Effect of Violent Video Games on Teenager Behaviour

Effect of Violent Video Games on Teenager Behaviour Maria Alejandra Urroz Gaità ¡n Topic: What Effect Does Playing Violent Video Games Has on Teen’s Behavior Introduction: â€Å"No other sector has experienced the same explosive growth as the computer and video game industry. Our creative publishers and talented workforce continue to accelerate advancement and pioneer new products that push boundaries and unlock entertainment experiences. These innovations in turn drive enhanced player connectivity, fuel demand for products, and encourage the progression of an expanding and diversified consumer base.†[1] (Gallagher, Michael D.; President and CEO, Entertainment Software association) One of the major problems society is facing today is the addiction kids are developing towards electronic devices such as television, computer and video games. Parents complain about their kids getting distracted with those machines, start thinking it’s only their son or daughter, and later realize it’s something that most people at school does. Some see it as normal and now it’s common. Violent video games can lead to, from small changes in behavior to in the worst of all cases, killing someone. How are teenagers reacting to playing video games, and does it affect their behavior even if there’s not an addiction developed. Violent video games can’t be that bad, right? Video games have also proven to have health benefits, and psychological benefits. But what are video games? According to the Oxford Dictionary they are: â€Å"(N.) a game played by electronically manipulating images produced by a computer program on a monitor or other display†[2 ]. The engaging aspect of video games is that they allow the player to become whatever he wants to be. The player is able to become their fantasy, and to experience a life he doesn’t have. The video games allow the player become what they are not, this also makes them feel powerful. People are able to express who they truly are; meaning they are free to do anything they please, even if it’s not considered correct. â€Å"Hard fun is, of course, the idea that we take pleasure in accomplishing something difficult: the joy in meeting and mastering a challenge. As a result, when someone is doing something that is hard fun, moment by moment it looks more like work than fun, but the net effect is pleasurable overall.†[3](Williamson Shaffer, David). The harder the video game is the more interesting it turns out to be for the public, the greater demand it has. People like what challenges them, what makes them think outside their comfort zone and look for brighter ideas that they portray through their reactions and solutions to the situations they face. Are there reasons to start playing video games? Teenagers are the ones who tend to play video games in extended periods of time due to their feeling of lacking control of situations in their lives, so they use video games as a way of controlling what will happen. This essay focuses on violent video games, because those are most teen’s preferences. Playing violent video games have shown to have more and faster influence on its players than educative video games have; they have turned out to be more engaging. The former have shown to have both, good and bad, effects; external situations are what define as to whether teens reflect either effect. The violence in video games can be categorized in different aspects, as to whether the characters are representing people or are fantasy characters, violent video games also have different context in the plot of the video games. There are violent video games which present a justified type of violence, or if it’s killing just for pl easure. What is the story based in how does it begins and ends; some video games have no context of that at all and merely show a story, only reckless killings. Through the essay external factors which affect the reaction teens have to those games. How Video Games Begin: Teens are generally introduced to the violent video games by their friends; they consider it the cool thing, since the media has promoted the game as such. Then they constantly play when they are bored, or with friends. Generally they tend to choose to play violent video games because they are a way for a teen to have control over something, which is what teens are mostly looking forward. They are also looking for a distraction, or an activity so that they can have fun. They start playing violent video games, not because they are looking forward to becoming serial killers, but because they are appealing a way by which they feel they can release their anger without actually being violent; because they can be stressed because of different reasons such as school, or a discussion with their parents and getting to do something where they are the ones that control the actions, relaxes them. Addiction: Teens begin playing video games as hobbies, which then become habits and in no time they become addiction. What differentiates hobbies with habits is that hobbies might be performed eventually but habits are constant making them harder to change. Habits are behavioral patterns developed by repeating the action constantly, so that eventually the brain does it automatically. Habits can be controlled or modified, they tend to become addictions when the person begins feeling the necessity of performing the action but addiction requires professional help and motivation for a change. Playing video games has become an addiction in many cases. ‘Addiction’ comes from the action of being addicted to something; which is being physically and mentally dependent on a substance or behavior. Addictions affect interactions within the structures of the brain, such as the anterior cingulate cortex, amygdala, and accumbens[4], such that a person’s motivation switches to those addictive behaviors; it also affects interactions and neurotransmissions between the cortical and hippocampal circuits which are the sides of the brain in which the rewards are stored, and the person begins to constantly perform actions that were normally a reward[5]. In this case video games are played for many hours on a daily bases, instead of being played for fun becomes the main activity in the person’s routine. The addiction causes, behavioral, cognitive and emotional changes. Behavioral changes are the first symptom to be noticeable to others, such as excessive engagement in video games, and narrowing the actions of the day to end up playing. Cognitive changes become obvious to others when the person begins having difficulties because of the addiction, but continues blaming his problems to the addiction. Emotional changes are those such as an increase in anxiety, and increased sensitivity to stress. A person will present certain symptoms when an addiction is being developed such as: preoccupation, time loss, lack of control, making excuses, and defensiveness. The teen starts to show preoccupation as they do daily activities, and he doesn’t enjoy the activities he is doing, he is worried about continuing playing, or thinking about new strategies to use in his game; the teen stops enjoying outdoor, family or any other type of activities, only worrying about his virtual life. Time loss happens when the person has other activities to do but chooses as a priority to continue playing video games, that also shows lack of control and lack of organization; it might be normal for it to happen once or every once in a while but when it happens repeatedly it’s a sign of an addiction. The individual also makes excuses for postponing more important activities, choosing to play video games instead. Making excuses such as those shows the full engagement the teen has with the games and the lack of interest he has with reality; so the teen is becoming less capable of managing his own time, he may be playing ten minutes more, three hours or as long as the teen is able to keep up playing the game. Positive Aspects: â€Å"I find that many professionals simply havent even considered the alternative arguments. They just go with the mainstream studies, or theyre so wrapped up in their own part of the field its not a consideration. I work hard to try to draw comparisons to the things that they love and feel passionate about. We all have those things that are important to us, but stupid to other people. It becomes easier to discuss gaming when I draw those comparisons.[6] Says Dr. Steve Kuniak, he uses violent video games as a way of having a connection with his patients, since he is a player, he understands why they like video games so much. He has found out that video games have the benefit of coping and wellness. Players of video games, especially when they are young, are able to develop their own world and their own personality. Teens also develop the habit of following instructions, and of analyzing situations better. Many psychologists also contradict the theory of teens isolating themselves from the rest of the world; instead they say that teens have the possibility to socialize more through the possibility of interacting with other players that the video games propose. They will also be able to develop coordination and agility skills. Coordination, between hand and eye, in shooting games the character is able to run and shot at once, this requires coordinating the brain’s interpretations and reactions with the player’s movements and thoughts. Research has also shown that players can learn spatial, iconic and visual attention from the skills on video games. In the game the player needs to pay attention to the different situations and the different objects that are on a scene because they might need them later on; the player should be able to notice all those little details as well in the real world. Teens are able to make guesses and test their hypotheses about the different situations presented. They start taking more risks, through those gaining experiences, which in the psychologists’ point of view is good because the consequences they could be having in real life they are experiencing them through a video game. Experiencing the games it’s better than them taking those situations to r eality; it would be dangerous to people. Violent video games also help with team work, especially those online games in which the player is able to create alliances or teams to accomplish a mission. The player learns how to play their role in the team work and how to distribute work. They learn how working as a team can be better than working alone, how it makes things simpler. The player is also able to view situations from a different perspective; they may switch roles and experience harder jobs than theirs. They are realizing how hard accomplishing something, because there are always different obstacles that get in the way. Video games are also a way to release stress, especially for kids who don’t practice sports. It gives them a type to deviate their attention from what could be going wrong in their lives. Video games may have a positive aspect, this also depends on the orientation teens have from parents if parents guide kids in order for them to understand that video games are not reality and that they can’t do all the things they do in video games, like killing someone, teens will react appropriately to violent types of video games because they’ll know to differentiate right from wrong; it may even help them to react to certain situations better. First Changes: The most known change in behavior is an increase in aggressiveness. â€Å"Playing video games may increase aggressive behavior because violent acts are continually repeated throughout the video game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns.† (Anderson Gentile, 2003) [7] This reaction may not mean that they will be provoking fights, in the weaker of the cases the teen will react harshly to situations, such as a lecture from their parents or an insult from anyone. In a stronger case the teen might react violently to strong situations he or she might be facing. How much is enough? External factors Does it affect the family? Possible solutions Brands which are considered the most addicting Bibliography: American Society of Addiction Medicine. Definition of Addiction. (2014). http://www.asam.org/for-the-public/definition-of-addiction>. Web. (Jan 24, 2014). Goldstein, Jeffrey. Violent Video Games. PDF. (Feb 23, 2014). http://intra.iam.hva.nl/content/1213/propedeuse/maatschappij_en_interactie/lesprogramma/Jeffrey-Goldstein-Violent-Videogames.pdf> Norcia, Andrea. Parents and Teachers: The Impact of Video Games.August (2013). http://www.pamf.org/parenting-teens/general/media-web/videogames.html>. Web. (Dec. 28/2013). Runge, Paul. Video Games Represent The Most Powerful (and Potentially Dangerous) Era in Storytelling. (Oct. 21/2013) http://www.huffingtonpost.com/paul-runge/video-game-violence_b_4067069.html>. Web. (Feb. 23/2014). The Entertainment Sofware Association. Sales and Democratic Usage Data: Essential Facts about Computer and Video Games Industry. (2013). http://www.theesa.com/facts/pdfs/ESA_EF_2013.pdf>. PDF. (Feb.22, 2014) f) The Oxford Dictionary. Video Game, meaning. Web. http://www.oxforddictionaries.com/definition/english/video-game>. (Feb. 23/2014). g) Violent Video Games: Psychology Expert Finds Numerous Health Benefits in Gaming. (September 24, 2013). http://www.examiner.com/article/violent-video-games-psychology-expert-finds-numerous-health-benefits-gaming>>. Web.(Jan 29, 2014). Jenkins, Henry. How Computer Games Help Children Learn: An Interview With David Williamson Shaffer.. Interview. Web. (Jan 25, 2007).http://henryjenkins.org/2007/01/an_interview_with_david_schaff.html>. (Feb. 23/2014). [1] Entertainment Software Association ®, Essential Facts, 2013 http://www.theesa.com/> [2] The Oxford Dictionary, Video Games [3] Jenkins, Henri. How Computer Games Help Children Learn: An Interview With David Williamson’s Shaffer [4] American Society of Addiction Medicine.http://www.asam.org/for-the-public/definition-of-addiction> [5] American Society of Addiction Medicine.http://www.asam.org/for-the-public/definition-of-addiction> [6] Kuniak, Steve. http://www.examiner.com/article/violent-video-games-psychology-expert-finds-numerous-health-benefits-gaming> [7] Gentile, Anderson. http://www.pamf.org/parenting-teens/general/media-web/videogames.html>.

Pythagoras :: essays research papers

Pythagoras   Ã‚  Ã‚  Ã‚  Ã‚  Pythagoras was a very significant person in the history of the world. He made many contributions to the fields of math, music, and astronomy. Pythagoras's teachings and beliefs that were once taught by him in his own school in ancient Greece, are still taught today.   Ã‚  Ã‚  Ã‚  Ã‚  The thing that Pythagoras is probably the most famous for is the Pythagorean Theorem. The Pythagorean Theorem is used in the field of mathematics and it states the following: the square of the hypotenuse of a right triangle is equal to the sum of the squares of the two other sides. This means that if one makes a square (with all sides equal in length) out of a triangle with a right angle, the areas of the squares made from the two shorter sides, when added together, equal the area of the square made from the long side. Another geometrical discovery made by Pythagoras is that the diagonal of a square is not a rational multiple of its side. The latter discovery proved the existence of irrational numbers and therefore changed the entire Greek mathematical belief that whole numbers and their ratios could account for geometrical properties.   Ã‚  Ã‚  Ã‚  Ã‚  Another contribution of Pythagoras and his follower is that of music. Pythagoras essentially created music in that he discovered the way it works. Pythagoras noticed that vibrating strings produce harmonious tones when the ratios of the lengths of the strings are whole numbers. After making this discovery, he found that these same ratios could be extended further to other instruments.   Ã‚  Ã‚  Ã‚  Ã‚  Pythagoras was one of the first to teach that the Earth was at the center of the universe. He was also one of the first to teach that the world was round, an idea not to be proven for almost another one thousand years. Pythagoras also discovered that the orbit of the moon is inclined to the equator of the Earth. He also was the first person to make the connection that Venus as

Imagery In Othello :: essays research papers

The function of imagery in the mid-sixteenth century play Othello by William Shakespeare is to aid characterisation and define meaning in the play. The antagonist Iago is defined through many different images, Some being the use of poison and soporifics, sleeping agents, to show his true evil and sadistic nature. Othello’s character is also shaped by much imagery such as the animalistic, black and white, and horse images which indicates his lustful, sexual nature. Characterisation of women is heavily dictated by imagery used to show the patriarchal gender system of the time. Some of this imagery is that of hobbyhorses and the like showing that they, Desdemona and Emelia, were nothing better than common whores. Othello’s view at the start of the play is contradicting of these patriarchal views with Desdemona and Othellos’ true love overcoming these stereotypes and we are told this through imagery of fair warriors and the like. The power of deceit is shown also th rough imagery of spiders and webs, uniforms and other such images. Also the power of jealousy is well defined by imagery. The handkerchief, green-eyed monster and cuckolding imagery are prominent in defining this theme. The satanic character of Iago is depicted well though different types or imagery. His sadist intend is depicted through suffocating imagery â€Å"I’ll pour pestilence into his(Othello’s) ear† (II iii 356) says Iago in a soliloquy in as he is outlining his malicious intent and nature. This continues throughout the play with lines such as â€Å"The Moor already changes with my poison† (III iii 322) and â€Å"Not poppy nor mandragora, | Nor all the drowsy syrups of the world shall medicine thee to that sweet sleep | Which thou did owdest yesterday† (III iii 327-30). His malicious character is likened to a snake through this imagery of poisons like a snake has and then Lodovico calls him a â€Å"Viper† (V ii 281) which indicates how Iago’s character is that of a snake, and in those times a snake was considered a creature of pure evil. The Machiavellian persona of Iago can also be seen through his use of reputation imagery to Cassio and Oth ello. To Cassio he says â€Å"Reputation is an idle and most false imposition† (II iii 267-8) and as a paradox, to Othello, he says reputation is everything to a man and he is nothing with out it. Iago is also likened very much, though imagery, to the Devil.

America’s Working Poor Response

Tens of millions of men and women in America struggle because they are stressed out about not making enough money even though they are working as hard as possible. In her book Nickel and Dimmed, Journalist, Barbara Rehiring writes about her research working as a minimum wage employee attempting to get by in Americas tough economy, she describes in depth the struggles that the minimum wage workers suffer through and she witnesses them first hand as she goes under cover and works these Jobs herself.Middle class Jobs are being replaced by low income bobs, the people in these Jobs are referred to as â€Å"the working poor†,and are not able to make ends meet at the end of the month. People in America working minimum wage Jobs struggle on a daily bases to get by, this causes them anxiety due to their lack of a health care plan, living situations, and injuries that occur at work. Health insurance premiums are rising and some employers no longer offer this benefit, the low wage worker s are the ones that are particularly affected by this major issue.Employees without health coverage, are unable to get preventative care r proper treatment for an illness, may become sicker later on. In chapter one of her book â€Å"Serving in Florida† Rehiring describes her co worker Sail's situation, â€Å"Gall, for example,†¦ Is supposed to be on the company health plan by now, but they claim they have lost her application form and to be beginning the paper work all over again. So she spends $9 a pop for pills to control the migraines she wouldn't have, she insist, If her estrogen supplements were covered. (27) Without the company behind them, employees will end up paying more for Individual health coverage than their employers would have paid to put them on group coverage. Similar to Rehearing's situation, Morgan Spurious and his flange Alex attempt to survive 30 days living of a minimum wage salary, as n the TV episode â€Å"30 days: Minimum Wage†. In the ep isode there Is a scene where Splotch's hand Is Injured and swollen because of the manual labor he is doing. Due to the lack of medical Insurance he chooses to try out a free clinic provided by the community for the low Income families Instead of the emergency room.Once he Is there he realizes that getting checked by a doctor wont e so easy since there Is so many people In line and the clinic only takes the first twenty. He then has to resort to the emergency room where he Is charged more that he can afford to pay because of his low Income. Even though the communities attempt to help the working poor, not everyone Is available to take advantage of the benefits. While there Is no easy solution to the problem of health Insurance, It Is obvious that leaving employees on their own to find Insurance, rather than Glenn them the benefit of group rates, Is not the solution.America's Working Poor Response By carpenter kook â€Å"Serving in Florida† Rehiring describes her co worker Sail 's situation, â€Å"Gail, for she spends $9 a pop for pills to control the migraines she wouldn't have, she insist, if employees will end up paying more for individual health coverage than their there is a scene where Splotch's hand is injured and swollen because of the manual labor he is doing. Due to the lack of medical insurance he chooses to try out a free clinic provided by the community for the low income families instead of the emergency room.Once he is there he realizes that getting checked by a doctor wont e so easy since there is so many people in line and the clinic only takes the first twenty. He then has to resort to the emergency room where he is charged more that he can afford to pay because of his low income. Even though the communities attempt to help the working poor, not everyone is available to take advantage of the benefits. While there is no easy solution to the problem of health insurance, it is obvious that leaving employees on their own to find insurance, r ather than giving them the benefit of group rates, is not the solution.

Curricular theory and theorists Essay

The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: Curriculum as a body of knowledge to be transmitted. Curriculum as an attempt to achieve certain ends in students – product. Curriculum as process. Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an ‘order of contents’, or a pattern prescribed by a ‘logical’ approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or ‘delivered’ to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. ‘It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner’. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of ‘scientific management’ is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of ‘armchair speculation’ but the product of systematic study. Bobbitt’s work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasn’t criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of ‘progressive’, child-centred approaches shifted the ground to more romantic notions of education. Bobbitt’s long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitt’s emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences.

Pan’s Labrynth Newspaper Article Essay

Yesterday night, police took in 13 suspects who could have been related to the brutal murder of a child. A young female, roughly aged 8 – 10 years was found murdered outside the famous Labyrinth, El laberinto del fauno. Police have asked around the local area of Bilbao, but have asked the townspeople to come forward, as they might hold the vital information of this case. Policà ¯Ã‚ ¿Ã‚ ½a Juan Marà ¯Ã‚ ¿Ã‚ ½gon states that â€Å"We want to finish this case within 4 – 6 weeks, we need the key to solving this murder, but someone out there holds it, not us.† Police have told the public, with help from the forensics, they have found fingerprints of the future suspects. The 13 men who are kept in for indepent interviews Have released information about who they are and that they are part of the Spanish Maquis guerrillas. The man and his sister have also revealed a quote from behalf of both of them; â€Å"We knew the girl, she was very close to us both.† Once alone, the woman said â€Å"The girl was like my own daughter. I used to look after her as my own. I hope the police find out who done such a thing.† Later on, Detective Felipà ¯Ã‚ ¿Ã‚ ½ Romerez revealed the names of the woman and her brother. The woman, Mercedes Julientos, and her brother, Frederico Julientos are both suspects themselves. Whilst on the crime scene, forensics had discovered another body, one of a man, who is seemed to be aged 40 or over. During each interview, Mercedes and Frederico have both denied seeing a man at the time of the killing. At the time of the police arriving, Mercedes was holding a very young baby, who forensics say, after eximaning the body of the male, could be related to the male. The 13 suspects, along with Mercedes Julientos, and her brother, Frederico Julientos are all going under for custody of the police. They all will later be taken to court to be proven innocent or guilty. A later date wil be published for the court hearing. If more than 8 of the suspects are found guilty, each could be facing a minimum of 7 years in jail. Other suspects that have been interviewed and released on bail are many who were at the crime scene. 2 of the 13 main suspects have tried to escape, but the cheif of the Spanish police caught both red handed. They have been told that their stunt could effect their hearing and their trial. Police and forensics have partially identified the body as Ophelia Llimero, aged 8. The brother of Ophelia Llimero, is now left orphan, but will be staying with Mercedes Julientos for the time being. Sailinda Hugamos, the neighbour of Videl Llimero, said â€Å"Ophelia and I were so close. She used to come to my house everyday to eat my homemade famous Salsa. My husband and I will be extremely devestated.† The area around the great big fig tree in El laberinto del fauno will be closed off until forensics have fully analysed the whole area, and until further notice. All of the area has been closed off to local people and tourists. Dates for the hearings for the 13 suspects, excluding Mercedes Julientos, and her brother, Frederico Julientos are yet to be decided.

Back to the Dreamtime : Relationship of Richard and Joe

The two main characters that I choose were Richard and Joe. Joe was the father to Richard. Richard was adopted by the McDonalds and lives together with his brother and sister and their names are Tom and Judy and his mother who called Sonya. Richard was a teenage Aboriginal raise in white Australian society. Richard always get a dream about a spirit calling him and give him some scenes or direction to do something, but he can’t understand what the message trying to be carry out by the dream.Furthermore, Richard had scored a very good school grades and he wish to choose history as his study next year at university. Joe was a very good father and householder because he takes a very good care to his family members. Joe liked holding family meetings because he believed they were a good way to get the family together and discuss things. As for examples, Joe had call for family meeting and tells the children about the tjurunga that they found in the attic.Richard and his father Joe w ere having a good relationship, we can prove this by the situation that had been happened. Richard never made angry to his parent on hiding his father tjurunga from him for being so long. In turn, he worried to his parent because he felt his parent was felt responsible for the whole situation and shaken about this matter.Next, although Richard was trying to find his real father tjurunga and burial ground but Joe was never disagree with what Richard was planning to do. Joe was fully support to Richard by giving his opinion and help to Richard on what he was going to do. Finally, Richard finds his father’s burial ground and buries the tjurunga there. Richard also found his role that he need to record and analysis this rich oral culture and preserve it for future generations.