Being an effective primary school teacher

Being an efficacious radical coach instructorBeing an effective primary school instructorIntroductionThis essay discusses the question, What do you consider to be an effective primary teacher?. With reference to recent research, government initiatives and your bear experience, the essay explores this question, found on my own breedingal principles and the ways in which these will lowpin your professional work out in the next.The essay begins by reviewing the presidency policies and initiatives that argon germane(predicate) to the research question, discussing, in particular, the enterExcellence and Enjoyment A strategy for Primary Schools(DfES, 2003) and the sequent Primary Strategy poser for primary education. The essay and so moves on to discuss the trains of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay t hen moves on to looking at the qualities of effective teachers, and effective learn in a primary setting, and concludes that some of the facets of regimen policies and initiatives such(prenominal) as continual assessments run counter to my ethos of effective teaching and really serve as little other than distractions from pure(a) teaching time, through all the administration such assessments bring and the amount of time this motors away from lesson planning, for example. late policies and initiatives in primary educationIn terms of Government polity towards primary education, in 2003, the Government launched the policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)which set out a vision for the future of primary education built, dinner dressly, on the striving for higher standards through the formulation of a rich and varied course of study which is aimed at lifting small fryren in a number of ways. As explained by the DfCSF (2008), the ge t word to devising this vision a world lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policyExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)should also be get throughd through schools being able to set their own targets, based on ambitious but realistic targets for the carry on of each individual child, with LEA targets being set after this.In addition, the policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)encourages schools to network to learn from each other and to develop good practice, in partnership with p arnts in order to help children as faraway as possible and to forge colligate between schools and communities (DfCSF, 2008). The policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)was represented as an enabler, with leadership in schools be ing strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links unalike areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008).The policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own characteristic character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003) urged the promotion of excellence in primary teaching through developing on the advantage of the guinea pig Literacy and Numeracy Str ategies, using the naked Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003).The Assessment Process its implications for teaching practice and childhood attainmentThere are many another(prenominal) ways in which assessment activities scum bag take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National political program tests and/or formal examinations (Kyriacou, 1999 p.107). Kyriacou (1999 p.107-109) details each of these assessment protocols, portraying, for example, how, although monit oring classroom activity is a part of the normal routine of a teacher, the monitoring, when it establishs investigative and active nookie become a form of assessment (Kyriacou, 1999 p.107 Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which the children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective.In terms of how the assessment is factually made (i.e., the actual accomplish of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the childs development, and foc employ assessments, based on observation wher e observation is understood to mean the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and meeting (NAA, 2007). As pointed out by Kyriacou (1999 p.106), it is imperative that an adequate record of the childs transactions, and their assessment, is kept, and that portfolios of childrens work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effectiveness be improved.Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999 p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can dispatch the best, fullest, use of the information.The Primary Strategies outlined in the policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003)thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary political program, with the National Literacy and Numeracy Strategies being embedded in thePrimary Strategy(under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003), extending, as it does, the support withstandn only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to childrens specific unavoidably, allowing them to engage with the educational process and giving them the start they need to be able to espouse in the context of lowly education (DfCSF, 2008).In terms of the future education of primary children, and how assessments at the primary level affect childrens future educational development, it is well documented that the level of educational attainment of a child (as assessed through identify Stage 1 assessments) cannot alone be used as an indicator of how well a particular teacher or school has performed it is therelativeprogress that needs to be considered in terms of making an assessment of how childrens future educational prospects are affected by the assessm ent process (Kyriacou, 1999 p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999 p.106).In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the childs assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007).Models of good archeozoic years educationCohenet al.(2004) provides information on how to plan and organise classes, and shows how the Qualification and Curricul um Authority (QCA) has set out principles for too soon years education (QCA, 1999 2000 2001), on the basis that, effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirementsbuilding on what children already know and can do, encouraging a positive attitude and a dip to learn and to protect against ahead of time failure. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of childrens needs and should provide be after and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respond appropriately to the children under their care. This is on the basis that parents are childrens first and most enduring educators (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through primal schooling Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohenet al.,2004 parliamentary Office of Science and Technology, 2000).Cohenet al.(2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual pupil is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000 Cohenet al.,2004). As Morrison (2000 p.122) states, the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning. This is conducted, generally, through quaternary key elements classroom arrangements (with such things as centres of interest), unremarkable schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, recording and sharing, using authentic assessment and portfolios (Cohenet al.,2004).By following such suggestions for enabling learning at the primary level,continuityandprogressionare ensured. Continuityisgenerally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002).Progressionis defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils thinking, their exploration of values and attitudes, enrich language, knowledge and strategies thro ugh increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them.My personal teaching ethosThis section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohenet al.(2004) that, effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirementsbuilding on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to childrens specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008).Taylor and Hayes (2001) provide a discussion as to how educationshouldbe delivered, leading me to arrive at several conclusions as to how I should make my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document,Excellence and Enjoyment A Strategy for Primary Schools(DfES, 2003), whichencourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008).The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curr iculum have to be terrorisation terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the childrens sense of wonder is upheld (see Allen and Ainley, 2007) and that childrens awareness of themselves as part of a whole and as spiritual beings is also back up (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a long love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes.I, personally, agree with Cohenet al.(2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, b eginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000 Cohenet al.,2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves.The Success of New Labours insurance Towards Primary procreationTymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, nonparasitic tests of childrens attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Governments approach to primary education needs to be looked at further.Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their bookEducation make you fick, innit?Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high pull ahead on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, pull down for primary school children, education, the process of going to school, has become little more than a daily grind, rather than a joyous process the children are riant to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment.ConclusionThis essay has discussed the question, What do you consider to be an effective primary teacher?. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own edu cational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the documentExcellence and Enjoyment A Strategy for Primary Schools(DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and reason out that some of the facets of Government policies and initiatives such as continual assessments run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, t hrough all the administration such assessments bring and the amount of time this takes away from lesson planning, for example.The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open childrens minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current disregard towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004).That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to childrens specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of t he Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves.Effective teachers are thus not only bound by the dictates of Government policy and teaching research which suggestshowteachers should teach, but they are, in my opinion, also bound by a responsibility to children, to instill in children a sense of the wonder of learning. In my opinion, and something I will endeavour to achieve in my teaching practice, this sense of wonder can be best achieved through empowering children to realise their potential and to realise they can achieve their goals, through fostering a love of learning. These qualities not only make for an effective teacher but also an inspiring teacher, who will excite their pupils to want to learn.ReferencesAAIA (2007). Assessing childrens attainments in the foundation stage guidance produced by the AAIA. getable fromhttp//www.aaia.org.uk/PDF/FAQs%20-%20assessing%20childrens%20attainment%20in% 20the%20foundation%20stage.pdfAccessed on 29thFebruary 2008.Alexander, R. (2004). Still no pedagogy? Principle, reality and compliance in primary education.Cambridge J. of Education34(1), pp.7-33.Allen, M Ainley P (2007).Education make you fick, innit?Tufnell Press, Reading.Brown, M.et al.(1998). Is the National Numeracy strategy research-based?Brit. J. Educ. Studies46, pp.362-385.Cohen, L., Manion, L. and Morrison, K. (2004).A guide to teaching practice.Routledge Falmer.DfCSF (2008). The National Strategies Primary. Available fromhttp//www.standards.dfes.gov.uk/primary/about/Accessed on 29thFebruary 2008.DfEE (1998).Teachers meeting the challenge of change.London DfEE.DfEE (2000). Curriculum guidance for K1 stage. Available fromhttp//www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdfAccessed 29th February 2008.DfES (2003).Excellence and enjoyment a strategy for primary schools.London DfES.DfES (2004).Department for Education and Skills five year strat egy for children and learners.London DfES.Eaude, T (2006).Childrens spiritual, moral, social and cultural development.Learning Matters, Reading.Fabian, H. and Dunlop, A-W. (2002).Transitions in the early years debating continuity and progression for children in early education.Routledge Falmer.Higgins, S.et al.(2002).Thinking through primary teaching.Chris Kington Publishing, Cambridge.Kyriacou, C. (1997).Effective teaching in schools. Nelson Thornes Ltd.Kyriacou, C. (1999).Essential teaching skills.Nelson Thornes Ltd.Kyriacou, C. (2005). The impact of daily maths lessons in England on pupil confidence and competence in early mathematics a systematic review.Brit J Educ Studies53(2), pp.168-186.Morrison, G.S. (2000).Fundamentals of Early Childhood Education.Prentice Hall.NAA (National Assessment Agency) (2007). Additional guidance on completing foundation stage profile assessments. Available fromhttp//www.naa.org.uk/downloads/FSP_factsheet-_2007_Guidance_LA_Completing_Foundation_v042 .pdfAccessed 29th February 2008.Ofsted (2003). The national literacy and numeracy strategies and the primary curriculum.Parliamentary Office of Science and Technology (2000).Report on early years learning.London Parliamentary Office of Science and Technology.Pollard, A (2002).Readingsfor Reflective Teaching Continuum.QCA (Qualifications and Curriculum Authority) (1999).Early learning goals.London QCA.QCA (Qualifications and Curriculum Authority) (2000).Curriculum guidance for the foundation stage. .London QCA.QCA (Qualifications and Curriculum Authority) (2001).Planning for learning in the foundation stage. .London QCA.Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E., Sammons, P, Elliot, K. The EPPE send 1997-2003Available from http//www.teachernet.gov.uk/teachers/issue34/secondary/features/steppingupwww.standards.dfes.gov.uk/schemes2/ks1-2citizenship/cit1/2 Accessed on 29thFebruary 2008.Springate, D (2004).Democracy in Schools Some European perspectives.Springate, D (2006). Empowering Children Through their own Research.Taylor, W. and Hayes, D (2004).The RoutledgeFalmer go to Key Debates in Education.RoutledgeFalmer.Tymms, P. (2004). Are standards rising in English primary schools?Brit Educ Res J30(4), pp.477-494.Webb, R.et al.(2004). A comparative analysis of primary teacher professionalism in England and Finland.Comp Educ40(1), pp.83-107.Webb, R. and Vulliamy, G. (2006). The impact of New Labours education policy on teadhers and teaching at Key Stage 2.FORUM48(2), pp.145-158.Wilce, H (2007). conjure up Groups Can they prevent bad behaviour in the classroom?

Why Has Reality TV Become Popular?

Why Has globe TV Become Popular?Reality TV is a phenomenon that has now been the norm for a number of years. What is the reason naturalism TV has become so popular and what are the negative do on young audiences? Discuss the differences between public TV in America and/or other western countries and human race TV in the heart and soul East.The bug word of my first research question is REALITY PROGRAMS. The trend of existence TV shows in todays surrounding is increasing and scatter like a fire in forest. Every channel wants a reality TV show once in a year to charge to increase and enhance their GRPS. Why the rates of reality TV shows are touching the skies now days? Obviously, people are getting attracted towards those reality TV shows like a magnet. These reality TV shows are acting like gravity for the convey which attracts the attention of our societys conversations today. Not only ladies and women in their kittys parties are discussing that reality TV programs like befor e they used to discuss on typical women oriented dramas, about their heavy jewelries and embroided sarees. sight from all age groups are watching the all(prenominal) season of reality TV programs. As the demand of these reality TV shows is increasing therefore channels are producing them annually in terms of seasons. And every season smashes the GRP of that channel as compare to previous season (Ramos, R. A., Ferguson, C. J., Frailing, K., Romero-Ramirez, M. , 2013).Now the question arises that why is the reality TV shows gaining importance and popularity so extensively? At first instance people used to hate them but once the train come on to the platform, no one resist catching that train. It means once the show has been broadcasted on TV, no one resist to watch the whole season that reality TV. The answer for the popularity of reality TV shows is that people start relating their own lives to the contestants on reality TV shows. People love to hear and watch the true stories and trues events of every single contestant. People get bored on the scripted items. They want something new, something extravagant, something very much prodigiously attractive for their leisure time. And all these ravishing using up they can earn from reality TV shows (Bhatti, M. A., Hassan, A. A. U. , 2014).Everything which reaches towards the highest sky of fame, people in its surrounding is going to perceive something from them, whether its in a good room or a bad way. Similarly it goes for the popularity of reality TV shows. What people do extract from them. Here we will discuss some facts about reality TV impact on our young generation (Gentile, D. A., Bushman, B. J. (2012). , 2012).Physical Attractiveness And Sex AppealNumerous reality shows portray women idealizing beauty and slimness, giving the whim that a womans value is based on her physical appearance, and that popularity is resultant from beauty. Reality cum Competition shows such asAmericas Next confidential inform ation Modeldisseminate this idyllic, as women participate and compete with every of their opponent to gain a worthwhile modeling agreement (Krahe, B., Moller, I., Kirwil, L., Huesmann, L.R., Felber, J., Berger, A., 2011).Acquisitiveness And Extreme PartyingOther conjoint values propagated by reality TV include acquisitiveness, and an idealism of a hard-partying and superstar lifestyle without respect for values. BothRich Kids of Beverly HillsandShahs of Sunsetportary the lives of privileged fresh adults living in southern California. They take unstinted trips, wear fashionable and expensive clothes, spend a lot of money on alcohol-fueled parties, and are seldom seen employed consistent jobs (Ramos, R. A., Ferguson, C. J., Frailing, K., Romero-Ramirez, M. , 2013).Difference between reality TV shows in horse opera Countries and Middle East countries is not very much unalike. Infect the reality TV show which western countries announces and if it gains popularity to its highest leve l accordingly most seldom Middle East countries copied them and introduces them in their own country. And again that copied reality TV show also gains importance and popularity at its height. For ExampleWestern Reality TV Show The Big BrotherEastern Reality TV show the Bigg BossBoth of them gains extreme popularity not even in their own countries but also across the globe.REFERENCESGentile, D.A., Bushman, B.J. (2012). Reassessing Media Violence Effects Using a Risk and Resilience Approach to Understanding Aggression.Psychology of Popular Media Culture, Vol. 1, No. 3.Krahe, B., Moller, I., Kirwil, L., Huesmann, L.R., Felber, J., Berger, A. (2011). desensitization to Media Violence Links With Habitual Media Violence Exposure, Aggressive Cognitions, and Aggressive Behavior.Journal of Personality and Social Psychology, Vol. 100, No. 4.Ramos, R. A., Ferguson, C. J., Frailing, K., Romero-Ramirez, M. (2013). Comfortably numb or just yet some other movie? Media violence exposure does not reduce viewer empathy for victims of real violence among primarily Hispanic viewers.Psychology of Popular Media Culture,2(1), 2.Bhatti, M. A., Hassan, A. A. U. (2014). Psychological effects of TV parole Violence on youth A Case Study of the Students of Bahauddin Zakariya University, Multan.Pakistan Journal of Social Sciences (PJSS),34(1), 295-309.Scarborough, R. C., McCoy, C. A. (2014). Moral reactions to reality TV Television viewers endogenous and exogenic loci of morality.Journal of Consumer Culture, 1469540514521078.

The Digitial Millenium Copyright Act Essay -- Copyrights Copyrighting

The Digitial Millenium secure Act As current lawsuits unfold and the history of the Internet progresses, the debate over the future of the Digital Millennium Copy unspoilt Act thrives. The Digital Millennium Copyright Act, signed into law by President Clinton on October 28, 1998, was written in an attempt to strike a vestibular sense between the rights of a works creator to receive adequate compensation and societys fundamental right to freedom of tuition. The bottom pull out is that the objective of the Digital Millennium Copyright Act is to prohibit all Internet users from accessing copyrighted materials on the Internet. The most renowned case where this is currently chance is A&M Records, Inc v. Napster Inc (Downing 2). The reason the DMCA creates such controversy is that many people believe that the Act puts all of the control into the creators hands, which, in truth, is not a balance at all. However, one cannot blame this lack of balance entirely on artists because the real ity is that most artists do not own the right to their work, but the company with which they signed their contract owns the rights. The question remains as to how to word the DMCA in a way that will not only advertise the rise of Internet business, but will protect peoples fundamental rights. The Act, as is, will not suffice, rather changes must be do before society allows their rights to be controlled by the big-money corporations that own most copyrights to influence the government with their money. If society remains ignorant about the provisions of this law, then not only are we allowing the very people who profit from the Internet to restrict who views it, but we are sitting idly by as the government strips us of our rights. Eliminate it or Lea... ...It will also help the service meet the needs of its expanding user base in a manner that is consistent with Napsters values and the Digital Millennium Copyright Act (napster.com). There has to be a way that people can have acces s to copyrighted information on the Internet. There is an incredible wealth of information to be learned in this world, and it should not be denied as a result of a fright of losing a profit. We cannot develop stringent copyright laws on the Internet until such time that the entire world is ready to accept and follow these laws as well. It is trivial to make law in one country when it could easily be broken in the next. Until the Digital Millennium Copyright Act is provide a solution that works for both the people and the creators, and is suitable for worldwide application, then it is useless to write a law just for the sake of having one.

Frankenstien All Behavior Is L Essay -- essays research papers

The monster&8217s behavior was directly related to, his experiences with society and its treatment of him. All behavior is learned, therefore if the monster was to be good or evil depended on societies reaction to him. Even though the monster had a fully matured body, he was like a tike because he had no memories or experiences of his own. When the monster was given life he had no concept of good or evil. Everything that he did orexperienced was something newfound to him. All of the monster&8217s behaviors would have to belearned The monster&8217s first encounter with another being occurred the night that he was born. in brief after the monster was given life, he was feared and hated. From the moment of the monster&8217s birth Victor hated and despised it, rather than embracing and loving it. In the monster&8217s crucial moments of development, he got his first experience of hate and fear. The monster had the same needs that a minor would. Like a child at birth, the monster shou ld have received love and care. Instead Victor, his father, hated the monster and ran from it. The monster later encountered a poor farming family. The monster watched the route that the different family members interacted with one another. In his observation of them he learned the lessons that his father had neglected to teach him. The monster learned the concepts of love and affection. When the monster watched th...

Abortion :: essays research papers

Abortion is murder. It is the process in which an undeveloped human being is killed, and unable to live the life-time it could have lived. Why is it okay for women to kill a human being through abortion and not be punished, when soulfulness else is intentionally killing someone and being sent to life in prison? A fetus is helpless, it cannot scream or run away when an abortion is happening. The person who is supposed to be the protector is the person who made the choice to murder it. Abortion is not the answer. So why do women chose to have them? Abortions happen because women argon scared of the responsibilities of condole with for a child they are both financially and mentally unstable. But most importantly abortions happen because women dont want the baby. Whose fault is it? The women are the mistake. They made the choice to have unprotected sex. Now after they had their fun, they run. They run away from reality. Women run to abortions as means of relief merely little do they know their reality is waiting to happen. According to B.A. Robinson many women who have abortions are under the age of twenty-five, are unmarried or separated from their spouse, and poor. In a study by Torres and Forrest a vast majority of women have abortions because they are financially unstable, they find out that they are incapable of raising a child they feel that their life would drastically change, and they are too young and immature to raise a child. Why is it that after the child is conceived that women start to carry through their own faults? If women were to realize their flaws ahead of time, abortion rates would be much lower, and aborted fetuses might have been given a chance to develop and to live a life. Abortion whitethorn seem like the answer to all the problems. But women dont realize that they are not only killing a human being, but also endangering their own lives.

Encounters in Enemies and Recognition :: Enemies Recognition Essays

Encounters in Enemies and RecognitionAn encounter is an unexpected meeting, and we see the leading regions in Enemies andRecognition having to come to terms with their past and as their encounters occur we see their changing perspective about certain issues surrounding them and how their characters develop from what they are to what they become.In Enemies we see this being exercised upon by the leading character Mrs Clara Hansen. The title of the story Enemies is in itself a commentary of what Mrs Hansen hasbecome to her true self, an enemy. A common definition or rather symptomatic associated with an enemy is unitary who hates and opposes and enemies usually in the general context fight a war or battle with another. Mrs Hansen fulfills this definition of what makes an enemy through her beat within her opposition between what she hasbecome and who she truly is.In the opening pages we are given a description of Mrs Hansen as keeping to herself when she travels and this is just ified by her having money, been a baroness, a beauty, and has survived dramatic suffering. This description of her conveys a picture of her as a very proud woman who has suffered and worked hard to get where she is. She is also draw as having The curtailment presence of these states in her appear and bearing is nearly always enough to stop loose mouths of the people who find themselves in her company. This description of her conveys the amount of ascertain she has upon people and she may assume some level of control upon their behaviour. The people who do not behave in accordance in her presence, those who assail her face are referred to as eitherstupid, senile or self obsessed, hence, saying that one would not be normal not to do the latter in her presence. Withdrawn as a castle, this being a statement giving her a high status especially when use as a simile against a castle, actually making her seem like a queen and very uncommon unlike the ordinary man, and this is the cogni zance that she has of herself.Her relationship with Alfred is that of compass and servant with her being the dominant power. The fact that she was dominant over a male servant, even though there was general onerousness against all blacks in the apartheid era, is an inverse upon the social norm of sexism, we actually do not see her beneath the authority of any male within the hearty story.Encounters in Enemies and Recognition Enemies Recognition EssaysEncounters in Enemies and RecognitionAn encounter is an unexpected meeting, and we see the leading characters in Enemies andRecognition having to come to terms with their past and as their encounters occur we see their changing perspective about certain issues surrounding them and how their characters develop from what they are to what they become.In Enemies we see this being exercised upon by the leading character Mrs Clara Hansen. The title of the story Enemies is in itself a description of what Mrs Hansen hasbecome to her true self, an enemy. A common definition or rather characteristic associated with an enemy is one who hates and opposes and enemies usually in the general context fight a war or battle with another. Mrs Hansen fulfills this definition of what makes an enemy through her struggle within her confrontation between what she hasbecome and who she truly is.In the opening pages we are given a description of Mrs Hansen as keeping to herself when she travels and this is justified by her having money, been a baroness, a beauty, and has survived dramatic suffering. This description of her conveys a picture of her as a very proud woman who has suffered and worked hard to get where she is. She is also described as having The crushing presence of these states in her face and bearing is nearly always enough to stop loose mouths of the people who find themselves in her company. This description of her conveys the amount of influence she has upon people and she may assume some level of control upon their behaviour. The people who do not behave in accordance in her presence, those who assail her face are referred to as eitherstupid, senile or self obsessed, hence, saying that one would not be normal not to do the latter in her presence. Withdrawn as a castle, this being a statement giving her a high status especially when used as a simile against a castle, actually making her seem like a queen and very uncommon unlike the ordinary man, and this is the perception that she has of herself.Her relationship with Alfred is that of master and servant with her being the dominant power. The fact that she was dominant over a male servant, even though there was general oppression against all blacks in the apartheid era, is an inverse upon the social norm of sexism, we actually do not see her beneath the authority of any male within the whole story.

Godfather Moral Downfall Essay example -- essays research papers

Critics agree that in The Godfather, the protagonist, Michael Corleone (Mikey) changes from a person with moral principles and a legitimate usance in society to a cold-blooded mobster. In the beginning of the movie, Mikey shows his reluctance to involve himself in the Mafia when he tells his girlfriend, Kaye, about his fathers (Vito Corleone) business methods of compulsion and says he will never be like his family. However, as Mikeys involvement with the family business increases his violent tendencies become more apparent as he volunteers to murder a rival thug and a corrupt police officer. In the final scene, Mikey kills his brother-in-law, and when confronted by Kaye, he looks her in the eyes and claims no role in the murder. At this point, he completely transforms from a military hero and legitimate citizen, to a Mafia don capable of lies and murder. While Mikeys switching is quite obvious, the reason for this change in moral behavior is a more complex issue. The change in eth ical behavior is a go out of Mikeys conclusion to become more involved with his family, consequently putting him in an environment that promotes immoral behavior. Michael Corleones problem is an internal conflict mingled with loyalty to family and moral principle. After an assassination attempt on Mikeys father, Mikey decides to return to the family and assume leadership, even though he disapproves of Mafia business practices. The strength of family ties, intrinsic in Mikey as a youth, influenced his choice. Decisions in choosing between right and wrong should not be confined to just a matter of the individual, but a response influenced by the family. Psychologists feel that the rearing of a child during early years plays a particularly important role in influencing behavior passim a childs carriage. So, certain choices simply will not be made due to values established at an early age, since cognitive moral teaching restricts "free will" to some degree. Obviously, gro wing up in a Mafia family would put Mikey in an environment where he experiences a tainted discover of right and wrong. Also, in the family situation, pressures from the group (the family) often influence the individuals behavior making the individuals decisions more difficult. Therefore, someone not taught independence will have trouble stand up up against the family. For example, Mikey holds a notion o... ...uotno regrets." Mikey only nods in agreement showing his acceptance of his new position. Mikeys moral downfall is most promising a result of genetic influences, coupled with his on-going situation in a Mafia environment. His genetic makeup prohibits him from withstanding the pressures and influences of Mafia life. His violent behavior in the killings coincide with the Corleone notion of loyalty, and family business practices. Possible inherited defects in the Corleone family, such as those found in the five generations of Dutch men stated previously, proceed well wit h Mafia methods of coercion and getting rid of competition. Also, the fact that Mikey feels responsible in helping with the protection of his father, and his expected role in the matter, affect his decision about involvement in the family business. Since the viewer only sees a short span of Mikeys life, it is difficult to predict if Mikey will ever deviate from his current unethical practices. Theory suggests that he will change because altering personalities permanently is nearly impossible. However, only by viewing subsequent parts of Mikeys life can we know for sure if he will return to moral standards of living.