Technology in Education
Today, if you enter an average elementary classroom you might find a computer cart with twenty or thirty lap tops, all with hook-up to the internet. The teacher usually has either a desk top or lap top computer, sometimes both, for keeping track of important information. Technology has, in many ways, positively impacted the educational field. Michigan has made using technology a necessity. With help from the Freedom to Learn Program, improvements in classroom technology, and special programs used to assist educators, teachers become familiar with the new technology.
Recently, a press release from the MichiganVirtualUniversity stated, “The Department of Management and Budget ...announced it has finalized a contract with Hewlett Packard for HP to become the single provider for the state's Freedom to Learn (FTL) initiative. The statewide program, designed to enhance students' academic performance through technology, provides computer access to thousands of public school children throughout the state.”[1] The basis of the Freedom to Learn Project is to provide sixth graders, at this point in time, with a lap top that they will use for their assignments. As that student moves up through the grades, he or she will continue to use a lap top to complete assignments. However, there is some controversy of whether or not the child will use the same lap top throughout school, or if lap tops will be issued yearly much like textbooks. This is a great idea, it allows students access to a computer when needed and to any educational programs used by the teacher. “The Freedom to Learn program is operated jointly by the Michigan Department of Education and MichiganVirtualUniversity” and is expected to “…reach as many ...
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...les of how technology has negatively impacted the educational field.
Technology has had a great impact on the inventions and uses in the educational university. The Freedom to Learn Program has helped the educational field, along with improvements in classroom technology, and special programs used to assist educators in becoming familiar with the new technology.
[1]Michigan Virtual University Press Release
State of Michigan and Hewlett Packard Partner on Freedom to Learn
Friday, February 20, 20049:30 am ET
[2]Michigan Virtual University Press Release
State of Michigan and Hewlett Packard Partner on Freedom to Learn
Friday, February 20, 20049:30 am ET
[3] International Society for Technology in Education
Internet site: http://www.iste.org/about/
[4] North Central Regional Educational Laboratory
Funding Strategies for Education Technology
High-fructose corn syrup is a commonly used artificial sweetener in foods. High-fructose corn syrup is a hydrolyzed version of ordinary corn syrup, which is produced via a steeping process. It is so widely used because it is both economically favorable and it helps to preserve food for extended periods of time. However, the drawbacks of high-fructose corn syrup include issues like potential obesity, diabetes, loss of liver function, malnutrition, and cancer. The fact that the producers of high-fructose corn syrup can deceive people that HFCS is harmless makes matters worse.
Films can make the audience reflect upon history in ways that a documentary would not compel them to do. Whereas the audience tends to think of history as static, narrative-based films allow the them to see the characters as people who have emotions, hopes, and ideas. Because the audience approaches narrative-based films differently from documentaries, Francis and Hornady argue that narrative-based films, particularly through their absurdness, allow the audience to reflect on history in different ways. The film Django Unchained features many absurdities. Francis argues that the absurdities force the audience to think about the...
... This leads people to have a terrible world outlook. This kind of world outlook will make people have insecurity and suspicion to the people who need help so it is also a kind of media violence, and the little girl is a sufferer by media violence. It is not negotiable, the violence in the media have very bad effect to the society.
This essay addresses the criticism firstly by clarifying the concept of democratic legitimacy and democratic deficit. It also introduces pertinent theories with a focus on the constructive and ideological complexity of the EU. Then it explains the contextual and normative relation between the EU and democracy from its history and some of the major treaties. The essay continues to the debates between advocates and critics of the EU’s democratic legitimacy, yet with a focus on the latter, further dealing with two main dimensions of institutional flaws affecting the legislative process and the insignificance of European citizens to the EU regime. After remarking conventional and possible measures to alleviate the deficiency, it draws a conclusion that the de...
The European Union (EU) is fundamentally democratic and is evident through its institutions, however, the current democratic electoral structure is of great concern. The EU is a new type of political system, often referred to as a sui generis, implying its uniqueness as there exists and a non comparable political body. The EU can neither regarded as a ‘state’ nor as an ‘international institution’ as it combines supranational as well as intergovernmental characteristics (Hix, 1999, p7). In this regard it has developed its own understandings of what democracy is. It is evident that the development of and spread of democracy is a central concept and foundation to all politics within the EU, and remains focuses on makings its governing institutions “more transparent and democracy”. The recent Eurozone crisis, it’s associated anti-crisis measures and the recent enlargement of EU have however re-invigorated debate about the EUs democratic legitimacy. At the heart of the debate are discussions not about whether the EU is an all-encompassing democratic institution but rather what are ‘democratic deficits’ or the democratic shortcomings that exist within this powerful economic and political union. Underpinning these divisions as Schmitter argues, are different understandings of what democracy is in the modern context and more specifically in the unique context of the EU. This essay will argue that the EU presents a unique type of political system that is fundamentally democratic, however, there are democratic shortcomings within its procedural and institutional structure.
"The media, particularly the news media, defends itself from the charge of encouraging violence by stating they are simply reflecting what exists. Real people are murdered every day. Those who create fictionalized views of violence(movies or TV dramas) rely on the argument that what they are producing should not be taken literally. Only the mentally inadequate would assume the violence was real or try to copy the behavior"(Greek).
Before we examine if there is a democratic deficit in the EU it is important to present what is democracy. The word democracy came from the Greek word dimokratia, which came from the words demos-people and kratos-governments Generally, democracy is when people can audit or influence on government’s policy-making (Coultrap 1999). According to Lord (2008:316), democracy has five requirements. Firstly, “citizens should be able to understand themselves as authoring their own laws through representatives”, because only then citizens self-govern themselves. Secondly, as saw above, citizens should control governments. Thirdly, democracy requires equality and mainly political equality, which means voting equality and voice equality. Fourthly, “democracy entails a right of justification”.
Through movies, talk shows, cartoons and more, our television screens have plainly become littered with violence. According to The National Youth Violence Prevention Resource Center (2008) “61 percent of television programs contain some violence, and only 4 percent of television programs with violent content feature an ‘antiviolence’ theme” (para. 1).
Focusing now on British television and violence, we can analyse Guy Cumberbatch’s research on television violence in 1987. He looked at all types of television programme focusing on four separate weeks between May and September 1986. All four channels were reviewed, totalling 1412 hours of television (930 BBC programmes and 1146 ITV and channel four programmes). He found, using his own definitions of a violent act, that 30% of all programmes contained some violence with an average of 1.14 acts of violence per programme (Gross 1992:455). It was also found that there was much more violence on television after 9pm and that violence was rare in children’s television programmes other than cartoons. It has been questioned however whether the violence in cartoons should actually b...
Hix, S. 2011. The EU as a new political system. In: Caramani, D. eds. 2011.Comparative Politics. Oxford: Oxford University Press.
Robert M. Liebert and Joyce Sprafkin. The early window: Effects of television on children and youth. New York: Pergamon Press, 1988.
Corey, G., Corey, M. S., & Callanan, P. (2011). Issues and ethics in the helping professions. (8th
Society has been bombarded with violence from the beginning of time. These concerns about violence in the media have been around way before television was even introduced. Nevertheless, there have been numerous studies, research, and conferences done over the years on television, but the issue still remains. Researchers do acknowledge that violence portrayed on television is a potential danger. One issue is clear though, our focus on television violence should not take attention away from other significant causes of violence in our country such as: drugs, inadequate parenting, availability of weapons, unemployment, etc. It is hard to report on how violent television effects society, since television affects different people in different ways. There is a significant problem with violence on television that we as a society are going to have to acknowledge and face.
Television violence causes children and teenagers to be less caring, to lose their inhibitions, and to be less sensitive. In a study on the connection between violence and television done with 1,565 teenage boys over a six-year period in London, William Belson, a British psychologist, found that every time a child saw someone being shot or killed on television they became less caring towards other people (Kinnear 26). William Belson also discovered that every time a child viewed this violence on television, they lost a fragment of their inhibitions towards others (Kinnear 26). In addition to William Belson’s study, studies done by many scientists and doctors show that seeing violence on television causes viewers to become less sensitive to the pain of others (Mudore 1).
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).