Self Identity and how it Directly Correlates to Moral Responsibility Assignment | Get Paper Help

All of the sources, information, bibliography are already included and loosely put together in this draft. Please look at the attached files to get a better understanding of the paper and the rubric for the paper. Please structure the essay to look like this somewhat: Intro -topic with some background -Thesis for paper -Road-map for the paper ( I will be doing this…this…this…) -State the argument Body -Use the sources and info on the sources in the paper to back the argument paragraphs -Objections to the papers argument -replies to those objections Conclusion -simple conclusion that restates the introduction. Abstract -the paper requires a 150 to 250 word abstract on the paper Bibliography(Done) – I have already done this and i already have the sources so you don’t need to add more unless you would like to do so. The paper is already approximately 14 pages in length so once it is fully revised please make sure it is not less than 10 pages not including the bibliography page. The format is standard, Times New Roman 12 double spaced

Term Paper

Topic: Self Identity and how it directly correlates to moral responsibility

            There are several issues that are crucial in investigating the relationship between personal identity and morality. Here, “Morals” is generally understood as relating to the way(s) in which we can spend our lives, and therefore involves practical considerations that are both self-relevant and other-related. Self identity is a form of knowledge that must be obtained prior to questioning concepts of moral obligation, accountability, and interpersonal moral relationship. First I will go over my argument This essay explores why self identity is essential to understanding the basis of

Similar to those idea mentioned above,

 Therefore, this paper will explore personal identity and how it directly correlates to moral responsibility.[1] 

Ellithorpe[2] , M. E., Cruz, C., Velez, J. A., Ewoldsen, D. R., and Bogert, A. K.

The moral license in video games: when being right can mean doing wrong. Cyberpsychology, Behavior And Social Networking, 18(4), 2015; 203-207. doi:10.1089/cyber.2014.0599Predictors of Juvenile Delinquency and Violence.

In this article, the authors assert that through identity simulation and moral license that previous studies may have made incomplete conclusions based on lack of full context. [3]  This article shows that when attempting to point out the cause of certain behaviors, it is more complex than a simplistic view of cause and effect[4] . The authors introduce us to identity simulation, which asserts that a person can hide certain elements of their self-assessed identity temporarily to fit a narrative.  It also brings up the subject of moral license, which states that morality may be a balancing act in which selfishness and moral high ground are weighed out and balanced through long-term.[5]  This is a very promising source that provides strong arguments to other factors often not considered when evaluating how violent video games affect players. [6]  The evidence appeared in an academic journal in 2015, so it is a relevant and solid source. [7]  There are not any specific conclusions that appear biased, and the authors remain objective[8] . This information will help set the stage for why other studies may be flawed, and points out the simplistic views that led to a flawed causal link between violent video games and violent behaviors, and help make the argument that violent video games may not have the influence we originally perceived.[9]  In the case of video games, perhaps it is not a simple situation of “monkey see, monkey do.”[10]   After reading the article, I have stronger convictions in the complexity of the human brain and what influences we allow to change our behaviors.[11] 

Violent video games and young people. Harvard Mental Health Letter, 27(4), 2010; 1-3. The article argues that even though there is a split in opinion with experts on the link between violent video games and real-world violence that they do agree on some steps that parents can take to protect children.  A more nuanced view than the popular view that violent video games are harmful is introduced and presents other factors that could be contributing to the conclusions researchers have reached in these views.  It offers different factors that contribute to why there appears to be a correlation between violent video games and violent behavior, such as personality traits that would make a child more likely to act violently after playing a violent game. Ways are offered in which parents can protect their child without having to ban these games altogether, or put the responsibility in the hands of developers.  It is not as recent as some of my other sources, but it is a Harvard Health publication and mentions how parents can take a more active role in their children’s gaming habits beneficially.  The tone remains objective as it acknowledges the disagreement in the debate on how video games may affect behavior without invalidating either stance, but also recognizes areas in which both sides can agree.  This will help my thesis as it recognizes the role parents can play in mitigating any harmful effects they may be worried about without having to ban games or put responsibility anywhere but in the home.  Parents are urged to take a more active role when it comes to gameplay, time limits, and guidance of their children for a more well-rounded response to the issue of violent content.  This source, while not trivializing the concerns of the parents’ offers ways in which a compromise can be made so as not to lay blame on any particular party while coming up with feasible solutions.

Teng, S. Z., Chong, G. M., Siew, A. C., & Skoric, M. M.

Grand Theft Auto IV comes to Singapore: the effects of repeated exposure to violent video games on aggression.  Cyberpsychology, Behavior and Social   Networking, 2011; 14(10), 597-602. doi:10.1089/cyber.2010.0115.

The article posits that previous studies linking violent video games to violent behavior were mostly studying short-term results and, therefore, not addressing concerns that long-term consumption of violent video games could affect the participant. The possibility of long term impact on players who consume violent video games and whether or not there is a noticeable change in violent behavior and aggressive cognitions is of concern to people who wish to hold content creators responsible, and those concerns are addressed.  The topics covered include measures of trait aggression, attitudes toward violence, and empathy in long-term violent video game usage, particularly “Grand Theft Auto IV.”  I don’t feel as though this is my strongest source, but it is a good supporting source for my argument.  This objective source wants to further education on long-term effects since most previous studies were short-term evaluations.  This source will address the common questions about how long term use may affect those who participate in violent video games with longitudinal studies showing very little if any increase in aggression and or reduction of empathy.  This helps to confirm that there is little change in violent behavior when exposed to violent video games.  

HOOD, R. H. Violent Video Games: 2009; More Ink Spilled than Blood — An Analysis of the Ninth Circuit Decision in Video Software Dealers Association v. Schwarzenegger. Texas Review of Entertainment & Sports Law, 10(2), 103-121.

The arguments in this article are an overview of the court findings in the case Video Software Dealers Association v. Schwarzenegger in the Ninth Circuit court decision, in which Governor Schwarzenegger signed into law an act in which persons who sell violent video games to minors get subjected to a fine up to the amount of $1000, and the Video Software Dealers Association sought a preliminary injunction.  The point of this article is to inform the reader of previous attempts of restricting violent video games, cases in which such restrictions were unsuccessful, how the present self-regulation systems are operative, and how the media brings on “moral panic” through unfairly linking teen violence with playing violent video games.  The topics covered are how the State of California had lost against the Ninth Circuit court in attempting to make the sale of mature-rated video games to minors a punishable offense, and the court’s reasoning on the decision. The article also goes over prior failed attempts to regulate the violence in video games and how the Federal Trade Commission approved of self-regulation in the industry.  This source is an excellent demonstration of how and why putting the responsibility on developers infringes on their ability to create freely. This objective source will be a strong reference to show how our judicial system essentially agrees that putting the responsibility anywhere but on the parents and in people’s homes is limiting.  A lot of information on how the rulings of the ninth circuit court were ascertained, the reasoning behind the first amendment protections, and how loose causal studies as observed by the courts are not sufficient enough evidence to restrict the freedoms of the people.  This will use an approach of ethos to convince the audience that judges have upheld the standard of self-regulation in the context of keeping our first amendment rights.  

Merritt, A., LaQuea, R., Cromwell, R., and Ferguson, C.

Media Managing Mood: A Look at the Possible Effects of Violent Media on Affect.

Child & Youth Care Forum, 45(2), 2016; 241-258. doi:10.1007/s10566-015-9328-8.

            The article points out that violent media such as violent video games have minimal impact, but it may want to be looked into further with at-risk youth.  The idea is to assert that violence in media such as video games alone is a questionable assertion to yield amplified anxiety or depression. Still, that prior life experiences may induce such reactions when triggered by depicted violence.  The material covers potential risk or protective factors that may be secondary influences on violent media consumption that could cause increased mental instability.  It confirms my suspicions that someone already prone to violence will be more susceptible when it comes to any type of violent material consumption.  While not as strong as some of my other sources, it does support some of the proclamations of other sources in my research.  The implication is that video games are not always to blame, and there may be other factors at home that could be affecting the child’s behavior, which developers should not be held responsible for. 

Baker, V. L., and Pifer, M. J. The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 2011; 33(1), 5-17. doi: 10.1080/0158037X.2010.515569

Development of someone’s professional academic identity as well as the desire to acquire a faculty profession begins first through doctoral schooling. Throughout the United States, three steps visualize doctoral schooling. Every stage does have a focal point. Step 1 starts when accepted, and persists during the first year of study. Stage 2 was the student’s phase of finishing the curriculum, obtaining some eligibility exams as well as beginning the thesis process. The final stage is the student who works on the essay and completes it. On stage 2, which is a crucial stage as students begin to adapt to being more autonomous, limited work was carried out.  Authors Baker and Pifer argue that relationships and interactions should be taken into consideration, along with any learning that has occurred through them. When students plan for their academic practice, understanding of the identity creation process that is taking place is essential. A non-structured protocol was used by researchers with 31 participants throughout higher education, including doctoral studies at Valley University. The selected learners were either involved or who had accomplished Stage 2. Knowledge was collected from 6 phase 2 related fields. Areas involve key partnerships, obstacles, key interactions, missing / current support forms, advancement/performance goals as well as professional as well as personal identification. The research found relationships to be an equal component of preparation for an academic career and professoriate, socialization, and doctoral education (Baker & Pifer, 2011).

The text is very useful and applicable to students embarking on higher education and doctoral programs. The authors did a good job of providing sufficient data to support their findings that identity development and learning inform each other, occur at the same time, and are an intertwined social process. While this is a great start to exploring the concepts of Stage 2, much more research needs to be conducted to grasp a better understanding of all active parts of this stage. It is recommended that additional studies be conducted on the connection among identity development, ability to navigate crucial transition points higher and doctoral education, and developmental networks. Also, negative relationships and the role they play on identity development while a student is transitioning to independence needs to be further explored (Baker & Pifer, 2011).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57948982&site=ehost-live&scope=site Gardner, S. K. Conceptualizing success in doctoral education: Perspectives of faculty in            seven disciplines. The Review of Higher Education, 32(3), 2009; 383-406. doi:      10.1353/rhe.0.0075

The focus of this article is on the used term “success” and how it is used in higher education. Author Susan Gardner discusses the conceptualizations of the term “success” in higher education and provides information on the various dimensions of said term. Success was broadly used in explaining different outcomes such as specialist socialization, graduation finalization, academic performance, as well as preservation. Gardner interrogated seven agencies at a research-intensive institution to get a deeper understanding of both the conceptual frameworks to achievement. Garner’s research was motivated by the issue of how cultural and methodological backgrounds affect the perception of performance in the doctoral study.  She analyzed the comments made by 38 faculty members with a constant comparative method of beginning data collection, find key activities, issues, or events in data, collects data that exhibits incidents of category, explain categories explored, work with emerging models and data to discover any relationships, and code, sample, and write with each core category in mind. Garnder noticed how both structural and academic backgrounds had a strong impact on how representatives of the faculty interpreted and expressed the word doctoral learners’ performance. Disciplinary tradition is visible in the expectations of faculty members about the achievement of a doctoral student. The review of such a study also revealed which disciplinary classification and the level of fulfillment were factored into the definition of performance (Gardner, 2009).

Various considerations need to be taken into account in this study. Firstly, institutional influence played a role in some of the similarities found between the departments. Cultural differences should also be taken into account with the findings as it comes into play with the responses provided by faculty members. During the interviews, it was noticed that there was a contrast in affection for the doctoral students between different departments. The study provided a great amount of data to back up its findings. Data tables were also provided to give a more visual reference. While the study was very informative, it is not an overall reflection of all doctoral programs. The study was conducted on the most elite and prestigious institutions in the United States. Therefore, the research does not address the institutional diversity and holistic nature of doctoral programs in the country (Gardner, 2009).

Smith, A. E., & Hatmaker, D. M. Knowing, doing and becoming: Professional identity

construction among public affairs doctoral students. 2014, Journal of Public Affairs

Education, 20(4), 545-564.

This analysis would aim to clarify the effectiveness as well as a sense of becoming investigators for doctoral students, attempt to create identity, as well as benefits obtained from either the relationships of both the faculty, including mentorships. Smith, as well as Hatmaker, surveyed 27 graduates, both male with female, who participated in a public relations professional development course. Students who took part throughout the workshop originated from unique countries and had been studying at different universities in doctoral programs. The workshop consisted of learners from various fields of academic interest with included sessions on morals as well as writing, collaborative student-faculty meetings, and advanced degree marketplace. The interviewers audio-recorded the interviews, which were about an hour in length. Most of the data were consistently collected except for one interview where the audio recording was not permitted, thus notes were taken instead. The focus of the study was students’ processes to becoming researchers instead of the components that make up an academic or faculty career. The authors were able to comprise a model from the research findings that showed the relationship between the students’ construction and the notion of professional research identity and multilevel components. The model included identity dimensions such as professional, individual, relational, and organizational. Institutionalized socialization tactics were implemented through assigning advisors, research assistantships, and coursework. These tactics aided in students developing knowledge in various areas of research and research skills (Smith & Hatmaker, 2014).

A limitation of this study is that it focuses on socialization and professional identity of a student once he or she enters into the doctoral program. The study does not take into consideration any prior individual characteristics or professional experience that may influence the process.

Heaney, S. Follower. 2011. Retrieved January 5, 2018, from https://www.poemhunter.com/poem/follower-2/

The poem Follower, written by Seamus Heaney, emphasizes how one development of the narrator’s identity throughout his life. The narrator carefully watches his father while he does his job. He looks up to his father. Equally important, he compares himself to his father by wanting to be just like him. The narrator tries to build his identity through the inspiration of his father. The narrator states, “I wanted to grow up and plow…” (Heaney, line 17). The narrator has a clear vision of his identity as an adult. The narrator states that “Fell sometimes on the polished sod; Sometimes he rode me on his back” (Heaney, lines 10-11).  The narrator mentions that he did not succeed in doing the job; however, his father sometimes helps him. The reader can conclude that there always be hard times that will come when finding your identity. Therefore, this poem exhibits an excellent representation of the theme of identity.

Majeed, K. 2007. Being Content with Myself. Retrieved January 05, 2018, from             https://thisibelieve.org/essay/10490/

            The essay Being Content with Myself Values the theme of identity. Throughout Kamala Majeed’s life, he was always being judged and expected to be a specific way because of his race. Majeed expands on the situation where people comment on his personality, the way He dresses, and his identity. Equally important, he believes that stereotypes do not define his personality, and he will not force himself to be and behave a certain way people prefer. He believes that he can create his own identity and happiness. Majeed allows the reader to understand that the following trends affect one’s identity. Therefore, Kamaal Majeed expands the importance of identity and race.

Sell, L. 2013. Losing My Identity. Retrieved January 15, 2018, from             https://www.huffingtonpost.com/lorenz-sell/self-identity_b_3779389.html

This article is about the narrator’s life after he lost his company and position in life. He never built his identity on true feelings and emotions. He analyzes aspects of his life and constantly thinks about who he is. He doesn’t only lose his company; he loses his whole life and everything that he owned. His identity depended too much on desires. He always wanted to impress others and never himself. He realizes that identity develops slowly over time and not to become dependent on a thing that will not last forever. He never allowed himself to know who he is. He realized that he could create his own identity and create his happiness in life. Therefore, he emphasizes and expresses the importance of finding his true identity.

In conclusion, we can see the relationship between an individual’s self identity correlates to their moral responsibilities.

Bibliography

1. Ellithorpe, M. E., Cruz, C., Velez, J. A., Ewoldsen, D. R., and Bogert, A. K.

The moral license in video games: when being right can mean doing wrong. Cyberpsychology, Behavior And Social Networking, 18(4), 2015; 203-207. doi:10.1089/cyber.2014.0599Predictors of Juvenile Delinquency and Violence.

2. Violent video games and young people. Harvard Mental Health Letter, 27(4), 2010; 1-3.
3. Teng, S. Z., Chong, G. M., Siew, A. C., & Skoric, M. M. Grand Theft Auto IV comes to Singapore: the effects of repeated exposure to violent video games on aggression.  Cyberpsychology, Behavior and Social   Networking, 2011; 14(10), 597-602. doi:10.1089/cyber.2010.0115.
4. HOOD, R. H. Violent Video Games: 2009; More Ink Spilled than Blood — An Analysis of the Ninth Circuit Decision in Video Software Dealers Association v. Schwarzenegger. Texas Review of Entertainment & Sports Law, 10(2), 103-121.
5. Merritt, A., LaQuea, R., Cromwell, R., and Ferguson, C.  Media Managing Mood: A Look at the Possible Effects of Violent Media on Affect. Child & Youth Care Forum, 45(2), 2016; 241-258. doi:10.1007/s10566-015-9328-8.
6. Baker, V. L., and Pifer, M. J. The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 2011; 33(1), 5-17. doi: 10.1080/0158037X.2010.515569
7. https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57948982&site=ehost-live&scope=site Gardner, S. K. Conceptualizing success in doctoral education: Perspectives of faculty in       seven disciplines. The Review of Higher Education, 32(3), 2009; 383-406. doi:            10.1353/rhe.0.0075
8. Smith, A. E., & Hatmaker, D. M. Knowing, doing and becoming: Professional identity

construction among public affairs doctoral students. 2014, Journal of Public Affairs

Education, 20(4), 545-564.

9. http://www.naspaa.org/JPAEMessenger/Article/VOL20-4/09_Smith%20Hatmaker.pdf

Heaney, S. Follower. 2011. Retrieved January 5, 2018, from https://www.poemhunter.com/poem/follower-2/

10. Majeed, K. 2007. Being Content with Myself. Retrieved January 05, 2018, from             https://thisibelieve.org/essay/10490/
11. Sell, L. 2013. Losing My Identity. Retrieved January 15, 2018, from             https://www.huffingtonpost.com/lorenz-sell/self-identity_b_3779389.html

conclusion? for an intro or is it ur thesis?

source

confusing/doesnt make sense reword

synonymous words

reword

citing a specific part in the article? address the relation to video games earlier

use this to support the specific point you made earlier about the source

^^

two separate claims distinguish them

did u et this from the article? cite it if so

is this your conclusion/abstract or just a statement you are making to persuade?