- Why Become a Member
- What's Special About
LFG's PC's
- What is LFG's After
School Program?
- Why Should I Recommend
LFG to a Friend?
- Why Do I Need a Personal Account for Some Games?
- Can I Load My Own Games on
LFG's Computers?
- Can I Copy Games from LFG?
- Can I Download Stuff from the Internet?
- Can I Play Games I'm Not Old Enough To Play?
- Reality Bytes: Eight
Myths About Video Games Debunked
Pricing for members is between 10% and 20% cheaper. In addition, members have
the ability to reserve gaming stations in advance to guarantee their play times.
3 Month Membership Fees include reservation
rights and Membership in LFG sponsored Guilds/Clans
1 Year Membership Fees include reservation rights,
Membership in
LFG sponsored
Guilds/Clans and 1 hour free playing time.
Based on AMD's Dual-Core Athalon 64x2 3800 CPU running Windows XP
Professional 64 bit, LFG's computers provide state of the art power and
performance for any game imaginable today. We utilize NVIDIA's NF4 SLI Single
Chipset and NVIDIA's 7800 GT 256MB video adaptor for outstanding graphics
performance. Equipped with Logitech MX518 Gaming mice, 2GB of DDR3200 400mhz RAM, 160GB of Serial ATA Hard
disk space and 100MB/second switched wired LAN, prepare for 0 latency, full-bore
all out gaming excitement.
Coming this fall, the LFG After School
Program is a service for parents to provide a supervised environment from
3pm to 6pm on week nights where kids can come and do their homework, after which
they can play with their friends in LFG's Gaming Centre until their parents'
busy work day is done. The After School Program provides a
distraction-free room supervised by specially trained staff who can assist your
kids with their homework before being rewarded with time to play their favorite
computer games. The After School program is available for a daily rate of
$30, or take advantage of our weekly discount rate of $120 or the monthly
program at only $450 Call us for more details today.
If you have enjoyed your experience at LFG, share it with a friend! Bring a
friend to LFG and both you and your friend will receive your first 1/2 hour of gaming
free!
Massively multi-player games such as City of Heroes or World of Warcraft
require each on-line account to be registered and paid for by an individual
rather than a company like LFG. We provide the software on our systems to allow
you and your friends, clan or guild mates to experience the added enjoyment of
playing face-to-face, but cannot provide you with an on-line account for these
types of games except during special events or tournaments.
Except for special events, Game Parties or Tournaments,
LFG does not allow
you to load your own games or download games from the internet without express
permission on a case-by-case basis. Please check with the counter staff if you
have a special game you wish to play.
No. All games at LFG are the property of LFG.
LFG adheres to all laws
regarding copyright and End User License Agreements (EULA). Unlawful software
duplication is a crime, not a game.
Some stuff is ok to download to CD or flash media, others are not. Please
check with the counter staff before downloading.

The ESRB rating system helps parents and other consumers choose the games
that are right for their families. ESRB ratings have two parts: rating
symbols that suggest what age group the game is best for, and content
descriptors that indicate elements in a game that may have triggered a
particular rating and/or may be of interest or concern.
While LFG is not responsible for deciding what is best for you or your
children, we will be happy to help you enforce your own choices for your
children. Contact LFG and inform us of what ratings are acceptable for your
children and we'll be glad to restrict their access to games conforming to those
choices
Henry Jenkins MIT Professor
A large gap exists between the public's perception of video games and what
the research actually shows. The following is an attempt to separate fact from
fiction.
1. The availability of video games has led to an epidemic of youth violence.
According to federal crime statistics, the rate of juvenile violent crime in
the United States is at a 30-year low. Researchers find that people serving time
for violent crimes typically consume less media before committing their crimes
than the average person in the general population. It's true that young
offenders who have committed school shootings in America have also been game
players. But young people in general are more likely to be gamers — 90 percent
of boys and 40 percent of girls play. The overwhelming majority of kids who play
do NOT commit antisocial acts. According to a 2001 U.S. Surgeon General's
report, the strongest risk factors for school shootings centered on mental
stability and the quality of home life, not media exposure. The moral panic over
violent video games is doubly harmful. It has led adult authorities to be more
suspicious and hostile to many kids who already feel cut off from the system. It
also misdirects energy away from eliminating the actual causes of youth violence
and allows problems to continue to fester.
2. Scientific evidence links violent game play with youth aggression.
Claims like this are based on the work of researchers who represent one
relatively narrow school of research, "media effects." This research
includes some 300 studies of media violence. But most of those studies are
inconclusive and many have been criticized on methodological grounds. In these
studies, media images are removed from any narrative context. Subjects are asked
to engage with content that they would not normally consume and may not
understand. Finally, the laboratory context is radically different from the
environments where games would normally be played. Most studies found a
correlation, not a causal relationship, which means the research could simply
show that aggressive people like aggressive entertainment. That's why the vague
term "links" is used here. If there is a consensus emerging around
this research, it is that violent video games may be one risk factor - when
coupled with other more immediate, real-world influences — which can
contribute to anti-social behavior. But no research has found that video games
are a primary factor or that violent video game play could turn an otherwise
normal person into a killer.
3. Children are the primary market for video games.
While most American kids do play video games, the center of the video game
market has shifted older as the first generation of gamers continues to play
into adulthood. Already 62 percent of the console market and 66 percent of the
PC market is age 18 or older. The game industry caters to adult tastes.
Meanwhile, a sizable number of parents ignore game ratings because they assume
that games are for kids. One quarter of children ages 11 to 16 identify an
M-Rated (Mature Content) game as among their favorites. Clearly, more should be
done to restrict advertising and marketing that targets young consumers with
mature content, and to educate parents about the media choices they are facing.
But parents need to share some of the responsibility for making decisions about
what is appropriate for their children. The news on this front is not all bad.
The Federal Trade Commission has found that 83 percent of game purchases for
underage consumers are made by parents or by parents and children
together.
4. Almost no girls play computer games.
Historically, the video game market has been predominantly male. However, the
percentage of women playing games has steadily increased over the past decade.
Women now slightly outnumber men playing Web-based games. Spurred by the belief
that games were an important gateway into other kinds of digital literacy,
efforts were made in the mid-90s to build games that appealed to girls. More
recent games such as The Sims were huge crossover successes that attracted many
women who had never played games before. Given the historic imbalance in the
game market (and among people working inside the game industry), the presence of
sexist stereotyping in games is hardly surprising. Yet it's also important to
note that female game characters are often portrayed as powerful and
independent. In his book Killing Monsters, Gerard Jones argues that young girls
often build upon these representations of strong women warriors as a means of
building up their self confidence in confronting challenges in their everyday
lives.
5. Because games are used to train soldiers to kill, they have the same
impact on the kids who play them.
Former military psychologist and moral reformer David Grossman argues that
because the military uses games in training (including, he claims, training
soldiers to shoot and kill), the generation of young people who play such games
are similarly being brutalized and conditioned to be aggressive in their
everyday social interactions. Grossman's model only works if:
- we remove training and education from a meaningful cultural context.
- we assume learners have no conscious goals and that they show no
resistance to what they are being taught.
- we assume that they unwittingly apply what they learn in a fantasy
environment to real world spaces.
The military uses games as part of a specific curriculum, with clearly
defined goals, in a context where students actively want to learn and have a
need for the information being transmitted. There are consequences for not
mastering those skills. That being said, a growing body of research does suggest
that games can enhance learning. In his recent book, What Video Games Have to
Teach Us About Learning and Literacy, James Gee describes game players as active
problem solvers who do not see mistakes as errors, but as opportunities for
improvement. Players search for newer, better solutions to problems and
challenges, he says. And they are encouraged to constantly form and test
hypotheses. This research points to a fundamentally different model of how and
what players learn from games.
6. Video games are not a meaningful form of expression.
On April 19, 2002, U.S. District Judge Stephen N. Limbaugh Sr. ruled that
video games do not convey ideas and thus enjoy no constitutional protection. As
evidence, Saint Louis County presented the judge with videotaped excerpts from
four games, all within a narrow range of genres, and all the subject of previous
controversy. Overturning a similar decision in Indianapolis, Federal Court of
Appeals Judge Richard Posner noted: "Violence has always been and remains a
central interest of humankind and a recurrent, even obsessive theme of culture
both high and low. It engages the interest of children from an early age, as
anyone familiar with the classic fairy tales collected by Grimm, Andersen, and
Perrault are aware." Posner adds, "To shield children right up to the
age of 18 from exposure to violent descriptions and images would not only be
quixotic, but deforming; it would leave them unequipped to cope with the world
as we know it." Many early games were little more than shooting galleries
where players were encouraged to blast everything that moved. Many current games
are designed to be ethical testing grounds. They allow players to navigate an
expansive and open-ended world, make their own choices and witness their
consequences. The Sims designer Will Wright argues that games are perhaps the
only medium that allows us to experience guilt over the actions of fictional
characters. In a movie, one can always pull back and condemn the character or
the artist when they cross certain social boundaries. But in playing a game, we
choose what happens to the characters. In the right circumstances, we can be
encouraged to examine our own values by seeing how we behave within virtual
space.
7. Video game play is socially isolating.
Much video game play is social. Almost 60 percent of frequent gamers play
with friends. Thirty-three percent play with siblings and 25 percent play with
spouses or parents. Even games designed for single players are often played
socially, with one person giving advice to another holding a joystick. A growing
number of games are designed for multiple players — for either cooperative
play in the same space or online play with distributed players. Sociologist
Talmadge Wright has logged many hours observing online communities interact with
and react to violent video games, concluding that meta-gaming (conversation
about game content) provides a context for thinking about rules and
rule-breaking. In this way there are really two games taking place
simultaneously: one, the explicit conflict and combat on the screen; the other,
the implicit cooperation and comradeship between the players. Two players may be
fighting to death on screen and growing closer as friends off screen. Social
expectations are reaffirmed through the social contract governing play, even as
they are symbolically cast aside within the transgressive fantasies represented
onscreen.
8. Video game play is desensitizing.
Classic studies of play behavior among primates suggest that apes make basic
distinctions between play fighting and actual combat. In some circumstances,
they seem to take pleasure wrestling and tousling with each other. In others,
they might rip each other apart in mortal combat. Game designer and play
theorist Eric Zimmerman describes the ways we understand play as distinctive
from reality as entering the "magic circle." The same action — say,
sweeping a floor — may take on different meanings in play (as in playing
house) than in reality (housework). Play allows kids to express feelings and
impulses that have to be carefully held in check in their real-world
interactions. Media reformers argue that playing violent video games can cause a
lack of empathy for real-world victims. Yet, a child who responds to a video
game the same way he or she responds to a real-world tragedy could be showing
symptoms of being severely emotionally disturbed. Here's where the media effects
research, which often uses punching rubber dolls as a marker of real-world
aggression, becomes problematic. The kid who is punching a toy designed for this
purpose is still within the "magic circle" of play and understands her
actions on those terms. Such research shows us only that violent play leads to
more violent play.
Henry Jenkins is the director of comparative studies at MIT.
Sources
- Entertainment Software Association. "Top Ten Industry Facts."
2003. http://www.theesa.com/pressroom.html
- Gee, James. What Video Games Have to Tell Us About Learning and Literacy.
New York: Palgrave, 2001.
- Grossman, David. "Teaching Kids to Kill." Phi Kappa Phi National
Forum 2000. http://www.killology.org/article_teachkid.htm
- Heins, Marjorie. Brief Amica Curiae of Thirty Media Scholars, submitted to
the United States Court of Appeals, Eight Circuit, Interactive Digital
Software Association et al vs. St. Louis County et al. 2002. http://www.fepproject.org/courtbriefs/stlouissummary.html
- Jenkins, Henry. "Coming Up Next: Ambushed on 'Donahue'." Salon
2002. http://www.salon.com/tech/feature/2002/08/20/jenkins_on_donahue/
- Jenkins, Henry. "Lessons From Littleton: What Congress Doesn't Want
to Hear About Youth and Media." Independent Schools 2002. http://www.nais.org/pubs/ismag.cfm?file_id=537&ismag_id=14
- Jones, Gerard. Killing Monsters: Why Children Need Fantasy, Super Heroes,
and Make-believe Violence. New York: Basic, 2002.
- Salen, Katie and Eric Zimmerman. Rules of Play: Game Design Fundamentals.
Cambridge: MIT Press, 2003.
- Sternheimer, Karen. It's Not the Media: The Truth About Popular Culture's
Influence on Children. New York: Westview, 2003.
- Wright, Talmadge."Creative Player Actions in FPS Online Video Games:
Playing Counter-Strike." Game Studies Dec. 2002. http://www.gamestudies.org/0202/wright/
Revised: June 24, 2008
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