from different points of view. It would be important to address this by saying â€Å"We agreed not to use inappropriate language in this session, let’s all be respectful of each other† If the behaviour persisted I would request to have a word with the offender in private and explain that his behaviour was disruptive and how it was affecting others. If this failed I may have to follow policy and procedure and ask them to leave the course to avoid further disruption. A learner has disrupted my lesson when we were doing a needs assessment where all the participants say what they would like to gain/learn on the day. He said he wasn’t here to learn anything and didn’t want to be on the course. He said he was only here because his manager had told him to. His tone was harsh and quite aggressive. I arrived on to the next person and called a  quick coffee break for 10 minutes. During the break I spoke to Tony who became very tearful and explained to me that he was agro phobic and did not like to be in large groups of people. He also explained that he suffered from depression and although it was currently under control with his medication he had relapsed. He also explained to me that he had been threatened with a disciplinary and had come on to the course under duress. I then explained that he was free to go home and I was going to have a meeting with his manager to try and rectify the situation. When I spoke to the manager we arranged to facilitate the same training for this individual in a smaller session where he felt more comfortable and at a time when he felt his mental state was better. I carried on with the rest of the learners and apologised for the disruption earlier in the session. Reference list Gravells, A (2013) The Award in Education and Training Exeter: Learning Matters

Understanding the Nazi Idea of Volksgemeinschaft

The Volksgemeinschaft was a central element in Nazi thinking, although it has proved difficult for historians to determine whether this was an ideology or just a nebulous concept built from propaganda displays. Essentially the Volksgemeinschaft was a new German society which rejected old religions, ideologies, and class divisions, instead forming a united German identity based around ideas of race, struggle, and state leadership. The Racist State The aim was the creation of the Volk, a nation or people made up of the most superior of the human races. This concept was derived from a simplistic corruption of Darwinian and relied on Social Darwinism, the idea that humanity was composed of different races, and these competed with one another for dominance: only the best race would lead after a survival of the fittest. Naturally the Nazis thought they were the Herrenvolk—Master Race—and they considered themselves to be pure Aryans; every other race was inferior, with some like Slavs, Romany, and Jews at the bottom of the ladder, and while the Aryans had to be kept pure, the bottom could be exploited, hated and eventually liquidated. The Volksgemeinschaft was thus inherently racist and contributed greatly to the Nazi’s attempts at mass extermination. The Nazi State The Volksgemeinschaft didn’t just exclude different races, as competing ideologies were also rejected. The Volk was to be a one party state where the leader—currently Hitler—was accorded unquestioning obedience from his citizens, who handed over their freedoms in exchange for—in theory—their part in a smoothly functioning machine. ‘Ein Volk, ein Reich, ein Fuhrer’: one people, one empire, one leader. Rival ideas like democracy, liberalism or—especially repugnant to the Nazis—communism was rejected, and many of their leaders arrested and imprisoned. Christianity, despite being promised protection from Hitler, also had no place in the Volk, as it was a rival to the central state and a successful Nazi government would have brought it to an end. Blood and Soil Once the Volksgemeinschaft had pure members of its master race, it needed things for them to do, and the solution was to be found in an idealistic interpretation of German history. Everyone in the Volk was to work together for the common good but to do it in accordance with mythical German values which portrayed the classic noble German as a land working peasant giving the state their blood and their toil. Blut und Boden, Blood and Soil, was a classic summary of this view. Obviously, the Volk had a large urban population, with many industrial workers, but their tasks were compared to and portrayed as part of this grand tradition. Of course traditional German values went hand in hand with the subjugation of women’s interests, widely restricting them to being mothers. The Volksgemeinschaft was never written about or explained in the same way as rival ideas like communism, and may simply have been a highly successful propaganda tool rather than anything the Nazi leaders genuinely believed in. Equally, members of German society did, in places, show a commitment to the creation of the Volk. Consequently, we arent really sure to what extent the Volk was a practical reality rather than a theory, but Volksgemeinschaft does show quite clearly that Hitler wasnt a socialist or a communist, and instead pushed a race-based ideology. To what extent would it have been enacted if the Nazi state had been successful? The removal of races the Nazis considered lesser had begun, as had the march into living space to be turned into the pastoral ideal. Its possible it would have been put entirely in place, but would almost certainly have varied by region as the power games of the Nazi leaders reached a head.