The Most Diverse Nation is the World :: Ethnic Backgrounds Ethnicity Cultural Essays

The Most Diverse Nation is the World When I lived in Japan and talked with my friends about Americans, I had a strong impression that my friends think the average American is white. Of course they realize that there are many other ethnic groups in the U.S. but they do not realize the true extent of racial diversity in America. In their minds, an average American has white skin, a tall nose, long legs, wide eyes, and a muscular body. So I wondered what could have led them to this image of the average American. Then I realized that the description sounds a lot like some cartoon hero. Maybe the American heroes in television and movies have had a strong impact on creating images of the average American for people in foreign countries. There seems to be a strong sentiment among people of different races that putting characters with a wide range of ethnic diversity in T.V. shows, cartoons, or movies just to be politically correct is meaningless. There seems currently to be a strong resentment against being politically correct, even among minorities. While I agree that putting characters of different races into T.V. shows or movies may sometimes be unnatural, I don't at all agree that it is meaningless. Think of all the American movie, cartoon or television heroes that you know. You would probably think of Superman, Batman, Indiana Jones, James Bond, G.I.Joe, Rocky, Rambo, X-men, Luke Skywalker, Shaft or Zorro. How many non-white heroes did you come up with? Probably fewer than the number you got for white heroes. This may seem natural considering that the majority of people in the U.S. are white, but there are clearly a larger proportion of white heroic characters in television and movies than in the real American population. In the 1990 census, there were 248,709,873 whites (80.2%) 29,986,060 blacks (12.1%) 22,354,059 Hispanics (9.0%) and 7,273,662 Asian/Pacific Islanders. (2.9%) This means that for every 6.6 white people there is a black person. Comparing this proportion of white to black American heroes in television or movies, there seems to be a large discrepancy between the world of reality and the world of imagination. There are many more white heroes than the simple d emographic proportion suggests. Then it becomes my suspicion that white people have much more influence on creating these heroes than people of any other race.

Macbeth and the Witches Essay example -- essays research papers

Macbeth: The Witches’ Responsibility for Macbeth’s Actions The three witches that are introduced at the beginning of the play are responsible for the introduction of the ideas that caused Duncan’s death and Macbeth’s destruction but not for Macbeth’s actions themselves. They recount to Macbeth three prophecies; that Macbeth will be: 1) Thane of Cawdor, 2) Thane of Glamis, and 3) King. Macbeth welcomes the ideas spawned from the witches’ prophecies, which is what triggered the spiral of events in this story. Macbeth eventually followed through with killing King Duncan. It was sometimes thought that the witches had the ability to reverse the natural order of things. This brings to the play the idea of fate and the role it has in the play. One can wonder if Macbeth ever had a chance of doing what was right after he heard the witches’ prophecies. However, it is more realistic to believe that Macbeth was responsible for his own actions throughout the play and in the end it was he that made the final decisions. T he witches could predict the future, they can add temptation, and influence Macbeth, but they cannot control his destiny. Macbeth creates his own misery when he is driven by the guilt of his actions. This causes him to become insecure about his actions, which causes him to commit more murders. The witches offer great enticement, but in the end, it is each individual’s decision to fall for the temptation, or to be strong enough to resist their appeal. The three witches are...

Psychology: Human Development :: Psychological Social Science Essays

  Ã‚  Ã‚  Ã‚  Ã‚  The field of psychology may have grown to be respected as a science. Objectivity and the scientific method are both part of the psychologist's mode of operation. However, even the greatest of psychologists can only theorize about what makes human beings act the way they do. Absolutes are not part of psychology . Everything is relative and open to speculation. Theorists give us their views or ideas about life.   Ã‚  Ã‚  Ã‚  Ã‚  In the field of psychology, there have been many different areas of interest. Human development is one of the most popular areas of interest for those who study psychology. Freud, Erikson and Piaget are all great theorists with different ideas concerning human development. Each theorist developed ideas and stages for human development. Their theories on human development had human beings passing through different stages. Each theory differed on what these stages were. These theories also differed with their respect towards paradigmatic assumptions, learning and development, and relationship towards educational practice.   Ã‚  Ã‚  Ã‚  Ã‚  Freud is known as the father of psychology. Although some of his work has been dismissed, most of it still holds weight in the world of psychology. Freud believed that human development was fueled by inner forces. He believed the most powerful of all inner forces was our sexual being. Freud linked everything with sex. This includes any bodily pleasure whatsoever. Thus, when Freud discusses the sexual needs of children, they are not the same kind of sexual needs that an adult would experience. Children experienced sexual gratification in different ways. Sucking their thumbs or retaining their excrement could be seen as sexual gratification for small children. Freud also specified certain areas of our body as erogenous zones. Those areas included the mouth and genitals. This all fit in to Freud's obsession with sex. An obsession that could be linked to the era that Freud lived in. It was a very conservative period in history. Sexual feelings were often repressed.   Ã‚  Ã‚  Ã‚  Ã‚  Freud's theory on human development could be labeled the psychosexual stages of development. Freud believed human beings passed through different stages in their life based on which part of their body gave them sexual gratification. Freud's psychosexual stages of development are five in total.   Ã‚  Ã‚  Ã‚  Ã‚  The Oral stage takes place from birth to about one year. During this stage, a child is orally oriented. The mouth is the child's erogenous zone. Everything a child touches is put in his mouth. Freud believes children do this because it gives them pleasure. When a child sucks his thumb, it does so because it gives it gives him gratification. According to Freud, the gratification is sexual.   Ã‚  Ã‚  Ã‚  Ã‚  The second stage in Freud's psychosexual development theory takes place

“Is College Worth the Money?” by Daniel S. Cheever, Jr. Essay

In this day and age, the cost of a college education is more than most middle-class families’ yearly salary. In today’s job market, a lack of having a college education makes it difficult to land an entry level position. The discussion of college cost comes and goes but is a major question in the minds of parents and potential college applicants around the nation. In Daniel S. Cheever, Jr’s article, â€Å"Is College Worth the Money†, Cheever urges people to look at other factors when judging the value of a college education rather than its cost. To begin with, Cheever brings home the point that college tuition is rising at an exponential rate. Over the last 20 years, undergrad tuition at Havard has risen over twenty thousand dollars, outpacing the consumer price index. Cheever makes a valid point, by only focusing on one institution, is this indicative of all colleges across the board? By attending Harvard University, one could argue that one is paying for the prestige of the school rather than the quality of the education. Cheever also points out; parents are willing to take out $100,000 to pay for a highly educated graduate that, by the end of a working, career will make one million dollars more than someone who didn’t get a higher education. Taking cost out of the equation, what does that investment yield for the student? The final statement that Cheever makes, â€Å"Parents and students will demand a proven and verifiable outcome that measures the outcome on their investment† is a bleak conclusion. It is no t indicative of the students that go for a good time and not the quality of their education. Cheever makes bold claims throughout his essay that he seems to fail to back up. Though Cheever lacks depth in his essay, he makes many agreeable statements as to what we should consider in valuing a college education.We should look deeper into what a college brings to the table, more than just the prestige it has acquired. Having a after-grad services would definitely play a factor in how we judge a schools value. During the schooling years though, being able to become an economically productive and community minded citizen will aide anyone who attends, even if they decide to leave town, or even the state, after graduation. Cheever brings great ideas to the table, even if  just briefly touching each subject, he still makes the question, â€Å"Is College worth the money?† a tough one to answer. With all these great tips, asking is college worth the money is still a difficult decision. Ultimately, it falls to the students and parents seeking higher education to make the decision. Everyone is different, different upbringings, different theologies and requirements about what a school should do for them. If answering a generic question, â€Å"Is College worth the money?† is as easy as Cheever makes it out to be, why hasn’t the discussion stopped? There may never be a direct answer, but it has some basic guidelines based on Cheever’s essay. If you need any more information though, you’re better off calling each school you’re interested in and asking the same questions and seeing which school is the best for you. Reference Cheever Jr., Cheever S. â€Å"Is College Worth the Money?.† The Blair Reader. Ed. Laurie G. Kirszner and Stephen R. Mandell. Boston: Pearson, Prentice-Hall, 2014. 113-115. Print.

Authorship of the book of Ruth Essay

The book of Ruth has been historically claimed to be written by the prophet Samuel. It dates back to the 1011 and 931 B. C. It was a message of the love of God directly to the Israelites. With the main theme of sacrifice, it was essential for them at that time to hear such words of love. In the heathen land of Moab, located North of the Dead Sea, Ruth is resides for a period of time and them moves further into the town of Bethlehem, during the era of the judges which occurred directly after the Pentateuch books which are the first five biblical books. Ruth was the daughter-in-law of Naomi and Elimelech, who were an Israelite couple with two sons. Mahlon and Chilion were their names and both married Ruth and Orpah. Sadly, all three men in the family died, firstly Elimelech and then later on his two sons, leaving three widowed women. The actual period is not actually stated. However, most scholars have attributed its authorship to the pre-exilic era; the period after the enslaved Israelites were freed and permitted to return back to their homeland of Israel. As a historical book of the Bible and an excellent piece of literature, it has challenged the conception of the era and the norms of the periods as recording the attitudes and conducts between people. It demonstrated tremendous practicality and dealt with serious relational issues and we can learn a lot from it today. Its authorship is unknown. It clearly begins by alluding to the period of the judges and it is perceived by some to have been written around that time. The prophet Samuel has been given the credit for its authorship by many scholars. In recent times however, there have been speculations as to the real author of this book. It has been recognised as having been written by a female author. According to an ancient Beraithato the Talmudic treatise it stated that the prophet Samuel did write the book of Ruth. As it is does not provide strong evidence concerning the authorship, several authors in recent times have refuted the prophet Samuel as the actual author of this phenomenal book. Does it really matter whether it was written by a male or female author? This has been a question in the minds of many because in its entirety, the content of the book is very positive and has a lot of moral, social and legal coverage, which has provided a lot of insight into the way the Israelites interacted amongst themselves as well as among foreign nations, like the Moabites. In this essay, various perspectives of scholars will be addressed and references to the actual text will also be made to support and refute arguments which have been put forth by various intellectual minds. In a recent book entitled the Widow’s plea, a group of authors cited a number of key points about the book of Ruth. Central to their arguments were factors that provided an insight to the gender identity of the author. Firstly, they referred to a deliberate attempt by the author to strengthen the plight of widowed women in this book, by the avoidance of dealing with the Leveriate marriage, a popular custom that existed during that period. Lawson Younger in made inference to this point by referring to the book ‘Three Shekels’ by H Shanks: The inscription is puzzling. According to the law of levirate marriage, a man must marry his brother’s widow if his brother died childless (see Deuteronomy 25:5–6). Why wasn’t the husband’s brother, who had already received the wheat ? eld in Nacamah, required to do his duty by marrying his brother’s widow? Alas, the ostracon does not tell us(p 32) The laws relating to marriage and redemption were strongly intertwined and since it was not completely applicable in this case because Ruth did not marry her direct next of kin, these scholars have speculated that it might have been authored by a female. Furthermore, H Avolos backed this argument by purporting the deliberate exclusion in this case. (Avolos 616) In an attempt to further prove this point Young referred to various Hebrew texts and phrases used to give a better view point. For instance, the use of the words ‘Amah’ and ‘siphah were used at different times, suggestive of various points regarding the nocturnal influence of Ruth in Chapter 3:9. This is what he noted: Amah seems to be used to emphasize a slave’s feminine qualities (need for protect weakness, sexual attractiveness, etc. ), while siphah seems to be used when the female is viewed as a possession and a laborer. 41 Both terms can be used as self-designations. When it is used this way, amah appears to suggest a female petitioner’s weakness and need for help or protection when presenting a request before a more powerful male, never before another female. When siphah is used as a self-designation of obeisance, it seems to signify the woman’s subservience and readiness to serve or obey instructions. (p127) With the usage of the term amah, despite the fact that she was a labourer or indirectly in servitude, she was still able to realize her feminity even in hardship. It was suggestive of her need for protection and dependency on the one who is stronger than herself, especially when requesting a favour from an influential male figure. This point alludes to the kind of writing by a male author, realizing the need of the woman for protection and a bulwark. The usage of the term siphah suggested the readiness of the woman to adhere to instructions from the male and obey and to do is bidding. In both cases, there is a strong suggestion of a male authorship based on this viewpoint. Further Hebrew terms used indicate more usage of feminine forms of verbs. For instance, the word hyrja, meaning ‘them’ was used to refer to bodies of individuals. Its frequent usage indicated that the author made reference to a wide range of people who were female. Perhaps this could have been suggestive of a male author appreciating the role of the women or in actual fact, a woman who sought to enhance the role of the female in that era? The Feminist Companion of the Bible addressed several points that alluded to an obvious female authorship. (pg 34) It was argued that this book presented various points which gave credence to the importance of women in the Holy Bible. For instance, several women were identified who played excellent roles in biblical event, including Deborah, Dorcas, Esther and Miriam just to mention a few. It was also admitted that there were also major indications to the book of Ruth being authored by a male because of its superscription, just as the case was in other books like the book of Ecclesiastes. An interesting point to note was that there was a chance that although it may not have been written by a woman, the male author certainly had a profound respect for women and valued their contribution to the society. Interestingly, this book under the ‘Unconventional Life Partnership, Women Do Go Unconventional Ways’ heading also referred to the instruction by Naomi to Ruth, to use her natural female charm to win the heart of Boaz. (Athalya 29). This could very well have been a masculine viewpoint, in the sense that Naomi did recognize that Ruth needed a man in her life and hence was giving her advise on how to make Boaz notice her. During that period, it was generally expected that the women realized that they were being prepared for marriage at some stage and it would have been the role of an experienced woman like Naomi to share this with Ruth. This is a very feminine disposition which could have been expressed by the author. In the second chapter of the book of Ruth, she was portrayed as a hardworking lady who went to ‘glean with the reapers’. In Hebrew, the word ‘reapers’ refers to masculinity. Hence, irrespective of this fact, she was able to go and work with the men, gathering enough food supply for herself and for Naomi. As a matter of fact, it was emphasized that she worked through to the period of harvest. By so doing, she was able to gather more than sufficient rations to tend to the needs of a whole family. This was a progressive woman who knew that it was essential that she managed the home front successfully. In other words, she was a traditional homemaker – the major role of the woman. A female author would not have put this point any better. In his comparative study of the book of Ruth, Younger suggested that to a large extent, it seemed that a woman’s economic well-being was directly related to her link with some male. (p 129) From a feminine perspective it could be argued that this exhibited self-reliance and independence of the woman. On the contrary, there is also the aspect of the masculinity portrayed. The head of the reaper, when approached by Boaz who had not yet met Ruth at the time to ask about who she was, the reaper made excuses on her behalf, as she was a foreigner ( a Moabite girl) who did not the customs and modest requirements of the women of Israel. This impled that she was gleaning with the wrong set of people, in other words, the men. Hence, when Boaz eventually spoke to her, he advised her to glean with the girls or young ladies (Chapter 2:8). This was indicative of the male dominance and belief in the distinct and separate roles of the woman and the man. The geneological account in Chapter Four included women in it and this has made people suggest its female authorship. It was uncommon to have women included in the genelogical chronology. Especially in this instant, this geneology led all the way down to David, from whom the expected lineage of the Messiah was from. The character of Boaz was one of a generous and extremely loving individual. He saw the needs of Ruth and Naomi and took the necessary steps to ensure their happiness. By so doing, he tremendously brought a lot of benefits to himself. Eventually, he got married to Ruth. His numerous character traits are worthy of further study. Ruth was described as a virtuous woman. From the beginning of the book, she displayed loyalty and love, even to its end. When Naomi was bereaved of three members of her family including her husband and sons, Ruth did not seek out her own gain but decided to remain with Naomi, always. It took superhuman power to make such a profound statement in Chapter 1:16, entreating Naomi to let her (Ruth) remain with her. There was nothing that Naomi had to offer her. Both her sons were now dead, including the husband of Ruth. As was pointed out by Naomi, she had nothing to offer Ruth. Notwithstanding, Ruth made a selfless commitment to stand by Ruth, through times of sorrow and happiness. Naomi was a wise lady whose experience was of great benefit to Boaz and Ruth. In essence, she took the practical steps to facilitate their union. In all three characters, excellent themes of relational interactions have been displayed. Humility, sacrificial love, generousity and empathy just to mention a few, are required in everyday dealings with people. Regardless of the authorship, these character traits spread across boundaries and are pertinent in dealing with practical real-life matters. Especially today, these attitudes are still required and go along way in boosting human interactions. Works Cited Brenner, A. The feminist companion to the Bible (Second Series) Sheffield Academic Press Avalos, H. Legal and Social Institutions, 616 Malick, D. An Argument of the Book of Ruth from < http://www. bible. org/page. php? page_id=952> Shanks, H. (1997). Three Shekels pg 32. Younger, K. L. (1998). Two Comparative Notes on the Book of Ruth. Trinity International University

Definition of Curriculum Paper Essay

In describing the definition of curriculum there are several definitions. It can be describe as a formal education, a planned interaction of pupils with structural content materials, the curriculum as resources and processes for evaluating the attainment of educational objectives and outcomes. Some Educators definition of curriculum is based on individual philosophical beliefs and the emphasis placed on specific aspects of education. The processes and experiences to facilitate learning for traditional and adult learners, resources used and the extent of responsibility for learning assumed by the teacher and the learner (Billings & Halstead, 2009). There are various types of curriculum such as, official operational, illegitimate and hidden curriculum. An official curriculum includes the stated curriculum framework with philosophy and mission with lists of outcomes, competencies and objectives. The illegitimate curriculum is know and actively taught by faculty yet not evaluated because descriptors of the behaviors are lacking, such as caring. The hidden curriculum consists of values and beliefs taught through verbal and nonverbal communication by the faculty. Faculty may be unaware of what is taught through expressions, priorities, and interactions with students (Billings & Halstead, 2009). Curriculum Focus My curriculum focus would be technical education curriculum geared towards knowledge and skill building to prepare for employability. The vocational and technical areas are great beginnings for those students with limited financial resources and primary educational training. The technical curriculum empowers students and encourages to be successful contributors for their communities. The need for technical trained personnel is  increasing and technical trained personnel are employed sooner than those graduating from college. There is an increasing need for colleges and technical training institutes to update their curriculum so that it reflects the growth in technology (Howell, 2005, para. 1). References Billings, D. M., & Halstead, J. A. (2009). Curriculum Development. In Teaching in Nursing: A Guide For Faculty (4th ed., pp. 75-83). Howell, R. (2005). Designing and Developing Technical Curriculum: Finding the Right Subject Matter Expert. Retrieved , from

Different types of play Essay

The activity called playing is a form of enjoyment that provides pleasure, excitement and competition. A person playing more often than not is enjoying himself and having fun. Games are the factors of playing that creates the whole essence of the word. Studying two â€Å"types† of games can help provide more understanding regarding this subject matter. The Traditional Games that have been active from different nations during the course of time, and the technology-based Video games, particularly in China and Europe are the two main aspects of this paper. II. TRADITIONAL GAMES Traditional games are the games that nations have produced due to people’s love for enjoyment and leisure. These are the games that were inspired by the times and have been kept alive through the passing of the knowledge of the game from generation to generation. A. TRADITIONAL GAMES IN ASIAN COUNTRIES Traditional games very much vary due to the differences of cultures and nationalities. Taking a look at examples of two different Asian countries can help assist compare and contrast traditional games. Two nationalities that have interesting traditional games are China and the Philippines. 1. ) China Due to China’s rich history, it has produced so many different traditional games throughout the years of the civilization’s existence. Here are some of the games (The Chinese Historical and Cultural Project, 2007). â€Å"Chinese Yo-Yo or Pull-Bell† The bamboo â€Å"empty bell† is represented in Records of Scenes at the Capital from the Ming dynasty (1386-1644 A. D. ): The two ends are circular saucer shapes. In the center is a horizontal bit of wood. Mount it on a string and twirl with a vibrating motion. It emits a humming sound. This was a game played by girls and boys during the springtime, when the willow leaves turns green. It became specifically famous in the North. A poem was even made about it. â€Å"Kites† Different folk tales about the beginning of the kite do exist. A Sung Dynasty statement makes their initial appearance in the Warring States era. But Lin K’un of the Yuan dynasty perceived that the kite was created in the Han dynasty to faze the opponents by the eerie sounds of connected whistles. History displays that the kite was also utilized to call for help. In Taiwan, kite flying is incorporated with the season of autumn. Cut bamboo, which is strong and light, is the conventional material for creating the frame of the kite. â€Å"Jump Rope† The jump rope dates back 1,500 years to say the least in China. It was named â€Å"jumping one hundred threads† due to the rope’s appearance displaying like a hundred different ropes as it circled in the air. During the Spring Festival in the South, this was the time that â€Å"jump rope† was most famous. It can be created with the utilization of different materials such as cotton and grass, straw and cotton combinations with wax coating. Group and single jumping are both popular in China as well as in the Wes. â€Å"The Shuttlecock (Chien-tsu)† The Shuttlecock developed out of an ancient military exercise It was famous during the time of the Han and T’ang dynasties. Subsequent to the Sung dynasty, the game was named Chien-tsu, the Chinese term for â€Å"arrow† which sounds just exactly like the word for â€Å"shuttlecock†. Consisting of a small, weighted round base with tassels or feathers at a single end, the Shuttlecock is usually kicked with the heel, the toe, instep and outer side of the foot, and the same with the knee. This game was most appropriate for cold weather because this energetic exercise warmed the body. The Tawainese government during the year 1975 included this game in physical education programs of their elementary schools, and it somehow brought back the popularity of the game. 2. ) Philippines The Philippines, despite having a diverse history due to different colonial periods, has produced such enjoyable and challenging traditional games. Most of these games were usually played during town â€Å"fiestas† (feasts) while some are just the usual pastime of Filipino children. The following are samples of Filipino traditional games (Filipino Games, 2008). â€Å"Agawang sulok† Agawang sulok – catch and own a corner – The â€Å"it† or tagger stands in the center of the ground. The participants in the corners will try to exchange places by running from one base to another. The â€Å"it† must persevere to protect a base or corner by running to any of the corners when it’s left vacant. â€Å"Araw-lilim† Araw-lilim – sun and shade – The tagger or it attempts to touch or tag any of the participants who directly in contact with the sunlight. A player saves himself or herself from being tagged by simply staying within the shade. The tagged player will in turn become the next game’s tagger. If there are five or more players participating, two or three taggers can be allowed as the taggers at the same time. â€Å"Bulong-pari† Bulong-Pari – whisper it to the priest – It is composed of an it and two teams. Team A’s leader goes to the priest and whispers one of the names of Team B’s players. Then he goes back to his place and the priest shouts out, â€Å"Lapit! † (â€Å"Approach! †). One of team B’s players must approach the priest, and if it happens to be the one whom the leader of team A whispered, the priest will then say, â€Å"Boom† or â€Å"Bung! † The participant then falls out of line and stays somewhere close, serving as the priest’s prisoner. â€Å"Luksong-tinik† Luksong-tinik – jump over the thorns – Two players acts as the base of the tinik (thorn) by placing their left or right feet together (soles touching gradually building the tinik). Players shall set a starting point, providing a runway for the participants to attempt a higher jump, so as not to hit the tinik. The other players of the team starts jumping over the tinik, then the other team members follow. â€Å"Langit-lupa† Langit-lupa – heaven and earth – An â€Å"It† chases after participants who are permitted to run on level ground (lupa) and climb over objects (langit). The â€Å"tagger† may tag participants who stay on the ground, but not those who are standing in the â€Å"langit† (heaven). The player who gets tagged then becomes â€Å"It† and the game continues. â€Å"Patintero† Patintero or harangang taga – try to cross my line without letting me to touch or catch you – The group’s members who is it stands on the water lines. The middle perpendicular line allows the â€Å"it† appointed on that line to cross the lines occupied by the â€Å"it† that the parallel line intersects, thus adding up to the opportunities of the runners to be cornered. â€Å"Palosebo† Palo-sebo – greased bamboo pole climbing – The challenge of this game includes a bamboo pole that is greased that players must accomplish to reach the top by climbing. Usually played during town fiestas, more often in the provinces, the game’s objective is that for the participants to attempt to be the first person to reach the prize which is usually a little bag placed at the peak of the bamboo pole. The bag normally has money or toys inside. â€Å"Piko† Piko – hopscotch – The participants stand behind the edge of a box, and each must have to throw their cue ball. The first to play is dictated depending on the agreement of the players (e. g. nearest to the moon, wings or chest). The one who had success in throwing the cue ball closest to the point or place that they have agreed upon will be the first to play. The next closest is second, and so on and so forth. â€Å"Sipa† Sipa – game of kick – The thing being utilized to play the game is also named â€Å"sipa†. It is consisted of a washer with colorful threads, commonly plastic straw, connected to it. The sipa is then thrown above for the participant’s toss utilizing his/her foot. The participant should prevent the sipa to reach the ground by hitting it several times using his/her foot, and sometimes the portion just above the knee. The participant must count the number of times he/she was able to kick the sipa. The player with the most number of kicks shall win the game. â€Å"Sungka† Sungka – The game’s objective is to amass stones or cowrie shells in the participant’s home base (bahay) by ceaselessly distributing the shells around smaller holes until the participant have no more shells to use. The player who gathers the most number of shells in his or her bahay wins the game. â€Å"Ubusan lahi† Ubusan lahi – game of conquer – A player attempts to conquer the members of a group (as in claiming the members of another’s clan). The player tagged from the main group then transforms as an ally of the â€Å"it†. The more players, the better it is. The game shall begin with just a single it and then try to conquer and tag other participants. Just as soon as one player is tagged by the tagger, he or she then will assist the â€Å"it† to tag the other remaining members until no other player is left on the original group. B. TRADITIONAL GAMES IN EUROPEAN COUNTRIES 1. ) England There are also many famous traditional games present in England, one example of it is the game â€Å"Skittles†. â€Å"Skittles† Skittles or Nine Pins has existed in the Inns of England for a long time. Generally, participants take turns to stroke balls of wood down a lane at the end of which are several skittles also made of wood, to try to knock them all over. Across England there are a number of skittle games. Undoubtedly, Skittles has been one of England’s most popular games. Different books have made mention of this game. Seemingly, for numerous centuries up until today, a bunch of the different games of Skittles are still being played. 2. ) Scotland Scottish people are considered as Highlanders, their traditional games are called the Highland games which they held throughout the year. This is their way of celebrating Celtic culture and Scottish heritage. The common facets of the games almost are epitomes of Scotland. They use the bagpipes, the kilt and the heavy events. Held in Dunoon, Scotland every August, the Cowal Highland Gathering, (better known as the Cowal Games), is the biggest Highland games in Scotland, appealing to around 3,500 competitors and somewhere in the region of 15-20,000 of international crowd (Grondin, 2006). III. VIDEOGAMES A video game is a game that regards interaction with a user interface to create visual feedback on a video device. The term video in video game usually referred to a raster display device. But with the famous use of the term â€Å"video game†, it now connotes any type of display device (Newman, 2004). The electronic systems utilized to play video games are named as platforms; sample of these are video game consoles and personal computers. These platforms range broadly, showing from big computers to little handheld devices. Video games that are specialized such as arcade games, while previously common, have gradually declined in use as home video game consoles have grown to fame and notoriety (Garrat, 2004). Moreover, Video games have changed the landscape of playing games, or the more common term of today, gaming. Almost being a more comfortable way of playing, Video games provide a person with the chance of enjoying himself at home. The genre of Video games has evolved throughout the years. Starting off with the Atari System and evolving to the Nintendo Wii and XBOX 360s of today, Video games have changed and made an impact to the youth of today’s generation (Silberman, 2007). It can be said that Video games have transformed a lot on people, almost affecting their way of life and their perception of play. A. VIDEOGAMES IN ASIAN COUNTRIES A lot of countries in Asia have many addicted people with regards to Video games. The following two countries can be considered as one of the top countries in Asia who have a large following for Video games. 1. ) Korea In South Korea, most people are linked to Video games due to the influences of their history. A sense of integration and correlation with regards to what people need to accomplish in Video games somehow make Koreans feel more attached to the game. Online games are the most popular among Korean citizens and most of them seem to like playing as an organized group different from Americans who loves to play in a solo way. Coordination and cooperation among Korean players somehow makes them much different from other nations (Crego, 2003; Lachlan, 2003). They consider their country as a game nation who accepts different styles of games, especially online ones. The passion for Video games has made Koreans stand out as one of the most addicted nations in terms of Video games. 2. ) China Another interesting country to look at regarding video games would definitely be China. A country with a magnanimous population combined with the huge territory, China has been also expanding in terms of technology development and economic growth. The popularity of Video Games is really high, but it has not yet reached its full potential due to the low Internet penetration within the country. Improvement of this matter can help China be more acquainted with Video games. China has a large market and it draws attention of corporations that create games due to that reason. China is different from Korea in terms of Video Games due to their different favorites. It is predicted that if in the future, 10% of Chinese people would be playing online games, it would showcase that there will be more people playing games online in China than the whole population of any single country in Europe (Lachlan, 2003). B. VIDEOGAMES IN EUROPEAN COUNTRIES Video games in Europe are not as popular compared to Asian countries. The drive for online games is just not as fierce unlike in China or Korea. In Europe, Video Games are not as big as compared to China or Korea. Video games in Europe does not become a sensation to the whole of the population. IV. COMPARISON & CONTRAST There is a huge difference with regards to the Traditional games compared to Video games. The Traditional Games somehow creates an image of a more cultural approach while Video games showcase a more technological approach (Smith, 2007). Another major difference regarding the two is that Video Games need power or energy and online games need Internet to provide full satisfaction. Without electricity, Video games won’t even exist. Traditional games tend to become more substantially formed for exercise as compared to the usual Video games, with exception to the Nintendo Wii (Hanson, 1999; Lachlan, 2003). There is a huge difference with regards to different nations’ perceptions about Video games, and it may be influenced by the country’s moral characteristics or traditional aspects. The difference with regards to Asian countries to European countries is that Asian countries freely accept the Video games and allows it to become a huge phenomenon in their respective countries, unlike in Europe. V. CONCLUSION All in all, it can be concluded that there are huge differences regarding Video games and Traditional games. For one, the physicality factor differs a lot. In traditional games, physical exercise is more utilized than in Video games. The latter promotes some sort of laziness while the former encourages fitness and health. It may not be disregarded that both are fun to play and that’s the reason why they both exist in the world today (Smith, 2007). But Video games have displayed both positive and negative sides. The positive side is that it helps educate people towards the advancement of technology. It promotes modernity and futuristic possibilities. These Video games even take the players to different sights and sounds. Only a Video game could provide varying places of fantasy, past, future and other surrealistic worlds or universe. Video games expand man’s creative thinking. But despite all of these positive factors that Video games can create, there are also the negative implications that go along with it. Violence has been a concern with regards to Video games. Due to the freedom of ideas and the creative side of gaming companies, there are huge risks of exposing the youth to violence with the use of these Video games. Many killings are attributed to Video game addictions. The effect of Video games to a person’s mind can be magnanimous. Today, there are so many different violent games that somehow scare many nations. This seems to be a wrong path for children who love to play Video games. The influence of Video games to children can be surmountable and be hard to analyze. The school killings in the United States somehow showcase the suspects as attributed to love for video games with violent content. Overall, Video games are not bad, they just need to be utilized and maximized for the good because they can even influence the youth for education. Video games used as academic tools are a big help for educators and students alike. Tradition and modernization must coincide for a better future. The traditional games should not be regarded as a threat to children’s development. Instead it should serve as the basis for people’s concept of play and parents must ensure proper guidance and child-rearing. The video games should be inspired by these traditional games that have lasted for centuries and has proven that they are fun that’s why they last. Hopefully this lasting impression could still be present in the next generations to come. Traditional games and Video games may sound different but they both posses the access to fun and enjoyment in terms of playing and they can help improve people’s socialization, fine motor and psychomotor, intellectual, leadership, time management, problem solving, decision making, and planning skills. REFERENCES Crego, R. (2003). Sports and Games of the 18th and 19th Centuries. Wesport, CT: Greenwood Press. Lachlan, K. (2003). Popular Video Games: Quantifying the Presentation of Violence and Its Context. Journal of Broadcasting & Electronic Media, 47, 58. Newman, J. (2004). Videogames. London: Routledge. Silberman, L. (2007). Incorporating Video Games into Physical Education: Between Their Popularity and Their Efficient Delivery of Information, Video Games May Help to Enhance Students’ Motivation, Understanding, and Performance in Sports. Journal Title: JOPERD–The Journal of Physical Education, Recreation & Dance, 78, 18. The Chinese Historical and Cultural Project (2007). Traditional Games. [Electronic Version]. Retrieved May 12, 2008, from http://www. chcp. org/games. html Hanson, G. (1999, June 28). The Violent World of Video Games. Insight on the News, 15, 14. Garrat, P. (29, August 2004). Videogames: Play To Win. Mail on Sunday, 48. Grondin, K. (18, June 2006). Fun and Games †¦ Scottish Style Residents Bask in Music, Traditional Competitions. Daily Herald, 10. Smith, K. (15, July 2007). Don’t Give a Childtoys, Says Expert; CHILD’S PLAY: But Traditional Games or Role Play Can Be Better Fun Than Toys. The Mail on Sunday, 41. Filipino Games (Mga Larong Filipino). Retrieved May 12, 2008, from http://www. seasite. niu. edu. /Tagalog/Filipino_Games/mga_larong_pilipino. htm