Life is Beautiful: Position Paper

 
 
 
 
 
Position Paper
Life Is Beautiful
 
 
 
 
GRAM HUTCHINSON
 
 
 
 
 
Tuesday April 26, 2011
 
 
 
            Today in society every individual carries around with them their personal morality. Morality is defined as the perception of good and bad characteristics and the concept of right and wrong. Within morality there are two types of morality. The first type is public morality meaning the morals of a society and a public. These are the morals that society says individuals should practice. The second type is private morality and focuses on individual’s personal beliefs and values.
            The two confront each other as everyone has their own morality that either agrees or disagrees with the public morality. In the film, Life is Beautiful, directed by Roberto Benigni, the opinion of morality is present. When Guido Orefice, played by Roberto Benigni, and his son Giosué Orefice, played by Giorgio Cantarini, are both placed in a Jewish Concentration Camp, Guido lies to his son about the camp by stating it is a game.
“The game starts now. You have to score one thousand points. If you do that, you take home a tank with a big gun. Each day we will announce the scores from that loudspeaker. The one who has the fewest points will have to wear a sign that says "Jackass" on his back. There are three ways to lose points. One, turning into a big crybaby. Two, telling us you want to see your mommy. Three, saying you're hungry and want something to eat.” 
 
            The issue rises with the question of morality. What was Guido’s motivation for lying and was he morally right or wrong in doing so. In any and all situations lying is never the best option as it is always good to tell the truth and be honest. However, under certain circumstances lying can be the more moral choice. One must consider the benefits and reasoning behind the lie before deciding whether it be right or wrong. In Life is Beautiful Guido was justified in lying to his son for the reason of fear and wanting to bring hope.
            First of all, Guido was justified in lying to his son about the Concentration Camp being a game because a sense of fear was present. What would an adult say to a young child, were on our way to death and mommy’s is probably already dead. This sense of fear terrified Guido into lying. In most cases the benefit of the lie tells someone if it was justified. With Guido, he didn’t lie to avoid punishment; he lied to protect his son.  What would have happened if he told Giosué truth? Giosué could have reacted a lot different and had been frightened or more terrified. Perhaps this fear would have caused Giosué
            Secondly, by lying, Giosué was not afraid and truly believed it was a game. This guided him in survival and was his father’s plan from the start. The lie was to ensure his son’s survival. This offered him hope. Hope that Giosué would survive and be free. As a parent, Guido would want his son to have hope and wouldn’t want to see him beat into submission. It would have been hard on Guido to see his son suffer from any kind of pain whether it is physical or emotional.
            Also, because of the way the film ended with the US Solider and the tank it was as if Guido’s lie became a truth. This ending would have stopped any psychological trauma he would have received if he was mistreated and understood what was actually occurring. His psyche would become broken and might have suffered the same fate as his grandfather.
            Overall, Guido lied to his son to protect him from the dangers of the Holocaust to eliminate fear and give hope for Giosué’s survival. Therefore his lie was justified as it was better then spreading fear that could ultimately cause Giosué to act differently that could result in punishment or even death. The lie kept Giosué in control and his desire to obtain the tank kept him believing it was a game.

Video Games Influence Negative Behaviour: Research Paper

 
 
 
 
 
 
Video Games Influence Negative Behaviour
 
 
 
 
 
 
GRAM HUTCHINSON
 
 
 
 
 
 
Monday January 17, 2010
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Introduction:
            Since the introduction of video games in the 1970’s The Video Game Industry has made an extreme impact on society and has greatly influenced how individuals spend their leisure time. From the advancements of technology, gaming has developed from pixels of colored geometric shapes to free roaming realistic graphics. With the improvements of technology many other factors have become known such as the content of video games. and the controversial topic of whether video game violence increases aggressive thoughts feelings and behavior is unidentified.
Unarguable, the video game industry has developed and designed games with enhanced images and graphics of those of the real world to create an alternate reality in a cyber world. The content of mature games is labeled unfit for certain audiences because of the levels of violence in the games have become so extraordinary that society has a difficult time with Social Change. 
            Although the issue is large in mainstream society, a change will never occur because the majority of society has labeled the violence as acceptable. Even though the opposition appears to be large, the portion it is the equivalent to the majority. The issue is brought about on the account of the violence influencing people’s behavior. The question that needs answering is: Do video games increase aggressive thoughts feelings and behaviors?
Explanations of Violence and Supported Beliefs:
The largest contribution to solving whether video games promote aggressive behavior is Anderson and Bushman’s General Aggression Model referred to as GAM. This model explains the development of aggression and individual differences that influence violence. The model goes on further to state that “because of the many biological and physical changes that occur during puberty, exposure to violent games should affect the processes that operate within the GAM” (Kooijmans, 2004). It focuses on understanding if the brain is related to any area of aggression and hostility among certain age groups. It basically is saying that younger people are more affected by violence when at a younger age rather than when they are older. This is due to the factor of the young children not understanding right from wrong. According to Anderson and Bushman “The internal state contains cognitions (thoughts), affects (feelings) and arousals (physical). All three of these items influence each other, and each has and effect on an individual's interpretation of an aggressive act” (Anderson, n.d.)
A person’s attitude walking into the game can determine whether or not an increase in aggressive behavior will occur. If that is the case than an outside factor caused the aggression to increase rather than the video game.
In order to make a decision regarding violence it first must be defined. Several researchers in the field of aggression defined two types of aggression. “Reactive aggression is an angry, defensive response to a threat or frustration. An example of this would be getting revenge on someone that has done you wrong. Proactive aggression is a deliberate behavior that is controlled by external reinforcements and is usually a means of reaching a desired goal. An example of this type would be robbing a bank to get money” (Kooijmans, 2004). When gamers play video games constantly they show signs of reactive aggression the most, especially in first-person shooters.
Short-term and long terms effects exist for continuous exposure towards violence. In short term, the games are a situational variable, causing an increase in aggressive cognitions, affects and arousal. The long term effects are hypothesized by Anderson and Bushman that “violent video games influence behavior by promoting aggressive beliefs and attitudes, thus creating aggressive schema, aggressive behavioral scripts, and aggressive expectations.” The two also claim that continuous exposure desensitizes individuals to aggression.
Do video games increase violent behavior? Many experiments have been conducted to determine if video games influence people’s thoughts, feelings, and behaviors. Most of the experiments conducted appeared to counter act another proving that no single factor determines if video games increase aggressive behavior.
 
“Dominick (1984) found that the amount of video games played had a positive correlation with one of three measures of aggression among tenth and eleventh grade boys. However, Gibb, Bailey, Lambirth, and Wilson (1983) found no relation in a larger study of 12-34 year olds. Another study found a correlation between use of arcade games and teachers' ratings of aggressiveness (Lin & Leper, 1987). Due to the conflicting results of these studies, no conclusive correlations could be drawn. Most data seemed to show a positive correlation between videogame play and aggression, yet Gibb et al.'s (1983) study showed otherwise. Cooper and Mackie (1986) found fifth grade girls to be more aggressive in one of two measures when playing a violent game versus a non-violent game. This data however conflicted with Graybill's (1987) study of second though sixth graders in which he found no greater aggression when playing a violent versus non-violent game” (Kooijmans, 2004).
 
As a result of the experiments not sharing similar results, no conclusive evidence could be drawn to help support the claim that aggression was related to video game exposure. These studies did not show a connection between aggression and video games indicating more than one factor can determine acts of violence and aggression.
Kooijmans states in his paper that there are positive effects of video games. He believes that it is worth time and effort to explore the possibility that video games may possess good ways in which people learn. Kooijmans three points on positive effects are Therapy, Hand-eye Coordination, and simulations.
First, the idea of therapy emerges from video games that are puzzle games that simulate the mind by presenting challenges keeping the mind active as well as alert. The most common example is the Russian puzzle game Tetris. The game focuses on a mixture of colored sized blocks that fall and the player must line-up the pieces to make lines. The idea is that some video games whether violent or not can relax and sooth the mind (Kooijmans, 2004).
Another argument is that video games establish stronger hand-eye coordination. The idea is proposed that players are doing multiple things at once and the brain coordinates and interprets reactions to movements with their hands and fingertips. Take Call of Duty: Modern Warfare 2 for an example. When playing the first-person shooter, players must be able to move the character, aim the weapons, fire, and avoid enemy fire all at once (Kooijmans, 2004).
            The final positive aspect argued by Kooijmans is simulations. The objective of simulations is to create and simulate the real world that mimics the effects of nature and natural elements. The most common simulators are flight simulations which are used to teach individuals how to fly planes and aircrafts. The United States government released the game America’s Army as a simulation based on real war time to teach individuals going into military how to be a solider (Kooijmans, 2004).
            Noah J. Stupak, a Peer of Kooijmans, believes that there are more positives effects of video games on young child. He claims that “Video games teach many skills to the developing child. Examples of these skills include problem-solving abilities, perseverence, pattern recognition, hypothesis testing, estimating skills, inductive reasoning, resource management, logistics, mapping, memory, quick thinking, and reasoned judgments.” Stupak also goes on to say “In addition, many games that involve multiple players encourage children to work cooperatively to achieve their goals. The children learn to listen to the ideas of others, formulate plans together, and distribute tasks based on skills. Video games create hierarchies of skills and abilities, creating a setting that benefits the development of leadership. A child who is able to manage the tasks necessary to succeed would be more apt at leading work-groups at school”
            With his personal beliefs, Stupak claims that:
 
“By not seeing their friends, children do not take into account race, gender, or nationality. It is a truly open friendship based on common interest. Finally, violent video games may act as a release of pent-up aggression and frustration. There is no harm in a child's shooting another person in a video game, but there would be serious repercussions if that act was committed in real life. By allowing the child to channel his or her anger in a constructive way, video games are able to reduce the child's stress and act as a positive outlet. Children no longer throw tantrums or fight with siblings but passively act out their frustrations in a virtual world” (Stupak, 2004).
 
Stupak’s (2004) claim is that there is a divine line between reality and cyber world. It is okay to do bad things in a fantasy or cyber world but not in the real world. Alternately it is good to project emotions into video games as a defense mechanism.
            Another Peer however, Sean P. Neuburt (2004) takes a different approach and believes violence and aggression comes from Anti-social Personality Disorder. He opens the possibility that aggression could be biological basis or learned socially. He states “Individuals high in hostility are more likely to become aggressive when exposed to violent video games, whereas individuals low in hostility are less likely to become aggressive when exposed” (Neubert, 2004).
A Comparison of Violence in Video Games of those with Television:
If the connection of linking aggression with violence in video games is difficult, would there be enough evidence to support that television could increase aggression? Would that then support the increases in aggressive behavior as a result of video games?
            According to an experiment conducted in 1956 regarding TV, the behavior of 12 children was studied after watching a violent episode of Woody Woodpecker compared to 12 watching the non-violent cartoon The Little Red Hen. The results of the experiment had shown that the children who watched the violent cartoon were more likely hit other children and break toys. A similar experiment was done in 1963 which examined 100 preschool children who were divided into four groups. The first group watched a real person shout insults at an inflatable doll while hitting it with a mallet. The second group watched the incident on television. The third watched a cartoon version of the same scene, and the fourth watched nothing. When all the children were exposed to a frustrating situation, the three groups that witnessed violence were more aggressive than the one controlled group. The idea was that children who consume high levels of media violence are more likely to be aggressive in the real world (Research on the Effects).
            A large factor in this issue focuses on desensitization and whether or not it is responsible for the negative behavior. The idea is that if people are constantly exposed to violence they become desensitized because they have seen it so much it does not bother them. L. Rowell Huesmann at the University of Michigan claims that exposure to media violence causes children to behave more aggressively and affects them as adult’s years later. Huesmann also argues that children develop cognitive scripts that guide their own behavior by imitating the actions of media heroes. As they watch violent shows, children learn to internalize scripts that use violence as an appropriate method of problem-solving. Huesmann went further by saying children are more aggressive when they watch violent television programs. The children believe that the show portrays life just as it is, and identifies strongly with the aggressive characters in the shows (Research on the Effects, n.d.).
In 1960, University of Michigan Professor Leonard Eron studied 856 grade three students, and found that children who watched violent television at home behaved more aggressively in school. In 1971, when the children who participated in the 1960 study were 19 years of age he found that boys who watched violent TV when they were eight were more likely to get in trouble with the law as teenagers. In 1982, the subjects were 30 years old, they reported that those participants who had watched more violent TV as eight-year-olds were more likely, as adults, to be convicted of serious crimes and to use violence to discipline their children, and to treat their spouses aggressively. From this it is suggested that children who watch high levels of media violence are at increased risk of aggressive behavior as adults (Research on the Effects, n.d.).
The reactions and results of the violence in video games can be compared to the ones on TV because any violence can have the same impact on the viewer. It may not be as much as the violence that’s the issue. It may be that young children often mimic what they see. If children see people punching and kicking, they may act out that same behavior. For older children, they develop sub-conscious mental plans of how they will react in conflict situations. When confronted with a conflict, the tendency is to react the way they have seen countless others react—in a combative, aggressive or violent manner (Television Media, n.d.).
Multiple solutions exist to solve the problem if violence in media is the issue. Whether on TV or in video games parents can control what children view. There are seven guidelines that can be followed by parents to ensure best results with media and children. (1) Reduce the amount of time your children watch TV. (2) Provide/recommend alternative activities for children. (3) Help your child select age-appropriate programs. (4) Avoid putting a TV in a child’s room. Let TV viewing be something a parent can monitor. (5) Turn off the TV when the program you are watching has concluded. (6) Have dinners together with the TV off. (7) Do not purchase, or permit in the house, violent video games (Television Media, n.d.).
More research needed that does contradict current research:
            Many suggest that there is not enough evidence to prove that violent video games are directly responsible for increases in negative behavior. Although evidence supports video games promote negative behavior it is argued that there is no specific reason why aggression is caused. Video games have also been labeled as good for the mind. This makes the conclusion harder to solve as all research proves something and agrees and disagrees with other research.
            Joel D. Collinson, one of Koojimans Peers from the Rochester Institute of Technology asks the question “how could the game be termed violent when its players exclaimed that it was an awesome and fun game?” Collinson explains that there may be a possibility that players are already desensitized to the effects of violence in video games. He believes the concept of violence disappears from a players head and the individual playing using their own perception when labeling games violent.
 
                  “It is possible that gamers play violent games because they already have personalities that are hostile or aggressive. Or it could be the other way around, in that gamers become more aggressive as they play more violent games. Consequently, it would be inappropriate to wave a gigantic flag saying that violence in video games causes aggression or hostility. Clearly, a variable that we could not measure or imagine could always be responsible for the increase in aggressive behavior” (Collinson, 2004).
 
            Further research has gone as far as viewing the effects on the brain. Douglas A. Gentile has come up with a thought researchers are now viewing. He believes that how games influence our brains is not an either-or proposition; games can have both positive and negative consequences. Gentile proposes that researchers focus their investigations on five attributes of video game design to tease out these disparate effects (Gentile, 2009).
            An experiment included 161 college students who played violent games, neutral games, and pro-social games. The results from the experiment revealed information many similar experiments showed. After playing, the students completed a task in which they could either help or hurt another student. Those who had played the violent games were more hurtful to other students, whereas those who had played the pro-social games were more helpful (Gentile, 2009).
            A lot of the experiments show that the exposure to violence does create aggression. In a lot of the results the conclusion is the same. The contradicting points come in when not all the effects of video games are bad. However, more negative effects exist over positive.
 
“While some reports have linked video games to negative consequences such as obesity, attention problems, poor school performance and video game addiction, most research has focused on the effects of violent games. Dozens of psychological studies indicate that playing violent games increases aggressive thoughts, feelings and behaviors, in both the short term and the long term. This makes sense from psychological and cognitive neuroscience perspectives: Humans learn what they practice” (Gentile, 2009).
 
            In many cases of violent acts video games have been blamed. In 2003, 18-year-old Devin Moore committed a triple homicide in Fayette, Alabama. His attorney, Jack Thompson, blamed Grand Theft Auto: Vice City, calling it a murder simulator. According to a University of Illinois study that was conducted on the subject, exposure to a highly violent online game did not increase the real world aggression (Bernstein, 2008).
            With this issue there is no easy solution except for parents to monitor their children and for adults to be responsible. Parents should not blame video games for problems caused by their own lack of involvement in their children’s lives. If parents want to prevent their kids from being violent as a result of video games, it’s their responsibility to lay down the law (Bernstein, 2008).
            It is often game developers and the industry that defend the topic. Doug Lowenstein, president of the Interactive Digital Software Association, said, “I think the issue has been vastly overblown and overstated, often by politicians and others who don’t fully understand, frankly, this industry. There is absolutely no evidence, none, that playing a violent video game leads to aggressive behavior” (Anderson, n.d.).
             “Nonetheless, research suggests that the effects are real. Video games are neither good nor bad. Rather, they are a powerful form of entertainment that does what good entertainment is supposed to do—it influences us” (Gentile, 2009). This means that the topic can be interpreted through perception. Ultimately how something can easily influence an individual is their choice.
 
Conclusion:
Experiments have shown that aggression and violence exist but the direct source for its cause is unknown. Although media can influence how people think and feel it is undetermined if it is the video games do create aggression as many arguments exist and are only hypnotized because more research needs to be conducted so that verdict can be made. Therefore, the violence in video games may or may not promote additional violence because of other factors such as other media exposure and aggression already existent and along with pre desensitization behaviors. A reason for the massive concern about the violence deals with morality. People should not like to see violence and children should not be exposed to it. On the defense for video games, the Entertainment Software Rating Board is in place to ensure proper gaming for suitable ages. Although signs of aggression exist, it can not be supported that video games is what causes negative behavior. Video games do however aggravate emotions and feeling and could ultimately influence ones behavior. Much more research is needed on this topic. 
References 
Anderson, Craig A., & Bushman, Brad J. (n.d.). EFFECTS OF VIOLENT VIDEO GAMES ON AGGRESSIVE BEHAVIOR, AGGRESSIVE COGNITION, AGGRESSIVE AFFECT, PHYSIOLOGICAL AROUSAL, AND PROSOCIAL BEHAVIOR: A Meta-Analytic Review of the Scientific Literature. (VOL. 12, NO. 5, SEPTEMBER 2001). Retrieved December 3, 2010, from www.psychology.iastate.edu/faculty/caa/abstracts/2000-2004/01ab.pdf
 
Bernstein, Megan. Chou, Raymond. (May 27 2008). Are Violent Video Games a Bad Influence? The Smoke Signal Retrieved January 12, 2011 from http://thesmokesignal.org/archives/0708/may2/opinion.pdf
 
"Debate: Are video games good or bad for teens? - Video Game Trends & Genres - Helium." Helium - Where Knowledge Rules. N.p., n.d. Web. 12 Jan. 2011. http://www.helium.com/debates/167171-are-video-games-good-or-bad-for-teens
 
Gentile A, Douglas. "The Dana Foundation." Brain and Brain Research Information. 23 July 2009. Web. Retrieved 12 January 12, 2011 from http://www.dana.org/news/cerebrum/detail.aspx?id=22800
 
Kooijmans, T. A., Collinson, J. D., Neubert, S. P., & Stupak, N. J. (2004, November 1). Effects of Video Games on Aggression. Great Ideas in Personality--Theory and Research. Retrieved November 16, 2010, from http://www.personalityresearch.org/papers/kooijmans.html
 
Research on the Effects of Media Violence. (n.d.). Media Awareness Network Réseauéducation médias. Retrieved November 15, 2010, from http://www.media-awareness.ca/english/issues/violence/effects_media_violence.cfm
 
Shin, Grance. Video Games: A Cause of Violence and Aggression.
 
Television Media, Video Games and Aggressive Behavior. (n.d.). Limit TV Improve Childrens Learning and Health. Retrieved November 15, 2010, from http://www.limitv.org/aggression.htm

Pleasantville

Pleasantville is a 1998 Comedy Drama directed by Gary Ross starring Tobey Maguire, Reese Witherspoon, William H. Macy, Joan Allen, and Jeff Daniels. The film is involves twins named David (Tobey) and Jennifer (Reese) living in the 1990’s. After an innocent where the TV remote is damaged a strange TV Repair man transports them into a television show called Pleasantville taking place in the 1950’s. The brother and sister are trapped and become Bud and Marry-Sue Parker and discover first-hand that everything in Pleasantville is pleasant. While living as Bud and Mary-Sue, mistakes are made that change Pleasantville into a place of conflict. Slowly and gradually color is added to the black and white community as things become unpleasant.
Pleasantville was an excellent film because it focused many good elements dominating each one with an iron fist. These good elements were the amazing cast that strengthened the portrayal of the characters and the significance of their roles, the wonderful art of the set design, the super color and humor, and the idea of social change and behavior modification.
Often when starring a cast of actors in which the audience recognizes, the audience will generally appreciate the film more. At the beginning of the film, David is a nerd obsessed with a 50’s television show called Pleasantville. He is able to re-act scenes word from word and knows all the details of every episode. David’s sister, Jennifer, was more of a rough lady with a bad attitude. She hung around with the rebels and had a sexual behavior.
When David and Jennifer became Bud and Mary-Sue, their character traits remain the same until later in the film when they switch roles. Jennifer becomes interested in reading and abandons romantic relationship. She claims, “This is the only book I've ever read in my whole life, and you're not going to put it on that fire!” David on the other hand changes by getting involved in a relationship.
            The wonderful set-design made the overall appearce of the film great. Pleasantville actually resembled the 50’s from the clothing to the vehicles; even the portrayal of meals matched those of the 50’s. The film actually looked liked the decade and was convincing.
            The color and how it was used alone was a strong element in the film. The film began in color and transferred to black and white when the characters entered Pleasantville. Gradually as change occurred in the film color was presented. The first source of color came after Skip Martian (Paul Walker) had intercourse with Mary-Sue. From this point, when ever a change takes place more and more color is added. The way it looked was amazing and how it was pulled off was great. Sometimes the colored and uncolored combined in scenes and left the audience stunned by the filmography. The film was also extremely funny and included a lot of useless comedy.
            The idea of chance was incorporated with the coloring of Pleasantville because things become colored when something was changed or altered. The film used a few Social Change techniques that presented the message change is evitable. Discovery is expressed through sexual intercourse. The students in Pleasantville have not felt the pleasure of intercourse so it was unknown to their culture. A contradicting point to this is when Mary-Sue explains to her mother what goes on at Lovers Lane. The mother is unaware of what sex is and says that may-Sue’s father would never do something like that. Then how was Bud and Mary-sue born then.
            Another social change technique expressed is diffusion. This is the spread of things from one culture to another. This is shown through Mary-Sue sharing her slang with her friends who eventually use the language as well. Another form of this is the expansion of the books and spreading of reading among the students. Cognitive Consistency is shown through the conflict of George and Betty Parker. When the change occurs with Betty and George finds out, he wants her to do everything the way it use to be. Betty says no and explains she wants to change.
            Finally near the climax of the film, tension and adaptation is expressed during the conflict where the colored and uncolored feud. This is when the uncolored are burring books and trash the colored restaurant. 
            Overall the film was excellent because of the humor, the filmography, and how it expressed social change as the main message. Its main message, change is unstoppable was shown throughout the coarse of the film. Although the film had many contradicting points it was still and excellent media piece.

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