Principles and Guidelines for Responsible Advertising Practices
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Principles and Guidelines for Responsible Advertising Practices
Myths and Facts
Highest immersion factor
“ see through the eyes of the character in the game”
Virtual effects
Columbine High School shooter mentioned in their own video
Increase aggressive behavior, desensitization to violence, fear, depression, nightmares, and sleep disturbances
Interaction -> enforce learning
Video game: ideal tool when used to learn violent behavior
Vulnerable to learning and adopting violent behavior
Kids younger than 8
cannot discriminate between fantasy and reality
Interpersonal violence
More prevalent than infectious, cancer, congenital disorder
the most prevalent cause of injury (33%)
Homicide, suicide, and trauma
leading causes of mortality in the pediatric population,
cumulative death rates of 22.8 /100 000 in 5 -14 yo ,114.4 / 100 000 in 15 -21 yo
Entertainment Software Rating Board
game industry’s self-regulatory body
Game companies must follow ”Principles and Guidelines for Responsible Advertising Practices”
Truth in Video Game Rating Act (Introduced in Senate)
Video Game Rating Enforcement Act of 2008 (Introduced in Senate)
Children Protection from Video Game Violence and Sexual Content Act (Introduced in House)
An act to amend the general business law, in relation to prohibiting sale of certain video games to minors ( NY states)
To check the effects, children should be helped to understand that:
Real life violence hurts people.
Real weapons hurt or kill people.
If a show is scary or confusing, they can talk to an adult about it.
Violent toys, shows, & games may seem exciting in “pretend”, but real–life violence is not fun.
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The entertainment media industry expresses the opinion that there is no evidence that their products and shows impact children and youth in a negative manner. Yet they spend millions and billions of dollars on advertising, shows and products to elicit a response from the public…to spend money.
There is also the attitude that it is parents’ job alone to deal with the problems. Media violence is contributing problems too serious and complex in homes, schools, and the wider society for any one group to be able to solve single-handedly.
Many groups and coalitions across the country have begun working together to create community-wide efforts to address this public health issue.
Hartmann, T., & Vorderer, P. (2010). It’s okay to shoot a character: moral disengagement in violent video games. Journal of Communication, 60, 94–119. doi: 10.1111/j.1460-2466.2009.01459.x ·
Saleem, M., Anderson, C., & Gentile, D. (2012). Effects of prosocial, neutral, and violent video games on children’s helpful and hurtful behaviors. Aggressive Behavior, volume 38, 281-287. doi: 10.1002/ab.21428
Principles and Guidelines for Responsible Advertising Practices
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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