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Video games have become a part of our lives. It used to be kids only who spent hours playing, but those kids have become parents and many of them continue to play. Faster internet and rapidly growing computer technologies have made video games easily accessible, which means they are here to stay with us for a long time. Leaving aside this expanding reality’s impacts at the personal, family, and societal level in the long run, there is another aspect of these games which Cemal Ozgur highlights in this issue: loot boxes. Gamers who do not want to lag behind need to purchase updates, which may become very costly. Loot boxes offer an alternative, which, for Ozgur, is a dice roll with rarely any guarantees. Loot boxes are part of the massive video games microtransactions industry worth billions of dollars. Ozgur explains how these boxes are compared to gambling, for they are defined by their elements of chance and luck. Ozgur’s article is worth a serious look to see potential risks gamers, especially young kids, face as they experience feelings of frustration and tantalization with each loot box they open.

As you are holding this copy of The Fountain in your hands (or reading online), millions of Ukrainians, most of them women and children, are on the road leaving their homes escaping death and destruction. This has been the case for millions of Syrians in the past decade, as was the case for millions of others around the world. We hope all can turn back to their homes, but many immigrants do not have that option. It is either the fact that the danger in their countries continues to threaten their lives, or they have no home left to turn to. United States is one of the host countries accepting new immigrants every year. However, as Selim Yigit explains in this issue, this is not an easy process for both the immigrants and Americans, as adopting a new home and welcoming a new neighbor come with many challenges as well as social and economic impacts.

How probable is your being “you”? This is a question we do not think about at all. Just as most of us move on with our lives without noticing the marvelous nature around us, we rarely contemplate on our very existence. Hakan Oztunc explains in the language of mathematics how amazing a reality it is for any Joe from among us to be the Joe he is, even if we take into consideration major probability calculations only. “Thinking of this complicated probability calculations, we can only conclude how precious each human being is,” concludes Oztunc.

As the world is apparently becoming more secular, one major cause for this can be related to how followers of religious traditions have turned their faith to something not so easy practice. The Questions & Answers section confronts this situation by arguing the opposite: Religion is ease. Although certain burdens and responsibilities come with faith, these are not unbearable and are meant to make life easier for all.

Halima walked into the living room and smiled at what she saw. Ahmet was sitting on the edge of the sofa deeply immersed in a book. He had taken off his shoes on the doormat and dropped his backpack nearby.

Although this wasn’t the first time his love for books had captivated her son-Ahmet had mastered reading two years ago in 2nd grade-Halima couldn’t help wondering about the content of this book that had kidnapped him. She placed his shoes on the rack, stored his backpack in the closet, and sat by his side sneaking a peek into the pages he was reading. She realized that it was an elementary school version of the Guinness Book of World Records.

As her son turned the pages, she saw pictures of the tallest man on earth, of the woman with longest fingernails, of the man with longest ear hair, of the woman with the most body piercings.

The book also displayed pictures of a man who pulled a plane, of a man who held 10 rattle snakes in his mouth by their tails, of a man who balanced a car on his head, of a man who ate 36 cockroaches in one minute, of a man capable of producing the loudest burp-you name it.

Reading the “fun facts” beside each picture, Halima was overtaken by a desperate wish to censor her son’s book selection from the school library. But how possible is that? As she felt at a loss for the right words to begin a conversation without triggering objection, Ahmet looked up and misjudging her interest in the book, he asked genuinely:

“Mom, which record should I break?”

Caught off guard, Halima rummaged through the pages with a let-me-see pose and decided to turn the question around:

“Which one would you like to break?”

“I think I could grow really looong nails,” Ahmet answered stretching the adjective.

“Goodness gracious!” sighed Halima trying to conceal her repulse. She looked at his face and resisting the temptation to snatch the book from him, she spoke softly.

“Ok, my son. Let’s say you broke the longest nails record. Who would benefit from it? You would spend your life growing your nails and depending on others for your basic needs, right?

“Your name would appear in this book,” she continued trying not to sound offensive, “you may earn some money, too, and then what?” Halima fell silent to let her question sink in.

Seeing Ahmet inconsolably disappointed, she switched into a softer tone so that Ahmet would not feel guilty for expressing his childish wish.

“The achievements you read in this book may look cool and fun, but are they bringing any good to anyone?

Ahmet, half-convinced, shook his head.

“Yet, there is a record I want you to break, my son,” Halima said, ending the silence with a new excitement that caused his eyes to shine with interest.

“Really?” asked Ahmet without disguising his thrill.

“Sure. I want you to break a record in …”-here her voice turned low and soft, almost into a whisper, as if confiding a secret or waiting for him to fill the blank-“… good deeds.”

Ahmet looked at her in disbelief. What kind of record is that?

“Yes, my sweetheart, there is such a record, and there are infinite ways to achieve it,” she said pausing to collect examples. “For instance, you can be a very trustworthy person who has never told even the tiniest lie.”

“Wow, that’s hard.” Ahmet said, the very thought making him blush.

“Yes it is,” Halima agreed. “But you can try your best.”

Halima decided that she should suggest more appealing options to her hard-to-convince son. “How about being a very generous person who donates all his wealth to help the less fortunate?” Halima continued. Ahmet couldn’t figure out how he could do that. His own allowance never seemed to be enough.

“You can open schools in areas of the world where people can’t even write their names.” Ahmet shot her a disbelieving look, “Can’t even write their names?”

“Think of a scientist who finds a cure to a deadly disease,” Halima went on slowly picking up the ideas along the way. “Imagine being a firefighter who risks his life to assist others in times of disaster. What do you say? Wouldn’t that be nice?” Ahmet nodded with a grin. He still had his toy firetruck as a keepsake.

“Oh, I almost forgot,” Halima added. “You can be an influential leader who stands for justice and peace.”

“Like Martin Luther King?” asked Ahmet, as elated as a student who has found the right answer before time has elapsed. He had visited Dr. King’s home in one of his social studies field trip.

Halima nodded with an assuring smile and continued, “How about being a super environmentalist who keeps our planet clean.”

Halima purposefully paused to see his reaction at her last words. Environmental awareness was one of the mission goals in his school. As she expected, a sparkle of recognition shone in his eyes which poured into words in no time.

“Yeah, I can fight against pollution and preserve the natural habitats for endangered animals,” he said very confidently.

Halima hugged Ahmet and smiled. Of all aspirations, no wonder this one had touched the cord of his animal loving heart.

“Throughout history,” Halima continued in a lecturing tone, “many men and women of great integrity have made an impact on the world. Some of their names are written in books, some not. Yet believe me my son that no goodness, even as small as mustard seed, ever perishes.”

As Ahmet was trying to figure out how a goodness can be as small as a mustard seed, his mom brought his train of thoughts to a halt. She took him gently by his shoulders and asked out of the blue: “Do you want to know a hero of our times?”

As soon as Ahmet nodded, they headed to the computer in his room. Ahmet pulled up a chair and sat nearby as his mom typed an unfamiliar name into a Google search.

Haji (Hacý) Kemal Erimez. Ahmet could tell right away that the name was Turkish. Born in USA, to Turkish parents, he was fluent in both languages.

In 0.19 seconds 5,200 search results came up arousing his curiosity. Ahmet watched a 45-min-Turkish video in silence trying desperately to match the pieces of information together and process them in his little brain. He wouldn’t be surprised if his mom asked him to summarize the video content, out of habit of course. His teacher did that too.

“O.K.,”-he thought to himself trying to make mental notes,-“this uncle, called Haji Kemal, spent all his money for the opening of three schools in Turkey and five in Tajikistan. If only I had a paper and pen to take notes,” Ahmet wished.

He thought of asking his mom to pause the video. Then he dismissed the thought altogether because he saw on the screen an army tank strolling through some dusty streets accompanied by soldiers carrying guns.

All ears, Ahmet listened as the video host explained that Haji Kemal not only spent his senior years tending to the needs of schools instead of retiring and relaxing with his grandchildren, he also refused to leave Tajikistan during a civil war that broke in 1992.

Ahmet couldn’t figure out who fought against whom. Despite the urge from Tajik authorities to leave the country, Haji Kemal and other Turkish teachers had very bravely decided to stay and defend the school if necessary. Apparently this had made a deep impression on local authorities, some of whom Ahmet heard mention Haji Kemal with great respect in their interviews, referring to him as “Ata,” which as mom explained to Ahmet meant father in the Tajik language and interestingly in Turkish, too.

Later Ahmet watched a group of Tajik students happily smiling at the camera, showing off their gold medals that they had earned for their country in international math and science Olympiads.

Then the video showed parts of Haji Kemal’s funeral in 1997.

Thousands of people stood in rows under the rain to pay their respects to a great man-as the video host put it. In tears, one Tajik student promised that he and his friends would never forget Haji Ata and that they would work hard to fulfill his dream: serving Tajikistan to prosperity.

At this moment Ahmet noticed that his mom was crying too. She looked back at him and trying to smile she said, “See Ahmet, these Tajik students have found their higher goals in life. That’s a good record to break.”

Ahmet was overwhelmed by a strange apprehension that he was missing some important point in all this discussion. “Haji Kemal amca,” Ahmet thought, instinctively replacing the word uncle with its equivalent in Turkish, “is a very good person, no doubt about it. In fact, he looks like my grandfather with his white hair and beard.” But what makes him a hero? Why do all these people admire him? Ahmet wondered. Realizing that the video, which had ended moments ago, had no more to offer, he decided to ask his mom.

“Mom, why is opening schools so important?”

Halima stood silent for a couple of seconds to think of the right shortcut to simplify this complex topic.

“Long ago,” she said, “I came across an inspiring saying that I think answers your question in a nice way. I don’t remember who said it, but anyway the quote went like this:

“Whoever opens a good school closes a prison.” By the way Ahmet fixed his gaze on her, Halima could tell that her curious son was perplexed by the school-prison link.

“Lack of education leads to ignorance, which in turn leads to poverty, and poverty most of the time leads to many unfortunate troubles for the individual or the society. Do you know what the word society means?” she asked to double check.

“Mom!” Ahmet protested in a tone that gave a hint that he was either amused or upset by such an easy question. “I am studying and comparing the Greek and American Democracies for my social studies this year!”

“Oh, so sorry to assume,” Halima smiled at his sensitive scholarly pride and continued. “Sound education-that is, nurturing of the mind and the heart-is a foolproof way to build a better, peaceful world.”

Ahmet, still not sure whether he understood everything right, felt a peculiar desire nonetheless to go back in time, meet Haji Kemal amca and kiss his hands, a typical Turkish gesture of showing respect.

Halima, looking at the digital clock on the computer screen, realized it was getting late and got up to set the table for dinner.

“Ahmet!” she called to shake him from his daydreaming, “Why don’t you start training for your record breaking by helping me in the kitchen right away?”

Ahmet, smiling, stood up promptly and, as erect as a soldier before the commander, duplicated the response of obedience, “Yes, ma’am!”

Halima laughed at his wittiness and patting him on the shoulder she said,

“Then go wash your hands, my champion.”

Mirkena Ozer had her major in Turkish language and literature. She lives in Atlanta, Georgia.

However, the issue of privacy versus freedom of information has been with us forever. In world history, the recognition of privacy has deep roots.(2) The Qur’an (3) and the Bible (4) contain numerous references to privacy. Jewish law has long recognized the concept of freedom from being watched.(5) There also were protections in classical Greece and ancient China.

Privacy defined

Privacy is the interest that individuals have in sustaining a personal space free from interference by other people and organizations. It is a balancing act between the needs of individuals and society’s demands. There is a fine balance between the need for individuals to protect their privacy and the contending pressures of business, government, and the exigencies of modern life.

There are three main issues and areas of concern: How much other people may access our personal information, how much access should we have to our private information that is held by others, and how much access we should have to public information. Privacy, a topic of special concern to social scientists, is a complicated issue that cannot be discussed fully within this short article.

Even with the adoption of legal and other protections, privacy violations remain a concern. Beyond these obvious aspects of privacy, several important trends are contributing to privacy invasion, such as globalization (removing limitations to the flow of data), convergence (leading to the elimination of technological barriers between systems), and multimedia.

Types of privacy

Intuitively, privacy can be categorized into four separate but related concepts.

Privacy of communications or interception, which involves individuals desiring to communicate with other individuals and organizations through secure and private communications, whether these be mail, telephone, e-mail, or otherwise.

Privacy of the person, which is concerned with the integrity of one’s physical body and protection of one’s physical self against such invasive procedures as compulsory immunization, blood transfusion without consent, genetic tests, compulsory provision of bodily fluids and tissue samples, and drug testing.

Territorial privacy, which involves setting limits on intrusion and all aspects of behavior into the domestic and other environments, but especially with regard to various sensitive matters in both private and in public places (e.g., searches, sexual preferences and habits, political activities, religious practices, video surveillance, and ID checks).

Information privacy or privacy of personal data, meaning the establishment of rules governing personal data collection and handling. People claim that personal data on credit history, as well as medical and government records, should not be available automatically to other individuals and organizations.

The volume of instantly recorded information based on credit card usage, Internet visits, hospital or pharmacy visits, filing tax returns renting video tapes and so on’all of which can be accessed by authorized and unauthorized persons’has changed the speed and ease with which others can survey much of one’s personal life and activities.(6)

Types of surveillance

Identification. With the advent of microprocessor technology, such a card’s type, function, and integrity vary enormously. ID cards could embed biometric information, defined as the process of collecting, processing, and storing details of a person’s physical characteristics in order to identify and authenticate.

In recent years, the underlying technology interests governments and companies because, unlike other forms of ID, they now can include such new information as digital fingerprinting, handprint scans, hand geometry, thumb scans, facial recognition technologies, voice authentication devices, electronic retinal scans, and such other biological markers as DNA identification.

Thus security personnel also will be able to identify more accurately those people accessing buildings, computers, or national borders.

Communications. All companies that develop digital telephone switches, cellular and satellite phones, and other developing communication technologies build in surveillance capabilities.(7) Nearly every country has some form of eavesdropping capability as regards telephone, fax, and telex communications for the use of law enforcement or intelligence agencies. 

Internet and black boxes. Internet surveillance is a revolutionary new technology that allows remote monitoring of an e-mail address and the contents of an e-mail message.(7)

A related effort for enhancing government control of the Internet and promoting surveillance is being conducted in the name of preventing ‘cyber-crime,’ ‘information warfare,’ or ‘protecting critical infrastructures.’ A number of countries are demanding that ISPs install ‘black boxes’ that can monitor system traffic.

In short, black boxes contain specialized software programs that run in a computer hooked into the network at a location where it can monitor system traffic. These sniffers can monitor the entire data stream by searching for such key words, phrases, or strings as net addresses or e-mail accounts. Network administrators can take screen shots in real time or on a schedule, by time and day or user, and store them for future review; run any program installed on a remote PC; shut down or restart any remote workstation; and view a list of applications stored on all network PCs, the frequency of Internet usage, and more.

Electronic Commerce. As consumers surf and engage in routine online transactions, they leave behind a trail of personal details, often without any idea that they are doing so. Corporations monitor the huge amount of personal information (e.g., e-mail address linked to messages posted on mailing lists, from newsgroups or domain name registration data, individual surfing habits, deciphering how individual work, and building detailed profiles of where they shop and what they like to buy).

The perceived value of this kind of information is behind the stock-market valuations of many dotcom companies. Marketers and advertisers use cookies to track personal preferences as the most pervasive tracking technology. The cookie is a very small text file containing an ID number downloaded from a Web site by your browser and placed on a user’s hard drive.

Television and T-commerce

The new field of interactive digital television has a huge potential. Users can send and receive e-mail, browse the Internet, buy goods and services, and play games through their television. The industry anticipates that such T-commerce (television commerce) will enable viewers to make impulsive purchases based on what their favorite star is wearing or on individually tailored ads appearing between the plots of their favorite shows or sporting events.

Audio. Audio surveillance allows people to eavesdrop (and/or record) conversations taking place at a particular location or on a particular telephone line. Advances in technology are making it easier and cheaper to conduct covert audio surveillance. These devices come in many shapes and sizes: from micro-engineered transmitters the size of an office staple to devices no bigger than a cigarette packet that can transmit video and sound signals for miles. A magic item of modern ingenuity, each audio stream is captured and analyzed on the fly, allowing intelligence agents to perform voice-pattern matches during an intercept. It also provides the names of speakers and access to their dossiers.

Video. By now, the use of video surveillance cameras, known as closed circuit television (CCTV), to monitor public and private spaces has grown to unprecedented levels. Most towns and cities are moving to CCTV surveillance of public areas. This technology enables the observation of individuals without their knowledge at the ATM, in stores, elevators, restaurants, school hallways, housing estates, car parks, and when stopped by police in patrol cars.

In addition to the obvious security applications, video surveillance technology is being used to measure traffic flow, detect accidents on highways, monitor pedestrian congestion in public spaces, compile consumer demographics in shopping malls and amusement parks, log routine maintenance tasks at nuclear facilities, and count endangered species. The numerous military applications include patrolling national borders, measuring refugee flows in troubled areas, monitoring peace treaties, and providing secure perimeters around bases and embassies. Their use on private property is also becoming popular.(8) 

In this issue, we address the effect of rapid technological development on our society. One of the most recent and unexpected examples is the phenomenal spread of the Internet. We are becoming even more of a global village than we were in the 1960s, when Marshall McLuhan first coined the term. From the comfort of our living room or office, we can click a button and read foreign newspapers and magazines, study languages, and learn about other cultures.

But such access has its disadvantages: sexually explicit Web sites, chat rooms where people are not what they seen, and violent and ultra-violent video games that can be downloaded. Thus, a still hotly debated issue concerning the entertainment industry now includes the Internet.

With all the talk in Washington about censoring or somehow controlling the Internet’s content, one wonders if one day we will have an equivalent of Breen’s Code, one of the few successful attempts to force Hollywood to produce ‘socially acceptable’ entertainment. Demands for such codes are growing, as more people become fed up with rap and gangsta rap music, ultra-violent video games, the use of sex to sell everything, and programs ridiculing traditional social and moral values.

As our world becomes smaller, we must deal with people who are not like us. To do this to everyone’s benefit, we need to understand other people’s worldviews, religions, histories, cultures, role models, and so on. As Islam is the fastest growing religion in America today, we offer an Islamic perspective on several core Christian beliefs.

Such technological progress has given us increased opportunities for arm-chair travelling. No longer do we have to spend years travelling, as did Ibn Battuta and Marco Polo. We can simply turn on the Travel Channel or the Internet and find whatever we want. But many people are actually travelling, whether as migrants or refugees, with the intention of settling somewhere else. As pointed out in our book review, such a phenomenon simultaneously represents a cultural homogenization and a cultural heterogenization.

Technological developments also have proliferated in science. Humanity has landed on the moon, sent unmanned probes to study other planets and asteroids, and continues to add to our knowledge of our own planet and its inhabitants. This has all been accomplished in the name of objective and value-free science.

But, as one of our authors reminds us, science is as not as ‘objective’ as it seems, for scientists are human. For example, when asked to explain why he had not considered the possibility that God could use evolution to create diverse life forms, Darwin replied that he had problems reconciling suffering with a merciful God. And so we learned that the scientists are subject to human weaknesses, just like the rest of us. This article explains what the scientific process is, how it works, and how it can be applied to religious beliefs.

Also included are three articles for the spiritual edification of our readers.

The winner of our writing contest will be announced in the next issue.

We hope that you enjoy this issue and, as always, look forward to your comments.

Electronic and video games are one of the most important branches of technology entertainment. During the last several decades, interactive video games have emerged as one of the most popular forms of entertainment, particularly among adolescents. Video game content is extremely varied. In addition to their entertainment value, reflected in their enormous popularity, video game proponents point to their constructive uses in education, medicine, and other fields.

However, some observers find certain game-playing trends disturbing. For example, newer generations of video games often feature graphic depictions of violence. This has intensified public concern of potential harmful effects.

Video Game Violence

Video games first appeared during the 1970s. In the last 3 decades, they have gone from bouncing a little white ball from side to side on a screen to virtual reality games in which one is a character in the game itself. Newly emerging on-line games enable a person to play and compete with many others in cyberspace. The majority of games developed with this evolving technology are entertaining, engaging, and appropriate for children.

One segment of the market, however, features violence as a theme. Its depiction of violence has evolved from early shooting games blasting mostly spaceships out of the sky to gory violence, where characters literally tear each other apart with all the realistic details accompanying the act. Many of these games often require the use of increasing levels and intensities of violence to advance through the levels. Thus, violence is used as a problem-solving technique.

Toys and Children

Toys are commonly associated with children. Technology has produced many electronic toys, more specifically, computer and video games. Since there is no extensive body of research on the effects of video game violence, some people state that it does not harm children. The same argument was used to defend television violence for more than 3 decades.

Others assert, theoretically, that video violence actually may benefit children, because it gives them an outlet for aggression. This “catharsis” hypothesis was advanced in the earliest days of the television violence debate, and even compared to the violent elements in literature and art. After many years of research, however, it was abandoned. In Shakespeare the violence is offstage; we see the effects and learn the evil of violence without seeing the act. Classic mystery dramas focus on crime solving, not crime commission; the chief weapon against the villain is intellect, not brute force; and a hero is selected for his or her strength of character, not his or her physical power to dominate. Today’s video game “heroes” often show a violent response as the only effective-and frequently first-response to any conflict.

Is There Any Impact?

There are a few reasons why the games are violent. One is economics: violent games really bring in the quarters for an arcade. Many modern games are designed to let a player fight for a certain amount of time, then compulsively buy more coins to continue. Another reason is that they let you do something that, in real life, is impossible, which is the whole idea of virtual reality and simulation anyway. If you want to unwind after a tough day at work, you cannot take your AK-47 and destroy McDonald’s. However, you can go to an arcade, sit down at an X-Men console, fight a few hundred bad guys and then leave thinking about your game instead of your worries.

Games are just that-games. But when applying these concepts to children, the picture changes, for young children are in immediate danger of copying antisocial behavior. Values are formed very early, and antisocial programming negatively impacts one’s respect for authority, for others, and for self. Given this, parents are asking what effect video violence has on their most frequent players: children 8 to 14 years old and younger.

Research is beginning to give us a picture of what these effects might be. Due to the recent arrival of ultra-violent video games, few studies are available. Research done by the Mediascope Nonprofit Organization shows that heavy exposure to entertainment violence negatively affects children.

Research done by the Media Analysis Laboratory in Simon Fraser University shows that 95 percent of teens surveyed had access to either a video game machine or a home computer, and a similar proportion (90 percent) said they owned at least some video games. The majority said that playing computer games produced a pleasant, exciting, challenging, and interesting experience. Many also felt gaming to be involving (77 percent) and sometimes frustrating (63 percent). Boys and girls experienced games differently, with boys more likely to associate positive emotions with play (e.g., pleasing, exciting, and involving) and girls more likely to associate negative emotions with play (e.g., frustrating, boring, and stressful).

Jeanne B. Funk and her colleagues surveyed the video game habits of more than 900 teenagers, primarily fourth through eighth graders. They found that almost half of the favorite games chosen were of the fantasy violence or human violence type. Girls more often chose games with fantasy violence; boys preferred games with human violence.

A 1998 study examined thirty-three popular video games, and found that almost in 80 percent of them, kids preferred to have violence or aggression as part of the play. Almost half of this violence was directed toward other characters. Twenty-one percent of the games had violence toward women.

There seems to be an imitative effect of playing and observing video game violence, especially among young children. For example, researchers found that in a group of 5 to 7 year olds, children imitated during free play what they had just been exposed to on video games. Children playing active but nonviolent games reflected that in their play, while children playing games with violent themes showed more aggression. The followings facts are taken from Screen Smarts:A Family Guide to Media Literacy by Gloria DeGaetano and Kathleen Bander:

Violent video games send the following messages:

• Problems can be resolved quickly and with little personal investment.

• The best way to solve a problem is to eliminate its source.

• Problems are basically black or white, right or wrong.

• It is acceptable to immerse oneself in the video game’s rule-driven reality without questioning the rules.

• It is better to use instinctual, rather than thoughtful, responsible behaviors to react to problems.

• Personal imagination is not an important problem-solving skill.

In contrast, playing maze games, puzzles, and simulation or treasure hunt video games teaches children that:

• Problems are solved through patience, personal initiative, perseverance, tolerance, and flexibility.

• Gathering information requires work, and information must be analyzed carefully so that informed decisions can be made.

• Problem definition and solving require the use of complex skills.

• A solution in one instance might not be suitable in another one.

• It is important to use such critical and creative mental skills as planning actions, organizing information, predicting outcomes, experimenting with trial solutions, evaluating ideas, and analyzing solutions and their consequences.

• Use imagination and thinking abilities to cocreate, with the game’s writer, inventive situations.

• Use personally-generated, thoughtful responses to solve problems.

In Time magazine’s cyberguide, video games were classified according to their educational value and violence. The authors write that the most child-appropriate hardware is that which encourages them to think and formulate ideas. Games like Carmen San Diego and Where in the USA? make learning fun. Even though the battles are bloody, children learn fast with strategy games like Age of Empires and Warcraft, because looking ahead, plotting strategy, and husbanding resources are the only ways to win.

In any computer hardware store, you also will find a lot of so-called splatter games. Unfortunately, there is a huge diversity in choice for such games. Games like Doom and Quake put guns in the hands of players and reward them for blasting everything that moves. Residential Evil is nothing less than blowing off a zombie’s head and hacking off its limbs. Home computer games can be even more disturbing: I once saw a 14-year-old kid playing a game in which the winning creature actually urinates over its victim’s body.

Rating Systems and Other Alternatives

With the progress of technology and consequently video games, society began to express concern about growing violence. Funk et al’s report stated that in late 1993, video game and software manufacturers began discussing a rating system. Two eventually emerged: the video game system sponsored by the Interactive Digital Software Association (including Nintendo and Sega) and a set of age-based categories developed by Entertainment Software Ratings Board (ESRB) (formerly the Interactive Digital Software Ratings Board). They developed joint content-based guidelines for video games through the Recreational Software Advisory Council (RSAC).

The ESRB initially proposed four rating categories: Universal (appropriate for all ages), Teen (13 and older), Mature (17 and older), and Adults Only. The board then responded to the concerns of professionals, including the first author, that the categories were too broad at the lower age levels by adding an Early Childhood (ages 3 and older) category. The ESRB also changed Universal to K-A (Kids to Adult, suitable for 6 and older), and added content descriptors that give a general indication of the level of violence, sexual themes, and crude language.

Although such ranking and debating appears to be designed to stop producing violent games, their main purpose should be to let parents know exactly what they are buying. Parents usually purchase the software and decide what games their children will play. Many video games are toxic and inappropriate for children. The best antidote is to teach children to find such games repugnant.

It also is crucial to teach them nonaggressive problem solving techniques through discussions with adults about the consequences of using violence to solve problems. While living in Japan, I noticed that Japan has almost as much entertainment violence as the United States. However, Japanese society is far less violent. The key may be that Japanese films, television programs, and society as a whole tend to show the consequences of violent acts, whereas their American counterparts do not. Finally, trying to keep children from seeing violence in the home, community, and media is the most effective method of ensuring that they grow up mentally normal.

Conclusion

This article points out how much our lives revolve around computerization. Computers dominate the lives of adults, children, and adolescents. At the same time, American youth have become increasingly involved in extremely violent crime, both as victims and offenders. Every aspect of our society, starting with parents, schools, and organizations to the mass media, the entertainment and software industries, and the federal government should be involved in controlling, rating and, if necessary, prohibiting interactive violent video and computer games. Not to sound too cliché, but it is our children who will have to adapt, live, and survive in this automated world. The “game medium” may be an obstacle in achieving their survival.

References

• DeGaetano, Gloria and Kathleen Bander. Screen Smarts: A Family Guide to Media Literacy. Boston: Honghton, 1996. (Taken from: Media Awareness Network. March 1999 ).
• Funk, Jeanne B., et. al. “Rating Electronic Games” Youth & Society (March 1999). (Taken from: Masterfile Premier. 24 May 1999 <http://gw11.epnet. com/st.asp?key=ehbeuwg&site= ehost>).
• Qnittner, Joshua. “Are Video Games Really So Bad?” Time (10 May 1999): 50-59.
• “The Social Effects of Electronic Interactive Games: An Annotated
• Bibliography.” Oct. 1998. (Taken from: Medioscope Network 25 May 1999 <http://www.mediaecope.org/vidbib.htm#Excerpts>.
• “Video Game Culture: Leisure and Play Preferences of B.C. Teens.” (Oct. 1998). Simon Fraser University. (Taken from: Media Awareness Network. 25 May 1999. http://www. media-awareness.ca/eng/issues/violence/resource/reports vgames.htm).

ATM is currently one of the most attractive technologies in the digital data communications field. In ATM, information is transmitted in short fixed-length blocks that are called cells (Figure 1). An ATM cell consists of a header and a data field that carries the actual information-either video, voice or data. The cell header contains a label denoting the routing address.

Not only was ATM created to overcome the difficulties in existing transfer methods but also to allow the creation of a Broadband Integrated Service Digital Network (B-ISDN).

Transmission speeds up to the physical limits (e.g., 622.05 Mbps signaling rate nowadays) are achievable with ATM. By contrast, there are limitations to the upgrading possible, with the most popular traditional Local Area Network (LAN) topologies (e.g., Ethernet and Token Ring), to higher bandwidth, which means incapacity to support current and of course future real-time applications.

Although the connection-oriented ATM was initially designed for Wide Area Networks (WANs), its unique features including flexibility, scalability, high transfer capacity and support for multimedia applications, also fired the imagination of the LAN vendors in the early 1990s. Since ATM is suitable for both LANs and WANs, historical separation of traditional LANs that are connectionless and WANs that are connection-oriented will eventually disappear. This will form a universal platform for data communications as well as replace the conventional LAN topologies. With full deployment of ATM in design, manufacturing and maintenance of the future networks, the overall costs will be relatively smaller.

The traditional LANs use a shared media-access (e.g. bus) method. That means all stations of the network have to share one transmission medium and have to contend for access. The limitations of shared media-access method are overcome by the ATM’s new approach of switching systems based on central media-access management (Figure 2). Since each user has a dedicated connection to one of the ATM switch ports, users no longer need to contend for access as opposed to the legacy LANs. Moreover ATM LAN users are provided WAN services through another port on the LAN switch. On the other side, the traditional LANs have no direct wide-area capabilities-they must depend on a separate piece of equipment to convert the LAN rates and protocols into WAN-compatible format.

Problems that arise in transmission through the current networks of voice, video and data simultaneously (or in real-time) could well be prevented by using ATM.

With its low-cost networking and technology ATM will soon provide scientist and engineers greater global freedom to exchange data, images (e.g., medical imaging applications) and models in real-time. Beyond the physical boundaries of classrooms, students (especially disabled) will be able to be part of a class and interact with others just as though they were there using high-speed and reliable ATM networks.

GLOSSARY

B-ISDN: A high-speed (above 1.544 Mbps signaling rate) network standard that grew from traditional narrowband ISDN.

Connection-oriented: A network (e.g., WANs) that establishes, either permanently or on a call-by-call basis, a specific circuit path for transmission.

Connectionless: A network (e.g., legacy LANs) in which no particular path is established for the transfer of information.

Ethernet: A LAN using 10 Mbps signaling rate.

LAN: High-speed network connecting personal computers, printers, and other data equipment within an office or campus.

Mbps: Mega bit per second

Token Ring: A LAN using 4 or 16 Mbps signaling rate.

WAN: High-speed network connecting communications equipment nationally and internationally.

References

• PARULKAR G. M.: ‘Local ATM Networks’, IEEE Network March 1993, p.S-9.
• VENIERIS I. S., ANGELOPOULOS J. D. & STASSINOPOULOS G. I.:
• ‘Efficient Use of Protocol Stacks for LAN/MAN-ATM Interworking’, IEEE Journal on Selected Areas in Communications October 1993, 11(8) p.1160-1170,.
• KIM B.G. & WANG P.: ‘ATM Network: Goals and Challenges’, Communications of the ACM February 199538 (2), pp. 39-44.
• The ATM Forum: http:/ /www.atmforum.com/

The personal computer industry has created an enthusiastic, ever-growing market for multimedia technology for use in homes and businesses, the high profile of Internet (‘the data superhighway’) and continuing pressure to work and learn more efficiently have added to the demand for new concepts in education and training. The characteristics in demand are flexibility, user- friendliness and lower costs.

Ten years ago computers were command-driven and mostly used for simple tasks such as word-processing. These days graphical interfaces and user-friendly programming have revolutionized the old ‘cold face’ of computer working. Applications such as Windows, OS/2, and Mac Systems are now mouse-driven, capable of multi-tasking, and less intimidating for the novice. Computers are now used for CAD (Computer Aided Design), CAM (Computer Aided Manufacturing), graphics, communication, automation, simulation, animation, and much more. Complex tasks are easier then ever before and have replaced human labour in many areas.

Development of new and better computers, local area networks (LANs). remote access software (especially ATM (Asynchronous Transfer Mode) and ISDN (Integrated System Digital Network)), using the latest in leased and digital telephone lines, have opened up new horizons in working, teaching and learning practices. These developments in remote communication systems have greatly reduced the need to travel. Wide availability of this technology has changed the working practices of some companies fundamentally. Teleworking is recognized as a practical alternative to conventional office working. Video-conferencing facilities enable direct visual and audio contact between emote offices, and almost instantaneous information/document transfer. Working from home means not having to be in the office, more control over daily schedules, the freedom to live further from the workplace, and relief from the stresses (and costs) of commuting. The company benefits from reduced office rental and personnel costs: expertise and skills can he dialled up as needed,

Reduced hardware and software costs and increased computing power have extended and popularized teleworking applications. Medical specialists can now examine patients on a screen and give advice down a phone line: just such a link-up exists between some hospitals as far apart as the USA and Saudi Arabia. It is possible to attend a lecture without leaving one’s favourite chair, while still having the opportunity to ask questions and have them answered. ‘Distance learning’ technology has especially important implications for the disabled who can access education without the stress of getting to a class or (unless they want to) facing class-mates. New York University’s School of Continuing Education is building its own Virtual College. Other institutions, such as California Polytechnic and the New Jersey Institute of Technology, are exploring similar projects.

Interactive distance learning is not just a future project. In many isolated places in the USA school children already enjoy such facilities via dial-tip modems: they do not have to travel through rain and snow any more. And getting on to the school communications network does not cost the user any more than an ordinary telephone call.

In the past, computers in schools ate into school budgets without providing any appreciable return. In companies, investments in information technology were used mostly to automate old learning processes instead of to enable new ones. All that is starting to change. Enormous growth in CD-ROM drives, LANs and Internet connections, multimedia, and collaborative software environments, is fuelling a wave of new, better teaching tools. Networking enables virtual workgroups to be set up almost instantly. There are dial-in services that permit anytime/anyplace access to course materials and fellow students.

The technology promises more than just an improvement in educational productivity: it may deliver a qualitative change in the nature of learning itself. Because computers have no feelings, they make very patient teachers, incapable of exasperation or anger: and they can work 24 hours a day. Also, because they have enormous memory capacity and don’t make choices about what to remember, they can be responsive to questioning in many disciplines. The information they can offer can therefore be multi-disciplinary, multilevelled. Multimedia interactive packages exploit this to the benefit of system users. The consequence is a dramatic change in educational methods. Instead of a one-way information flow to the learner – typified by TV broadcast, video cassette or a teacher addressing a class of students passively taking notes – the new teaching techniques are two-way, collaborative, interactive, and interdisciplinary. Multimedia enables teaching material to change from a flat, one-dimensional text to something that moves, speaks, sings, has innumerable examples and references and lines of inquiry on hand if the individual user feels inclined to follow them up. Cut- and-paste features, now more or less standard, mean the user can compose notes, essays and reports which are just as lively and varied as the source he or she is accessing.

Studies on multimedia argue in favour of its effectiveness as a learning tool. The Software Publishers Association’s 1994 report on technology effectiveness cites accounts of measurable improvements from the use of animation, video, laser discs, CD-ROM books, and hypermedia. Cognitive studies show thaw people get 80 percent of their information visually but retain only 11 percent of that. They acquire significantly less through hearing but then remember a much higher proportion of it. A combination of the two methods is, unsurprisingly, the most effective of all boosting retention rates by as much as 50 percent. Therefore, the new system of ‘Education on demand’, in homes and on-the-job, is likely to become part of everyday learning activities.

Producing educational systems and materials has long been very big business in the world. The US spends $300 billion yearly on education from nursery through high school. More than half the schools in the country now use computers in almost every discipline, and 99 percent of schools have at least one computer. According to a report from IBM Academic Consulting, American institutions of higher education have spent an estimated $70 billion on computer-related goods and services over the past 15 years; of that amount, as much as $20 billion was for teaching and learning technology. Training magazine, in its annual industry survey, estimates that US corporations with more than 100 employees budgeted $51 billion for training in 1994. Some estimates put the total spending per year by all companies and their employees at $90 to $100 billion.

The Software Publishers Association’s Report on the Effectiveness of Technology in Schools, 1990-1994, a summary of 133 studies, found that educational technology clearly boosted student achievement, improved student attitudes and self-concept, and enhanced the quality of student-teacher relationships. In this area of learning, the most promising technologies are interactive video networking and collaboration tools. Computers are amazingly diligent teachers, they can stimulate creative thinking, promote enterprise, and sharpen curiosity. Of course, availability of hardware and software is not by itself the solution to current educational problems. Reaping the benefits of available technology first requires extensive teacher training, adapted or new curricula, and, most important, changes to educational models. Modern educational concepts emphasize individualized, hands-on learning: teamwork; and guided discovery of information. All of these require technological assistance, and they are almost impossible to achieve without the help of computers. It is right to note that for teacher training and for the preparation of individually designed course materials, the latest software packages, even with relatively little preparatory training, provide the appropriate tools.

The interactive technology has made education more accessible and more enjoyable. With the help of computers educators can tailor tutoring to the individuals own needs. There is more information about any topic these days than anybody can handle. Therefore, storing and retrieving readily available study materials on computers mean teachers can focus on explaining in form at ion instead ol conveying information. The implications of this transformation affect both students and teachers. Teachers become more like coaches, while students are free to discover knowledge on their own – they can browse, pick and choose what and how, and how fast, they want to learn.

Multimedia applications include analogue and digital video, 2-D and 3- D animation, audio, and even hyperlinks and digital links: CD-ROM discs and drives, graphics display hardware and sound cards. Digital signal processors for speech recognition and signal processing are starting to appear in desktop systems and will play an increasing role in learning systems. Given the enormous growth of CDROM-equipped PCs in homes, multimedia could soon become the key ‘crossover’ application linking the home and school markets.

Instead of the conventional broadcast model of distance learning, which requires participating students to watch a live video transmission via cable or satellite links or wait for days to receive a videotape in the mail, new schemes allow students to dial in at their convenience and participate in a class asynchronously. While it isn’t in real time, the opportunity for feedback and participation is enhanced by rich two-way communications channels.

The new employee-training concept of training on demand, learning while working. promises to bring information to employees at their workstations. Training as a separate centralized department in a company may soon be a thing of the past. The changing nature and growing diversity of the work force require new kinds of training in cultural sensitivity, communications skills, and problem solving. Employees are more geographically dispersed than in the past, and staff turnover is higher because companies and employees are less loyal to each other. Hardly anyone holds a job for life. Technology is evolving so quickly that skills require frequent refreshing. Taking workers to traditional classrooms means losing man-hours, heavier training costs and less hands-on training. Also, employee-training is a risky investment, given that the employee is free, after training, to go elsewhere. Companies are therefore trying to link learning to the job itself. This can take the form of expert systems integrated into the work area or even hand-held computers connected via wireless communications to a constantly updated information base. This kind of distant’ and ‘on-the-job’ learning is significantly less expensive than transporting employees to a central location, putting them up in hotels, and forfeiting their lost productivity. If the training material is distributed throughout the Local Area Network, trainees can pick it up for themselves. This increases retention of information and decreases learning time.

The single recent advance that is making the biggest difference in training and education is the Internet. It gives everybody easy access to information they cannot find locally or even, sometimes, nationally. Via Internet anybody can access almost any library resources in the world, talk to any interest groups or obtain any information from more than 30 million users in the Internet ‘community’. Thousands of Gopher, WWW, FTP, WAIS, ARCHIE servers offer terabytes of information on every subject imaginable. One can visit virtual galleries, virtual museums, virtual schools, virtual libraries, virtual communities, shop at virtual malls – and play games.

But, but….

Clearly the new technology facilitates access to information and in doing so makes many tasks easier, more agreeable, often more exciting. However, as we are all social beings, the importance of direct contact between people in the creation of the more subtle human skills should not be forgotten. Being paid for the efficient performance of tasks is not the only reason people work; they may also need to be out at work, away from their home-base, for purposes other than recreation, and to he physically part of a team. The sharing and exchange of experience between people. both in the context of the family and the work-place, is certainly instrumental in the creation of sound, responsible human character. That in turn is relevant to the capacity people have for making good’ decisions relating to their own and other people’s lives.

Information is not quite the same thing as knowledge, still less is knowledge to be confused with wisdom. Few parents can equal the capacity of television programmes, for example, to convey information to their children. Nevertheless, the role of parents in conveying (however indirectly and inexpertly) their experience of life to their children is the more decisive influence in moulding their children’s characters. It is certainly true that, in some families, children have more contact with the ‘present, immediate’ world of TV images than with the ‘past’ of their parents’ experience of life, but in these cases the TV is being abused, which is not the fault of the technology. Similarly, the new interactive multimedia information technologies should not be rejected because they might be abused. Rather, the dangers, the possible abuses, should be pondered and understood and proper regimes introduced to avoid the dangers. These new technologies are there and make available a vastly increased potential to get at and handle information. They cannot be a substitute for human relations, nor can they replace the learning and understanding that come through the experience of human relations.