Edwin Marcelo Vásconez López Apartment G 2.3, Yachay Way Yachay Tech University Urcuquí, Imbabura, Ecuador December 8, 2016 Dear Portfolio Reader, My name is Edwin Vásconez. Thank you very much for reading my English Language Portfolio. It is a collection of my work in English, and it demonstrates my ability as an English learner at Yachay Tech. I am very proud of my portfolio, and I am ready to continue my academic career in English. I remember the first time that I heard a word in English was in school when I was four years old. The teacher was teaching how to pronounce colors and numbers in English. In addition, I remember that it seemed interesting to learn a new language to me, but I did not know if I was going to use it because I did not like much to speak. I was very shy. During the following years in the school, I had very excellent teachers who taught me many things as new vocabulary and grammar. As an anecdote, one of my teachers called Carlos Moya, taught me English with college books. In the high school, I had about eight hours of English per week, but in spite of this, I did not learn more things. Moreover, I forgot many of the lessons that my teachers taught me in school. In large part, I think that this is due to my lack of practicing English, and my high school teachers did not know how to teach. In spite of all, when I was in the high school, my English pronunciation was good. Many teachers told me that I should register for an English course at the University of Ambato, but my family did not have enough money to pay for this course. I chose Yachay Tech because I would like to create something new that changes the life of the people in Ecuador and the world. For this reason, knowing that most of the classes at Yachay would be in English was a great challenge for me. I remember my first contact with English at university was a test that put students in an appropriate level. While I answered the quiz, I remembered lessons that I had learned. Then I finished the exam, and I waited for the results. After a week, I found out that I was in the level 3, which in a certain way made me happy because it indicated that I knew some of English, but not enough. Also, I thought that should be at a lower level. That semester I had one of the best English teachers, who taught me a new vocabulary and grammar in an excellent way. I liked his way to organize all the activities of the day. The next semester, I did not have a good teacher, I did not like the way that he made his class. In addition, many of the classes we were not doing anything. I believe this was the reason I failed English that semester. I must admit that I did not go to classes many times during the semester. The next semester was one of the best because most of my classmates were my friends. In addition, the teacher was very fun. He was the first one who appreciated my skills to write, but he usually said that I only did it well when I wrote about interesting topics. In the level 5, I made several presentations and essays. Also, I learned that I am not good doing presentations due to my shyness.
As a student, I have grown markedly since the beginning of the semester. When I entered level 6 this semester, I tried to be responsible. My biggest growth has been in personal responsibility. For example, I procrastinated and put most of my assignments off until the last minute. Throughout this semester, I have learned to plan ahead and finish my assignments in a timely manner. I have also become better at using English through the practice of speaking and writing. This semester, I wrote many essays, and I made many presentations which served to improve my English, but above all, it helped me to strengthen my weaknesses and to improve my strengths. For these reasons, I must be grateful to my teacher who made me fulfill my tasks and thus continue with my goals in Yachay. Thank you again for reading my portfolio. I put in a great deal of effort into my portfolio, and I hope you enjoy reading it. I am confident that you will agree with me that I have become more proficient in English and I am ready to pursue my career. Sincerely,
Edwin Vรกsconez
Is College Education an Investment? Edwin Marcelo Vรกsconez Lรณpez Yachay University of Experimental Technology and Research September 29, 2016
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Is College Education an Investment? Education is defined by the Cambridge Dictionary as “The process of teaching or learning, especially in a college or school, or the knowledge that you get from this.” (2016). Nevertheless, this definition does not take in consideration that the students can improve their skills by themselves without having to pay for their academic education. There are many opinions around this concept. On the one hand, students think that education is only necessary have a good job. On the other hand, some of them consider that college education is seen as a path to have wealth in the future. However, as George Leef, juris Doctor from the Duke University School of Law, emphasizes in one of his articles “College itself isn’t an investment” (2013). Indeed, I believe that there are three reasons why college education is not an investment. Leef is the director of research of the John W. Pope Center for Higher Education Policy, he received a bachelor of arts and a juris doctor. He wrote the article Don´t Buy The Hype, College Education Is Not An Investment, in which he discusses about the education value of college, human capital, people’s productivity and the situation of recent college graduates. Also, it explains how employers reward workers for their productivity and not for their college degree, and other ideas that they are going to be discuss later. He has published articles and books in such journal as: The Wall Street Journal, Regulation, Christian Science Monitor, The Cato Journal which make Leef’s opinion be recognized and successful (Leef, 2015). First, Leef said that if we see a university degree as an investment, we must bear in mind that this can be good or bad. We cannot affirm completely that have a college degree ensures a better lifestyle. Because many people have an acceptable job despite the fact that they have not finished their universities. In addition, as Leef mentioned
what happens to a university student not necessary will happen to someone else, so it is not correct to say that have a college degree is a safe investment (Leef, 2013). Second, as mentioned before it depends on each person if the investment going to work or not. With this in mind, we can say that there is a certain classification for college students, which is related with the achievements obtained in the future. About this Leef mentions that there are three types of students. The first type, referred in the text as A, brings together people who are able to complete their studies and consider the college as an aid to increase their human capital. In my opinion these people consider education not only as an investment, but also as a tool to develop certain skills necessary to perform any work. On the contrary, the type B is gather people who in spite of having economic resources to finance their studies do not make the minimum effort to improve its human capital while there are in the university. This type of students reach to get a college degree but they cannot get an acceptable job. Because they considered their education as an economic investment and nothing more. Finally, the type C, brings together people who do not have access to the university, but they have a great human talent. They learn this talent for themselves. The main characteristics of these people are their effort and dedication, which allow them to obtain good jobs. These students demonstrate that not having a college degree is not an impediment to obtain what they want. Therefore they consider that obtain a degree can be a bad investment (Leef, 2013). Third, Leff said that there is no guarantee about the success of student after their graduation. I am agree on, it is a fact that the true trouble is going to come, once people graduate. Nevertheless with knowledge acquired before, they would feel enough confidence to confront and solve it. I do not accept that there is guarantee for things because it is up to how a person use them, even worse for people that can adapt or change themselves easily depend on tools that they have. Other idea that he mentioned is that
workers do not receives any money for having finished college but for their productivity (Leef, 2013). I add that, it is not a big problem because, as long as person learn about his profession, his skills and abilities improve in front of his issues. So that person will have the appropriate values that could be better with experience later. Finally, it is necessary to mention certain main points of the writing of Leef. The ideas of the author were described in a very clear way across examples that made easy the understanding of them. The author´s purpose is to inform people about two things: first college degree can be considered as investments that determine professional life students, and two our own effort is that ultimately prevails to face adversities and meet objectives. The audience to which it is addressed this text are all people, especially those who are studying, particularly college students. The language used in the text is formal; it is organized in a compare and contrast form. The organization that financed this work was Forbes, renowned magazine specialized in the world of business and finance. In conclusion, Leef presents us his point of view about the reality through that the university students live at the moment of trying to obtain a job. In addition, the author gives details of the realities that these people must live. Also, Leef compares college degrees with investments that can be good or bad. I agree with the facts presented in the text by the author. For this reason, I a college degree is not an investment. Due to the fact that a college degree does not ensure completely a prosperous future. It depends of each student, which have objectives to fulfill as to get a job or to get a better lifestyle. For which students should find new ways to increase not only their scientific knowledge, but also their human capital.
References Dictionary, e. (2016). Education Meaning in the Cambridge English Dictionary. Dictionary.cambridge.org.
Retrieved
22
September
2016,
from
http://dictionary.cambridge.org/dictionary/english/education Leef, F. (2003). Don´t Buy The Hype, College Education Is Not An Investment. New York:
Forbes Opinion
Leef, G. (2015). George Leef, Author at The John William Pope Center for Higher Education Policy. The John William Pope Center for Higher Education Policy. Retrieved 30 September 2016, from http://www.popecenter.org/author/georgeleef/
Literary Analysis of “The Story of An Hour” Edwin Marcelo Vásconez López Yachay University of Experimental Technology and Research October 13, 2016
Literary Analysis of “The Story of An Hour” “The Story of An Hour” was written by Kate Chopin. This short story has as main character Louise. She loses her husband in an accident, and she can be free. However, her husband, Brently Mallard, isn’t dead. Chopin’s ideas in the story are related by her life because she was widow. In addition, the story criticize the oppressive marriage. The theme of “The Story of An Hour” is freedom because Louise begun to do new things, when she felt freedom and she had not loved her husband (Chopin, 1894). First of all, when Louise knows that her husband died, she doesn’t have any reaction. She only saw the things outside a window. As Chopin said: She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. (1894) In this paragraph Chopin uses literary terms such as imagery and metaphors to describe the things that Louise looked outside the window. All of these things represent happiness and liberty of a person who never knew these words. Then, she recognizes the value of the things, so she was capable to be freedom. Thus, she changes herself, she cannot feel fear any more. In the text Chopin said: When she abandoned herself a little whispered word escaped her slightly ported lips. She said it over and over under her breath: “free, free, free!” The vacant store and the look of terror had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. (1894)
This means that she finally finds freedom when her husband died. Also, she was felt peace. That give to the readers and advice about an oppressive marriage because she only become happy. Third of all, Louise accepted that she had loved him but only sometimes. It is a hint that something strange happened between these two people. In fact, Chopin mentioned: And yet she had loved him sometimes often she had not. What did it matter! What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! (1894) This paragraph demonstrates that she doesn’t appreciate her husband. Also, in the next paragraph the author said something like she felts her body and her soul free (Chopin, 1894). So, when her husband appeared eventually she can’t believe it. Furthermore, if he comes back she has to say good bye her freedom. Thus, she had died. In conclusion, the text of Chopin was biased for her life. “The Story of An Hour” shows a person who only can change herself when an obstacle disappears of her life. Finally, this story gives the readers a fact that don’t living with a husband or wife oppressive.
References Chopin, K. (1984). The Story of An Hour. Retrieved 13 October 2016.
8 Spruce Street Paul Nicolas Maldonado Pinos Bryan Moises Chamorro García Edwin Marcelo Vásconez López Yachay University of Experimental Technology and Research November 30, 2016
8 Spruce Street “Architecture should speak of its time and place, but yearn for timelessness.” Frank Gehry
Architecture is an art because with the use of figures and shapes can express emotions. In addition, when we combine all these features with an eccentric architect, we obtain the most incredible buildings in the world. Frank Gehry is a Canadian-American architect known for creating these kind of structures. He was born in Toronto, Canada. He moved to Los Angeles as a teenager and later became a naturalized United States citizen (“Frank Gehry Biography -- Academy of Achievement”, 2016). Gehry is among the most acclaimed architects of the 20th century, and is known for his use of bold, postmodern shapes and unusual fabrications (Stanberg, 2015). Gehry’s most famous designs include the Walt Disney Concert Hall in Los Angeles and the Guggenheim Museum in Bilbao, Spain. Other famous design by Gehry is the 8 Spruce Street or the Beekman Tower. This construction is the tallest residential building in the Western hemisphere (Davies, 2008). A structure of such significant scale represents for the community social benefits, and the building means a new fresh perspective and aesthetic impact in the monotony of architecture. Forest City Ratner was the enterprise in charge to build the Beekman tower. The construction managers were Joe Rechichi and Maryanne Gilmartin, they contact Gehry to design the building. The tower was completed in 2010. The Beekman tower was built in a middle class neighborhood, and it carries some problems until now, the noise of cars and pollution, the sidewalks were reduced and some parking sides disappear but there are changes that benefit the community too. Forest City Ratner, agreed to incorporate a public elementary school into the project in the first to the fifth floor. There are places where people can enjoy with nature called public plazas, there are in the sixth floor to the tenth
floor and hospital and the other floors are luxury departments. Now there are available studios and one-bedrooms rent for skyward of $3,700 a month and three bedrooms for $11,975 and up and 60 percent of the building’s 903 units are occupied. The 8 spruce street is located between William and Nassau Streets, in Lower Manhattan, that makes the difference in the city. Gehry said that he was living a few weeks in a hotel of the city to be able to submerge in the most famous skyline of the world, to study it, to understand it and to be able to propose a building that stood out among the chaos that generates so much monumentality together, while respecting its imposing neighbors. A few weeks after the construction was ended, in The New York Times, architecture critic Nicolai Ouroussoff said the building's design as a welcome addition to the skyline of New York, calling it: "the finest skyscraper to rise in New York since Eero Saarinen’s CBS Building went up 46 years ago”. The (February 10, 2011). The curves of its facade can evoke countless sensations, the north face express streams of water, the west face express aluminum savannahs, east face we can clearly see the ice breaking .It is effect will stand out when the light reflects on the surface, generating shadows and clearings. It is at the discretion of the viewer to decide what sensations sinuous facade, as if it were a sculpture. And it is that one of the premises that gave Gehry in his study when designing and modeling the facade is that for the facade of the tower Beekman wanted the baroque curves of the marbles of Bernini, and not those of Michelangelo or Donatello, much More smooth and harmonious, but the sharp and forceful curves of the sculptures of Bernini. In conclusion, the 8 Spruce Street is one of the best works carried out by Gehry. This work as many others made by this architect recreates a natural environment in an architectural structure. In fact the 8 Spruce Street fulfills the mission of ending the monotony of the city due to the subtle forms that make up its appearance. In addition, this
design has not only influenced the modern architecture, but also it been part of the social, economic and environmental development of the city of Manhattan. The analysis of this building shows how important is art within a society and that there is no any specific rule to create wonderful art.
References Davies. P. (2008, May 23). Gehry's Beekman Tower Gets Presented, Goes Street. Retrieved November 13, 2016, from http://ny.curbed.com/2008/5/23/10569892/gehrysbeekman-tower-gets-presented-goes-street Frank Gehry Biography -- Academy of Achievement. (2016). Achievement.org. Retrieved 15 November 2016, from http://www.achievement.org/autodoc/page/geh0bio-1 Gehry's Beekman Tower Ready to Launch. (2006, September 18). Retrieved November 14, 2016, from http://web.archive.org/web/20131202234549/http://www.lowermanhat tan.info/news/gehrys_beekman_tower_ready_25262.aspx Kaysen R. (2006, September 28). Seaport’s early reviews are bad for Gehry’s tower. Retrieved November 14, 2016, from http://web.archive.org/web/20160303211354/http://www.downtownex press.com/de_176/seaportsearlyreviews.html Ourousoff. N. (2011, February 09). Downtown Skyscraper for the Digital Age. Retrieved November 14, 2016, from http://www.nytimes.com/2011/02/10/arts/design/10beekman.html?_r=1 &ref=arts Stamberg, S. (2015). Frank Gehry's Lifelong Challenge: To Create Buildings That Move. NPR.org. Retrieved 15 November 2016, from http://www.npr.org/2015/09/10/438944405/frank-gehrys-lifelong-challenge-tocreate-buildings-that-move Taylor, K. (2011, November 28). Living in a 76-Story Work of Art, and a Symbol of Rebirth. Retrieved November 17, 2016, from http://www.nytimes.com/2011/11/29/nyregion/living-inside-new-york-by-gehry.html
Drugs Should not be Legalized Edwin Marcelo Vรกsconez Lรณpez Yachay University of Experimental Technology and Research December 1, 2016
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Drugs Should not be Legalized “Drugs are a waste of time. They destroy your memory and your self-respect and everything that goes along with your self-esteem.” Kurt Cobain Drugs legalization is a controversial topic because there are people in favor and against it. Actually, drugs are used as medicine or simply as a way to enjoy life. The problem begins when people do drugs without a medical prescription and they do not take care in the consumption. They only just do it without thinking on social or economic problems that drug addiction causes. So, drugs legalization is a way to try controlling the use of drugs, but it is not the solution. Legalization tries to legalize all drugs and that could have positive effects, since the risk are more than these effects. I think that all dugs should not be legalized due to three reasons: legalization increases the uses of drugs and not prevent drug trafficking, second legalization do not help drug addicts and legalization does not take into consideration the health of people. First of all, an argument of people who are in favor of legalization is that the consumption of drugs decrease. In fact, according the report “Legalize it all How to win the war on drugs” by Dan Baum, in Portugal the use of drugs declined because this country made laws to control the selling of drugs (2016). However this not happened in other countries because each country has different laws. In fact, in the same report said that in some states of United States where some drugs are legal there are more drug addicts. In addition, due to the drugs’ demand the drug trafficking will hold on as a problem for society because the people who do that only want to earn money, so they can looking for other markets to sell drugs. Legalization will increase the use of drugs if there is not correct laws to control the consumption and the trafficking. Second of all, Legalization does not take into consideration drug addicts because it only give attention on the control of drugs. Whit legalization drug addicts could have
more ways to obtain drugs, so this does not help them. In fact, there are many cases of death from heroin overdoses in the United States (Baum, 2016). Heroin is not a legal drug, so what would happen if we legalized it? , more people can die, we can think that. Also, there is not an organization with take into consideration the needs of drug addicts. So, if we think in legalize all drugs, we have to think in people who are drug addicts too. Third of all, legalization does not take into consideration the health of people. In fact, according the Medical University of Vienna, drugs can cause cancer. In addition, consumption of drugs can affect our way of thinking because the toxins that have most of drugs kill our neurons. People use drugs with medical prescriptions, due to this reason because drugs such as marijuana or cocaine can relax them. However, when people use more than the prescribed drugs begins health problems. So, legalization has to take care with the addiction problem that drugs have because it can kill us. In conclusion, drugs legalization is a good idea to control drugs but it has to looking for many things, such as: the creation of correct laws, stablishing an organism to control the health of drug addicts and thinking of the health of people. Also, there are not reasons to legalize drugs because in most of the cases they produce addiction and death. Finally, the decision to do or not drugs depends of each one of us. I do not use drugs, I respect my life.
References Baum, D. (2016). Legalize it all How to win the war on drugs. Harper’s Magazine. University of Vienna (2015). Synthetic drugs effects.
The Positive Effects of Video Games on Education Edwin Marcelo Vรกsconez Lรณpez Yachay University of Experimental Technology and Research November 21, 2016
Abstract With the topic of video games, there is a great concern among educators, researchers, psychologists, sociologists, parents and other professionals regarding a harmful influence on the development of children and adolescents. The possible positive or negative effects of video games have been subjected to polemics since they appeared. Most of the claims in one or the other direction have been supported more on personal opinions and prejudices than in research data. This article reviews the state of the art with regards to these arguments, negative: addiction, school perform, social isolation and principally positive: training and improvement of skills. Keywords: video games, educators, addiction, improvement skills
The Positive Effects of Video Games on Education “Technology will not replace great teachers but technology in the hands of great teachers can be transformational.� George Couros It is often in a classroom to see a teacher stands in front of students teaching them subjects needed in their education. However, there may be students who do not understand or who are delayed in a specific topic of the class because each student has a different learning speed. In addition, while a teacher thinks he or she is giving an interesting class, he or she is boring students. For a student it can be easy not to pay attention to class and focus on other activities, such as: playing and chatting on the cellphone, drawing pictures in a notebook or just thinking of anything else different to the class. The use of technology in education, specifically the use of video games can help to learn. Video games attract attention; rather of a long and many times boring class where it provides so much information that is difficult to understand. Video games only have necessary information that correlates with the actions within the game, while this does not happen in a classroom. Therefore the use of video games in education is positive due to three reasons: video games improve cognitive skills, video games are suitable for individualized learning and video games make students feel less stress. There are many stereotypes around playing video games. Some of them affirm that they are intellectually unproductive and represent a waste of time. Others suggest that video games are extremely violent and make players be rude. However, these ideas have been refused. A number of studies shows that video games promote a range of cognitive skills. For example, the article published in Nature in 2014: Playing Super Mario induces structural brain plasticity, proved that people which used to play video games 30 minutes per week during two months, strengthen and increased the gray mass of the brain. The results also demonstrate major plasticity in the right hippocampus, prefrontal cortex and
cerebellum, these are regions involved in functions such as memory formation, spatial navigation, fine motor skills and strategic planning. Abilities so important especially for little children that allowed them to prepare a for the school, so that, they will be able to avoid learning difficulties. There are more knowledge abilities improved by video games. Another study from Education and Health journal, published 2002: The educational benefits of videogames maintains that videogames improved attention. The player due to the quantity of visual content that he or she receive from the game, will learn with distinguish the relevant content from images and sounds. The brain process just the information that it considered useful and applied not only in the game time. It is beneficial because the brain could focus just in specific information. To completely reject the negative ideas about video games mentioned before, the same article mentioned that playing these games, such skills as: language, math, reading and sociability could develop and help people with diseases like autism. In language area, video games facilitate discussing and sharing specific directions, argue questions or having a discussions topic. Referred to math skills, video games promote children learn to interact with scores and average of counters. Reading skills are developed when gamers are around many dialogues, many of them necessary to follow and win the video games. Finally, popular video games make children talk and play together so much easier, so this develop the social skills for children. In learning areas playing video games represents an advantage especially in early ages. The second positive use of video games in education corresponds in their suitability for individualized learning. There are specific areas that have been improved by video games. For example: medicine. “Underground� is a game where there is a child that must leave the mine. It has been adapted to train surgeons in specific skills: players
use modified controllers that resemble the tools used in surgeries, and those who perform better in the game also perform better in assessing their surgical skills (Garcia, 2016). Video games also have been developed specifically for children with chronic medical conditions. A great example is the game ‘Packy and Marlon’ which objective is improve self-care skills and medical compliance in young diabetes population. The principal characters of this game have diabetes and through several adventure teach players all the care this group needs (Griffiths, 2002). The principal objective of these games are to evaluate each player because with this evaluation professors could have data about their students. In fact, this will allow teachers to prepare individual evaluations, so the students could learn at their own pace. However, Video Game technology has rapidly changed across time. Therefore, videogames are constantly being upgraded which makes it hard to evaluate educational impact across studies (Griffiths, 2002). This is problem because schools have always to update the games because students can lose interest in the games. For this reason, we have to distinguish feature of video games is that they are interactive; players cannot passively surrender to a game’s storyline. Instead, video games are designed for players to actively engage with their systems and for these systems to, in turn, react to players’ agentive behaviors. There are millions of video games, with vastly different themes and goals. These games can be played cooperatively or competitively, along, with other physically present players, or with thousands of other online players, and they are played on various devices from consoles to computers to cell phones. Because of their diversity in terms of genres and the vast array of dimensions on which video games can vary, a comprehensive taxonomy of contemporary games is exceedingly difficult to develop, but not impossible (Griffiths, 2002).
Gaming may be among the most efficient and effective means by which children and youth generate positive feelings. Several studies have shown a causal relation between playing favorite video games and improved humor or increases in positive emotion (Russoniello, O'Brien, & Parks, 2009). For example, studies suggest that playing puzzle video games can improve players’ attitudes, promote relaxation, and ward off anxiety (Russoniello, O'Brien, & Parks, 2009). It has further been suggested that some of the most intense positive emotional experiences are generated in the context of playing video games (Russoniello, O'Brien, & Parks, 2009) In psychology, flow experiences have constantly been linked to a host of positive outcomes for adolescents, including commitment and achievement in high school, higher self-esteem, and less anxiety (Russoniello, O'Brien, & Parks, 2009). The extent to which adaptive emotion-regulation skills are learned through gaming remains speculative at this point, but testing these ideas seems like an exciting new area for future programs of research. Importantly, the type of contexts that most often pull for effective emotion regulation strategies are social in nature. Something bad that brings with it the video games at the moment that cause relaxation is the possibility of becoming an addict. Video game addiction is now taken so seriously by psychologists and psychiatrists that it was in recent times considered for inclusion in the fifth edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM) as a diagnosable psychiatric disorder and has been stayed in its appendix to cheer further research. It is clear that many children play video games at a pathological level that causes damage to family, social, school or psychological functioning (Gentile et al., 2016). For example, it has been found that 8.5 per cent of 8–18-year-old US video game players do so at pathological levels (Gentile et al., 2016). As will be seen in the ensuing sections, the amount that children play video games is very important. Those who play
excessively are not only at risk of a number of negative outcomes, they are also much more likely to be playing violent games (Griffiths, 2002). Even though this area of study is still in its infancy, there is rising evidence that video games which model and involve participants in prosocial, helping behaviors can lead to increases in social behavior in the short and long term. Most notably, Gentile et al. found that elementary school students exposed to social video games were more helpful than those exposed to violent or non-social video games (2016). In a second longitudinal study of Japanese children in grades 5, 8 and 11, experience to social video games at the start of the study was linked with increased pro-social behavior some months later, even when the baseline pro-social tendencies of children were statistically removed. In a final study of Singaporean secondary school students, the amount of social video game play experienced was correlated with helping behavior, cooperation, sharing and empathy. A study by Gentile found that social video game playing led to a short-term reduction in the tendency to see the world as hostile and an immediate reduction in antisocial thoughts. The true work of children is playing and games by which they learn about life and their world. It is a fact that all people will more easily participate in activities that they find engaging and fun, and this is particularly true of children. It seems that both educators and students would benefit if teachers could not only accept but grasp gaming technology in schools and classrooms. Yet there simply is not a large quantity of this type of material available to teachers or parents to use. The computer industry and particularly game programmers and creators need to team up with educators to create custom software to meet challenging educational endeavors. Colleges must initiate courses of study to prepare teachers to use this new tool, so that teachers may be educated about the types of products available for use and the complex subject of gaming, as well as the vocabulary
or language of gaming that gamers use. The appropriate use of gaming in the classroom will necessitate teachers becoming fluent in gaming so as to make wise choices in terms of game selections and being able to guide students to achieve higher academic goals.
References Garcia, B. (2016). Surgical Residents Advised to Play Video Games Âť in-Training, the online magazine for medical students. In-Training. Retrieved 5 December 2016, from http://in-training.org/surgical-residents-advised-play-video-games-8079 Gentile, D., Anderson, C., Yukawa, S., Ihori, N., Saleem, M., & Lim Kam Ming, et al. (2016). The Effects of Prosocial Video Games on Prosocial Behaviors: International Evidence from Correlational, Longitudinal, and Experimental Studies. NCBI. Retrieved 5 November 2016, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2678173/ Griffiths, M. (2002). The educational benefits of video games. Education and Health, 20. Retrieved on 11 November 2016, from http://sheu.org.uk/sites/sheu.org.uk/files/imagepicker/1/eh203mg.pdf. Kuhn, S., Lorenz, R., & Gallinat, J. (2014). Playing Super Mario induces structural brain plasticity: gray matter changes resulting from training with a commercial video game. Nature. Retrieved 15 November 2016, from http://www.nature.com/mp/journal/v19/n2/full/mp2013120a.html Russoniello, C., O'Brien, K., & Parks, J. (2009). The Effectiveness of casual video games. Journal of CyberTherapy. Retrieved 5 November 2016, from http://www.ecu.edu/cs-hhp/biofeedback/upload/The-Effectiveness-of-CasualVideo-Games-in-Improving-Mood-and-Decreasing-Stress.pdf
Title: Family Author: Edwin Marcelo Vรกsconez Lรณpez
Family clan , tribe enjoying , playing , sharing loyal , honest , loving , funny blessed, amusing, fulfilling life