This document discusses the theory of catharsis as it relates to playing violent video games. The theory suggests that acting out aggression through video games can purge feelings of anger and frustration in a non-destructive way. However, the research on whether catharsis from video games actually reduces subsequent aggression is mixed. While some studies have found short-term reductions, others have found catharsis may increase aggressive thoughts and behaviors over the long-term through mechanisms like modeling aggression, disinhibition, and reinforcement of aggressive behaviors. The author ultimately concludes that catharsis from video games is unlikely to reduce aggression in the long-run and suggests alternative strategies like mindfulness and distraction are better approaches.
Narrative and Nurturing study, Lieberman, Games for Health 5-9-08Debra Lieberman
Presents posttest-only preliminary findings from an experiment comparing three versions of a health game with high versus low amounts of dramatic narrative. It contrasts high narrative versions of the game with a low narrative version that puts more focus on game-play challenges instead of story line.
Joys of Absence: Emotion, Emotion Display, and Interaction Tension in Video G...Sebastian Deterding
Paper presented at Foundations of Digital Games 2015: While Erving Goffman’s work on frames has found broad adoption in game research, his sociological theory of gameplay enjoyment as “euphoric ease” has not been probed, although it is one of the few theories of gameplay enjoyment focusing what is absent in gameplay. Because spontaneous and socially demanded emotional involvement often align in gameplay, Goffman holds, it lacks the effortful self-regulation of conduct and emotion typical for everyday life. This paper presents an empirical grounding of Goffman’s theory, drawing on a qualitative interview study on social norms of emotion regulation in video game play. Data suggests that the absence of active emotional self-control may indeed be a hygiene factor of game enjoyment most strongly found in solitary gameplay, afforded by a socio-material setting licensing the display of gaming-typical emotions, and shielding form potentially disapproving onlookers.
Self-Determination theory is a psychological model that deals with questions of human motivation and basic psychological needs. It is highly applicable to game design.
Narrative and Nurturing study, Lieberman, Games for Health 5-9-08Debra Lieberman
Presents posttest-only preliminary findings from an experiment comparing three versions of a health game with high versus low amounts of dramatic narrative. It contrasts high narrative versions of the game with a low narrative version that puts more focus on game-play challenges instead of story line.
Joys of Absence: Emotion, Emotion Display, and Interaction Tension in Video G...Sebastian Deterding
Paper presented at Foundations of Digital Games 2015: While Erving Goffman’s work on frames has found broad adoption in game research, his sociological theory of gameplay enjoyment as “euphoric ease” has not been probed, although it is one of the few theories of gameplay enjoyment focusing what is absent in gameplay. Because spontaneous and socially demanded emotional involvement often align in gameplay, Goffman holds, it lacks the effortful self-regulation of conduct and emotion typical for everyday life. This paper presents an empirical grounding of Goffman’s theory, drawing on a qualitative interview study on social norms of emotion regulation in video game play. Data suggests that the absence of active emotional self-control may indeed be a hygiene factor of game enjoyment most strongly found in solitary gameplay, afforded by a socio-material setting licensing the display of gaming-typical emotions, and shielding form potentially disapproving onlookers.
Self-Determination theory is a psychological model that deals with questions of human motivation and basic psychological needs. It is highly applicable to game design.
Week 5 Forum ResponsesAggression PYSC 515Respond to the 3 resladonnacamplin
Week 5 Forum Responses/Aggression PYSC 515
Respond to the 3 responses with 250 word minimum, list references
RESPONSE 1 (Matt)
Well, all of these caveats are situationally dependent on other variables. For instance, is the aggressive play with a child whom is generally ill-tempted and spiteful, or quite possibly someone whom takes games like chess too seriously? On a similar note, why is something such as a gun or a knife deemed violent, when both should be considered as tools when the violence behind such an object solely resides in the person holding it? With that said, until I understand the situation, or at least think I’ve grasped what’s going on, my initial reaction would be to inhibit these factors in the following order: C, A, B, D.
Although Bandura’s Bobo doll experiments where utilized to show the children can emulate their social upbringings, there was much lacking from his experiment. Mainly, it was conducted in a closed setting and he never studied the long-term effects of children witnessing such an event. With that said, I do believe that young children can have a naïve sense of curiosity which can lead to trouble. So, without knowing the age of my child in this scenario, I’m hesitant to allow play with a potentially harmful child. The last thing I want is shady group of characters inducing deindividuation, especially at a young age where logical arguments could prove futile in curbing aggression. I’d rather they understand why certain actions are frowned upon from a credible source. Next, I would try to curtail violent television shows, but I wouldn’t restrict them. In my opinion, full restriction is worse. Take for example drinking alcohol in European countries versus America. Some countries allow children to drink wine at dinner. Subsequently, they have lesser alcohol infractions than American youths when they grew older, because they learned moderation. Going back to television, I believe children can definitely learn scripts as Aronson mentioned, but regardless, even with my restriction of such an event, they’re more than likely to hear about it at school. Similarly, I don’t want my child having the 1950’s approach towards such things like sexual education, where kids believed rumors they heard from other friends because their parents were too inept to actually talk logically to them. With that, I’d rather they watch something and ask me a question about it. Plus, violent films which show aggressive people being punished can teach a valuable lesson in itself.
I have a similar approach to playing with violent toys. Aronson mentioned that certain experiences can inhibit aggression, but I think he grossly underestimates innate releasing mechanisms in certain creatures. Now, I agree with him that changing a social surrounding can dramatically change an aggressive behavior, but why would I want to curb the imagination of my child? If they grew up in a decent household and learn ...
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
Connecting Ethical Choices in Games to Moral FrameworksGabriel Recchia
Games have moral impact. They can make players more aware of their own values, and even change them... and not always in the ways you might expect. Using Jonathan Livingston Seagull (the board game!) and Glitch as case studies, this presentation covers three aspects of gaming that are critical for game researchers who hope to gain a more complete awareness of the effects a game is having on its players.
Week 5 Forum ResponsesAggression PYSC 515Respond to the 3 resladonnacamplin
Week 5 Forum Responses/Aggression PYSC 515
Respond to the 3 responses with 250 word minimum, list references
RESPONSE 1 (Matt)
Well, all of these caveats are situationally dependent on other variables. For instance, is the aggressive play with a child whom is generally ill-tempted and spiteful, or quite possibly someone whom takes games like chess too seriously? On a similar note, why is something such as a gun or a knife deemed violent, when both should be considered as tools when the violence behind such an object solely resides in the person holding it? With that said, until I understand the situation, or at least think I’ve grasped what’s going on, my initial reaction would be to inhibit these factors in the following order: C, A, B, D.
Although Bandura’s Bobo doll experiments where utilized to show the children can emulate their social upbringings, there was much lacking from his experiment. Mainly, it was conducted in a closed setting and he never studied the long-term effects of children witnessing such an event. With that said, I do believe that young children can have a naïve sense of curiosity which can lead to trouble. So, without knowing the age of my child in this scenario, I’m hesitant to allow play with a potentially harmful child. The last thing I want is shady group of characters inducing deindividuation, especially at a young age where logical arguments could prove futile in curbing aggression. I’d rather they understand why certain actions are frowned upon from a credible source. Next, I would try to curtail violent television shows, but I wouldn’t restrict them. In my opinion, full restriction is worse. Take for example drinking alcohol in European countries versus America. Some countries allow children to drink wine at dinner. Subsequently, they have lesser alcohol infractions than American youths when they grew older, because they learned moderation. Going back to television, I believe children can definitely learn scripts as Aronson mentioned, but regardless, even with my restriction of such an event, they’re more than likely to hear about it at school. Similarly, I don’t want my child having the 1950’s approach towards such things like sexual education, where kids believed rumors they heard from other friends because their parents were too inept to actually talk logically to them. With that, I’d rather they watch something and ask me a question about it. Plus, violent films which show aggressive people being punished can teach a valuable lesson in itself.
I have a similar approach to playing with violent toys. Aronson mentioned that certain experiences can inhibit aggression, but I think he grossly underestimates innate releasing mechanisms in certain creatures. Now, I agree with him that changing a social surrounding can dramatically change an aggressive behavior, but why would I want to curb the imagination of my child? If they grew up in a decent household and learn ...
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
Connecting Ethical Choices in Games to Moral FrameworksGabriel Recchia
Games have moral impact. They can make players more aware of their own values, and even change them... and not always in the ways you might expect. Using Jonathan Livingston Seagull (the board game!) and Glitch as case studies, this presentation covers three aspects of gaming that are critical for game researchers who hope to gain a more complete awareness of the effects a game is having on its players.
Respond to this two person with at least two paragraphs each. Start mickietanger
Respond to this two person with at least two paragraphs each. Start by addressing the person.
Jamal
Emotional Intelligence is the capacity to be aware of, control, and express ones emotions, and to handle interpersonal relationships judiciously and empathetically. Emotional Intelligence is a very important tool that I believe everyone needs in order to be successful. Lots of times we see celebrities on T.V. breaking down and falling apart right in front of our eyes because they cannot control their emotions. Knowing yourself and how you work, adapt, and teach can help you conquer emotional intelligence, because you already have that structural foundation needed.
Regarding the video provided above, Emotional Intelligence: How Good Leaders Become Great, Mitchel Adler speaks directly into his audience about Emotional Intelligence. People who acquire emotional intelligence are able to know what they're feeling. Emotion Intelligence is sometimes to be received by others and sometimes yourself. This means that constructive criticism given to you by others, is mostly tough for folks. A lot of different things go into emotional intelligence such as thoughts, feelings, composure, language, body language, your heart rate and more. Mitchel goes on to speak about the human brain and how we as humans have the "Need to know Everything" mentality. When we don't know everything we tend to make up stories to help us cope with the unknown. Understanding perception is huge because it effects how we make our choices.
Scott Lefor
Adler (2014) defines “emotional intelligence” as “the ability to make healthy choices based on accurately identifying, understanding, and managing your own feelings and those of others.” While in seminary several years ago, I was surprised to discover the concept of “emotional intelligence” to be ubiquitous: it was listed as an essential component of everything from one’s own spiritual life to parish leadership. It is not surprising to me, then, that Northhouse (2020) asserts that “people who are more sensitive to their emotions and the impact of their emotions on others will be leaders who are more effective” (p. 29). Emotional intelligence is not a private reality impacting only one’s hidden emotions, but rather an integration of thought and affect that spills over into one’s interactions with others.
In order to assist his audience in growing in emotional intelligence, Adler (2014) asks us to consider three questions: what activates particular emotions within me, how do these emotions manifest themselves, and how do I behave in response? His questions reminded me of a common practice in philosophy called “bracketing.” In order to understand some aspect of human experience, a philosopher “brackets” a personal experience, steps back, and looks at it as if from outside. (For instance, someone who is reminded of their childhood home after seeing a picture of it might step back and ask how a simple image could activate a color ...
Respond to this two person with at least two paragraphs each. Start .docxcwilliam4
Respond to this two person with at least two paragraphs each. Start by addressing the person.
Jamal
Emotional Intelligence is the capacity to be aware of, control, and express ones emotions, and to handle interpersonal relationships judiciously and empathetically. Emotional Intelligence is a very important tool that I believe everyone needs in order to be successful. Lots of times we see celebrities on T.V. breaking down and falling apart right in front of our eyes because they cannot control their emotions. Knowing yourself and how you work, adapt, and teach can help you conquer emotional intelligence, because you already have that structural foundation needed.
Regarding the video provided above, Emotional Intelligence: How Good Leaders Become Great, Mitchel Adler speaks directly into his audience about Emotional Intelligence. People who acquire emotional intelligence are able to know what they're feeling. Emotion Intelligence is sometimes to be received by others and sometimes yourself. This means that constructive criticism given to you by others, is mostly tough for folks. A lot of different things go into emotional intelligence such as thoughts, feelings, composure, language, body language, your heart rate and more. Mitchel goes on to speak about the human brain and how we as humans have the "Need to know Everything" mentality. When we don't know everything we tend to make up stories to help us cope with the unknown. Understanding perception is huge because it effects how we make our choices.
Scott Lefor
Adler (2014) defines “emotional intelligence” as “the ability to make healthy choices based on accurately identifying, understanding, and managing your own feelings and those of others.” While in seminary several years ago, I was surprised to discover the concept of “emotional intelligence” to be ubiquitous: it was listed as an essential component of everything from one’s own spiritual life to parish leadership. It is not surprising to me, then, that Northhouse (2020) asserts that “people who are more sensitive to their emotions and the impact of their emotions on others will be leaders who are more effective” (p. 29). Emotional intelligence is not a private reality impacting only one’s hidden emotions, but rather an integration of thought and affect that spills over into one’s interactions with others.
In order to assist his audience in growing in emotional intelligence, Adler (2014) asks us to consider three questions: what activates particular emotions within me, how do these emotions manifest themselves, and how do I behave in response? His questions reminded me of a common practice in philosophy called “bracketing.” In order to understand some aspect of human experience, a philosopher “brackets” a personal experience, steps back, and looks at it as if from outside. (For instance, someone who is reminded of their childhood home after seeing a picture of it might step back and ask how a simple image could activate a color.
In psychoanalytic theory, ego defenses are unconscious processes that we deploy to diffuse the fear and anxiety that arise when who we think we are or who we think we should be (our conscious ‘superego’) comes into conflict with who we really are (our unconscious ‘id’).
Few important Ego defenses have been introduced
13 The Believing Game and How to Make Conflicting Opini.docxaryan532920
13
The Believing Game and How to Make Conflicting Opinions More Fruitful
Peter Elbow
[A chapter in Nurturing the Peacemakers in Our Students: A Guide to Teaching Peace,
Empathy, and
Understanding. Chris Weber, editor. Heinemann, 2006. The present version contains a
few short
passages that had to be cut for space reasons in the published version.]
Don Quixote says he admires Sancho Panza because he
doubts everything and he believes everything.
In the chapter before this, Chris Weber suggests ways to help
students speak their minds, listen well, and engage in nonadversarial
dialogue rather than debate. His suggestions focus on outward behavior.
In this essay, I will move inward to the mysterious dimension of thinking
and feeling. I’ll start by asking you to imagine that you are looking at an
inkblot (for examples, ask Google Images for “inkblots”).
Imagine that you see something in it that interests and pleases you--
-but your colleagues or classmates don’t see what you see. In fact they
think you are crazy or disturbed for seeing it. What would you do if you
wanted to convince them that your interpretation makes sense?
If it were a matter of geometry, you could prove you are right (or
wrong!). But with inkblots, you don’t have logic’s leverage. Your only
hope is to get them to enter into your way of seeing---to have the
experience you are having. You need to get them to say the magic
words: “Oh now I see what you see.”
This means getting them to exercise the ability to see something
differently (i.e., seeing the same thing in multiple ways), and also the
willingness to risk doing so (not knowing where it will lead). In short, you
need them to be flexible both cognitively and emotionally. You can’t
make people enter into a new way of seeing, even if they are capable
of it. Perhaps your colleagues or classmates are bothered by what you
see in the inkblot. Perhaps they think it’s aberrant or psychotic. If you
want them to take the risk, your only option is to set a good example and
show that you are willing to see it the way they see it.
From Inkblots to Arguments
14
Interpreting inkblots is highly subjective, but the process serves to
highlight how arguments also have a subjective dimension. Few
arguments are settled by logic. Should we invade countries that might
attack us? Should we torture prisoners who might know what we need to
know? Should we drop a nuclear bomb on a country that did attack us?
And by the way, what grade is fair for this paper or this student? Should
we use grades at all?
I’m not denying the force of logic. Logic can uncover a genuine
error in someone’s argument. But logic cannot uncover an error in
someone’s position. If we could have proven that Iraq had no weapons
of mass destruction, that wouldn’t have proven that it was wrong to
invade Iraq. “We should invade Iraq” is a claim that is imp ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
Software Delivery At the Speed of AI: Inflectra Invests In AI-Powered QualityInflectra
In this insightful webinar, Inflectra explores how artificial intelligence (AI) is transforming software development and testing. Discover how AI-powered tools are revolutionizing every stage of the software development lifecycle (SDLC), from design and prototyping to testing, deployment, and monitoring.
Learn about:
• The Future of Testing: How AI is shifting testing towards verification, analysis, and higher-level skills, while reducing repetitive tasks.
• Test Automation: How AI-powered test case generation, optimization, and self-healing tests are making testing more efficient and effective.
• Visual Testing: Explore the emerging capabilities of AI in visual testing and how it's set to revolutionize UI verification.
• Inflectra's AI Solutions: See demonstrations of Inflectra's cutting-edge AI tools like the ChatGPT plugin and Azure Open AI platform, designed to streamline your testing process.
Whether you're a developer, tester, or QA professional, this webinar will give you valuable insights into how AI is shaping the future of software delivery.
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using Deplo...James Anderson
Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
Neuro-symbolic is not enough, we need neuro-*semantic*Frank van Harmelen
Neuro-symbolic (NeSy) AI is on the rise. However, simply machine learning on just any symbolic structure is not sufficient to really harvest the gains of NeSy. These will only be gained when the symbolic structures have an actual semantics. I give an operational definition of semantics as “predictable inference”.
All of this illustrated with link prediction over knowledge graphs, but the argument is general.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Transcript: Selling digital books in 2024: Insights from industry leaders - T...BookNet Canada
The publishing industry has been selling digital audiobooks and ebooks for over a decade and has found its groove. What’s changed? What has stayed the same? Where do we go from here? Join a group of leading sales peers from across the industry for a conversation about the lessons learned since the popularization of digital books, best practices, digital book supply chain management, and more.
Link to video recording: https://bnctechforum.ca/sessions/selling-digital-books-in-2024-insights-from-industry-leaders/
Presented by BookNet Canada on May 28, 2024, with support from the Department of Canadian Heritage.
4. Aristotle, Poetics, Book 6 (B.C.)- Believed “letting off steam” is better than bottling up hostility
5. Dollard et al. (1939) & Freud (1950)- Suggested that catharsis reduces subsequent aggression. That is, once people act aggressively and release their anger, he or she will be less inclined to engage in future acts of aggression
6. Manning & Taylor (1975)- Argued that children and adolescents who played aggressive video games would be presented with the opportunity to release any build up stress or aggression they may have, in a non-destructive way
7. Geen & Quanty (1977)– Suggested that aggressive acts directed against the source of anger reduces physiological arousal; this study measured angry feelings immediately after participants’ aggressive acts
8. Sparks, & Spark (2002)- Suggested that through catharsis, a child or adolescent is provided the opportunity to release his or her aggression while playing a video game, which in turn facilitates a decrease in his or her need to carry out those actions in a real life situation
11. Calvert, & Tan (1994)- stated neither aggressive ideation nor hostile feelings decreased from baseline to treatment for adults who played an aggressive virtual reality game
12. Anderson, & Dill (2000)- Results suggested that real-life violent video game play was positively related to aggressive behavior and delinquency (HIGHER FOR MEN) and also found results that suggested exposure to graphically violent video games increased aggressive thoughts and behavior (HIGHER IN MEN, again)
13. Bushman (2002)- Results suggested that doing nothing at all was more effective at reducing aggressive feelings than did “blowing off steam”
14. Ramirez et al. (2005)- Suggested that retaliation MAY, in the short run, reduce tension and even produce please, HOWEVER, in the long run, catharsis fuels more negative feelings. Thus, even when people who have been provoked to act out aggressively, even when they believe it will be cathartic, the effect is contrary to what they may think—Ramirez posited that this behavior actually leads them to exhibit more cruelty.
15. Persky, & Blascovich (2008)- Through the use of immersive virtual environment technology, which allows the user to engage in context relevant behavior that can produce intense user experiences for purposes such as entertainment (i.e., video games), results suggested playing violent video games using an IVET platform leads to an increase presence and aggressive feelings & behaviors
16. Important Notions (in my opinion) to Keep in Mind (My own ‘two cents’ and theories of related concepts to include when considering video games and cathartic release)…
17. Social Learning Theory- Learning that occurs within a social context. This theory takes into consideration learning from one another, including observational learning (learning by way of video games), imitation [of acts viewed video game play], and modeling (seeing others in a video game perform an act). Essentially, we learn by viewing and observing others act.
18. Aggression- Monkey see, monkey do. You know that to be able to progress and continue on in the game, you must defeat the boss, which is, well, an aggressive act you must watch and complete.
19. IMPORTANT: Aversive experiences such as frustrated expectations and personal attacks, predispose (affect) hostile aggressions. SO, it is wise to refrain from planting false, unreachable expectations in people’s minds (e.g., playing a video game WILL release anger). Anticipated rewards and costs, influence instrumental aggression (e.g., I will be rewarded by taking my anger out on this person, because I have learned this through video games). This suggests that we should reward cooperative, nonaggressive behaviors .
20. Modeling- Do you look up to those in the game, such as characters, and people in general, like in the case of being the leader of your guild, etc? Here, be mindful that we learn by watching and doing.
21. Reinforcement- Is playing rewarding? Do you find cathartic relief- probably immediately? However, when you shut if off, the anger will likely surface later…
22. Hydraulic Model- Suggests frustration leads to anger and that anger in turn, builds up inside the individual, similar to hydraulic pressure inside a closed environment, until it is released elsewhere. Thus, if people keep in their anger, they will eventually explode. Catharsis is seen as a way of relieving the pressure that the anger creates inside the psyche. THE CORE IDEA HERE IS… it is better to let the anger out here and there in little bits as opposed to keeping it inside as it builds up to the point at which more dangerous explosions result
23. Cognitive Neoassociation Theory- Aversive events (e.g., frustrations) produce negative affect (affect is feeling or emotion that is expressed or observable). Negative affect, in turn, automatically stimulates thoughts, memories, expressive motor reactions, and physiological responses associated with both fight and flight tendencies (e.g., should I punch him or not?). The fight associations give rise to rudimentary feelings of anger, whereas the flight associations give rise to rudimentary feelings of fear. This theory posits that aggressive thoughts are linked together in memory, thereby forming an ASSOCIATIVE network. SO, once an aggressive thought is processed or stimulated, activation spreads out along the network links and primes or activates associated thoughts as well. THUS, the activations of aggressive thoughts can engender a complex of associations consisting of aggressive ides, emotions related to violence and the impetus for aggressive actions.
24. HERE, this theory posits that venting (catharsis) should increase rather than decrease angry feelings and aggressive behaviors. Furthermore, venting is thought to keep angry feelings activated in memory and also increase the likelihood of future aggression.
25. Rumination- some devices for venting anger make it easy for people to ruminate (continually think about) their provocateur (a person who provokes trouble). THUS, when ruminating, a person may direct attention inwardly on the self and particularly on one’s negative mood. This in turn may increase aggressive and anger.
26. Distraction- Thinking playing will “distract” unwanted feelings is incorrect, in my opinion. In the short run it may help, but later, it will surface and may worsen if not confronted. If someone is induced to think about something else (e.g., think about their feelings, such as in mindfulness, fully assess each situation from a neutral standpoint--- HEALTHY TO DO THIS) the anger will dissipate in time
27. Disinhibition (lack of physical restraint, NOT TO BE CONFUSED WITH desensitization, where you are emotionally unreactive and insensitive to something)- Initial aggression promotes further aggression, such as when initial aggression acts may produce disinhibition (the reduction of ordinary internal controls against socially disapproved behaviors; a temporary loss of inhibition caused by an outside stimulus).
28. THUS, playing a violent game may be hard at first, such as seeing all the blood and gore, but may become easier thereafter. SO, the catharsis that follows aggression and the pleasure of thwarting our tormentor (e.g., beating Bowser in SMB), in turn rewards aggression and rewarded behaviors are repeated MORE frequently.
30. Dopamine is a neurotransmitter used in learning, reinforcement of behavior, attention and sensorimotor (sensory and motor aspects of bodily movements) integration.
31. This study suggested an increase in dopamine release in designated cortical areas while engaging in video game play. This may mean that when someone is playing, even while frustrated or for cathartic reasons, it may reinforce the behavior even more, as more dopamine is released (there is more dopaminergic neurotransmission).
32. Keeping in mind a tolerance is built up here, homeostasis is set off, and thus, further play is required--- addiction???
34. Always seek out original sources, never use someone else’s paraphrased version of results; you see this a lot, when statistics are thrown about without any of its original context to support it.
36. Idiographic Approach- validates participants!!! A comprehensive approach to research whereby the researchers (AND CLINICIANS) take into account a persons individual views and perspectives, while playing video games. You want to be sure to meet people where they are at and help explore how they make sense of reality, what they do and how it makes them feel and any pervasive patterns they may have. Being sure to explore and process through their lens is key, with time you psychoeducate them on the deleterious effects of _______________ (fill in the blank)
37. Mirror Neurons (same neurons fire when we perform an action or observe another perform the same action)- Mirror neurons are neurons that fire BOTH when a person acts out a behavior and observes the same behavior performed by another person. The neuron “mirrors” the behavior of the other, as though the observer were itself acting (MIND BLOWING- In my opinion!). These neurons play a significant role in empathy and mimicry of behaviors. These neurons are an important concept for role taking and distancing ideas (distancing of emotions). SO, if someone plays a video game, the same neurons are firing when you kick a character (such as in the case of a virtual reality video games) that would fire if you were to actually kick someone in real life. So, just by watching someone do something, like in a video game, it is like practicing it yourself!!! An example is there was a study where surgeons played a video game before surgery and there was an increase in performance of usage of tools and decreased errors in those who played the game…
38. Self report vs. empirical (e.g., use of an fMRI)- fMRI’s are the future of empirical data. Perhaps we need to have more of these conducted in terms of fMRI’s & Catharsis
40. Assess all aspects of a person, as we are all individualistic and have various predispositions to behaviors and cognitions.
41. INSTICT, Freud & Konrad Lorenz, famous for imprinting like the birds and mate, you learn during a specific phase!!!!… (if not discharged, aggressive energy will accumulate from within; biology, chemistry and the brain)
46. Short term, yes, it appears as though the research points in the direction that catharsis leads to a decrease in negative feelings. However, in the long run, research appears to support the view that catharsis teaches a pervasive [reinforced] pattern of aggression
48. Bushman (2001)- “How do you get to Carnegie Hall? Practice, practice, practice. How do you become a very angry person? The answer is the same. Practice, practice, practice.”
49. If observing aggressive models lowers inhibition (meaning, we are more likely to act on what we see) and elicits imitation (act out the model we previously observed), then we might also reduce brutal, dehumanizing portrayals in video games….
50. The wise words of my graduate professors: “It is your job to tease apart all the hypotheses and theories you research and read about, and find your place in the data and make it your own.”
53. Rationale: In my humble opinion, I believe in using mindfulness and alternative, adaptive, rewarding, and nonaggressive behaviors & thoughts to “relieve” maladaptive feelings. If you are feeling angry, talk it out instead of playing it out… But hey, I am going to school to be a psychologist, so can you blame me for my answer ;)?References Anderson, C. A., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772–790. Retrieved November 29, 2009, from PsycINFO database. Aristotle, & Halliwell, S. (1998). Aristotle’s poetics. Chicago: University of Chicago Press. Bushman, B. J. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477-489. Bushman, B. J. (2002). Does venting anger feed or extinguish the flame? Catharsis, rumination, distraction, anger, and aggressive responding. Personality and Social Psychology Bulletin, 28, 724-731. Calvert, S. L., & Tan, S-L. (1994). Impact of virtual reality on young adults' physiological arousal and aggressive thoughts: Interaction versus observation. Journal of Applied Developmental Psychology, 15, 125-139. Dollard, J., Doob, J., Miller, N. Mowrer, O., & Sears, R. (1939). Frustration and aggression. New Haven, CT: Yale University Press. Freud, S. (1950). Why war? In J. Strachey (Ed.), Collected papers, (Vol. 5). London: Hogarth Press. Geen, R. G., & Quanty, M. G. (1977). The catharsis of aggression: An analysis of a hypothesis. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 10, pp. 1-37). New York: Academic Press. Koepp, M., Gunn, R., Lawrence, A., Cunningham, V., Dagher, A., Jones, T., et al. (1998). Evidence for striatal dopamine release during a video game. Nature, 393, 266-268. doi:10.1038/30498. Manning, S., & Taylor, D. (1975). Affects of viewed violence and aggression: Stimulation and catharsis. Journal of Personality & Social Psychology, 31, 180-188. Retrieved November 28, 2009, from SocINDEX database. Persky, S., & Blascovich, J. (2008). Immersive virtual video game play and presence: Influences on aggressive feelings and behavior. Presence: Teleoperators & Virtual Environments, 17, 57-72. Retrieved from Academic Search Complete database. Ramirez, J. M., Bonniot-Cabanac, M-C., & Cabanac, M. (2005). Can aggression provide pleasure? European Psychologist, 10, 136-145. Sparks, G. G., & Sparks, C. W. (2002). Affects of media violence. In J. Bryant & D. Zillmann (Eds.), Media affects: Advances in theory and research (pp. 269-285). Mahwah,NJ: Lawrence Erlbaum Associates, Inc.
![Catharsis and Video Games; The Good & The Bad Anna DiNoto (M.A. & Psy.D. Clinical Psychology Graduate Student) My email: argosystudent@gmail.com December 9, 2009 at 1:15pm (Cascadia Community College) ,[object Object]](https://image.slidesharecdn.com/catharsisandvideogames-100107113129-phpapp02/85/Catharsis-And-Video-Games-1-320.jpg)
