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Now and then character analysis
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Online Community Experience
In order to gain a better perspective of online communities I had no other choice but to join one. I looked at several different sites such as MSN.com and YAHOO.com that had discussion boards available to join but I just couldn’t find one that fit my interests. I then logged onto MTV.com where I found a discussion board all about my favorite TV show: The Real World. The board was a community of people who shared a common interest in the show and could come together to discuss its characters and storyline.
I am a faithful watcher of The Real World. The show is about seven very different people who are chosen to live together in a house for six months. Each season is set up in a different city. The cast members must get a job which is usually set up by the show and everything that they do is taped. The current season of The Real World is being aired in Las Vegas, Nevada. The cast has been given a job at a local night club where their main objective is to entertain the guests. The cast is taped while they are eating, sleeping, working, and playing. The tapes are then edited to a certain degree and aired every Tuesday night at ten o’clock p.m. It is a very controversial television show aired on MTV that brings up topics such as race, sex, and homosexuality.
This discussion board is in outlet for those who feel the need to voice their opinion to others who watch the show. People are drawn to the message board through their common interest in The Real World. In order to post on the discussion board the user must create a username but it is not necessary if you would just like to read the postings. The creation of a username is a way for people to show their self-expression or give the other members an idea of who they are. While reading posts you are able to see who is online at that exact moment. Another feature of this discussion board is that when you post a thread or respond to a posting, you can choose an icon or animation that describes your mood at that time. The icon appears next to your name in the posting display.
The shows portrays a melting pot of each character lives with money, sex, social media, and relationships unfiltered and toxic, yet irrelevant to the real –world. Another key point is the exploitation of the television world and the millions of viewers, that it’s okay sociably to exemplify deviant behaviors in real –life. Also, culturally and sociably, the reality show creates a bigger problem as the platform provided for the cast is characterized in a negative state. On the negative side, this creates the illusion to act in like manner, from the deviant behavior portrayed on
“This is the true story… of seven strangers… picked to live in a house… work together and have their lives taped… to find out what happens… when people stop being polite… and start getting real” (Robinson par. 8). The reality television program, The Real World, by MTV, had its first airing in 1992 and is one of the longest-running shows in MTV history. Initially, the program was designed as an outlet for young individuals to express common issues of adulthood ranging from prejudice, religion, AIDS, sex, and substance abuse, but eventually it evolved into a showcase for immature and reckless behaviors.
...e the beginning of time, Television has been one the most influential pieces of media that the world has ever encountered. Bravo TV’s hit number one reality television show, The Real Housewives of Atlanta, deals with the everyday lives of modern-day “housewives”. When speaking of these women and their family life, the show shows its viewers that family life in modern times is dramatic, full of misrepresentations of how people are perceived, and how fame comes at the cost of family. The show stands strong with the critics and its faithful viewers around the world. Clearly, the show is not going astray anytime soon. Families who watch the show will eat up the drama and prays that their families never deal with those petty types of problems. The world will keep spinning in the television cycle, and drama will continue to invade the homes of millions of Americans.
To begin with, in order to explore the meanings of these reality shows, a description of them is necessary. In the case of The Bachelor, the eligible young man is a handsome, well dressed and mannered person. Most importantly, he tends to be filthy rich (think in millions). But for all of these excellent qualities, the bachelor is unsuccessful in love and his search for an ideal woman to marry. So then enter twenty-five young, beautiful, perfectly shaped women into the picture. Everyone lives in a splendidly furni...
Pete Rose also known as “The Hit King” is arguably one of the greatest players in the history of professional baseball. With his hard work ethic and intensity, Pete Rose played the game for 24 seasons (1963-1986). According to Baseball-reference.com, Pete rose ended his career with 4,256 hits (surpassing Ty Cobb in 1985), 3,562 games played, and 3,215 singles. Being the holder of 19 major league records, no ball player will likely surpass them. Rose was likely to have been inducted into the hall of fame, but in 1989 he was accused of betting on baseball. For more than two decades now, Rose has pled for his reinstatement, and during that time, the MLB has declined his requests, holding firm on the terms of the original Giamatti agreement:
Formative Assessment – Card 2 – informal observation; Cards 3, 4 – informal observation, asking questions, conducting discussions; Card 5 – asking questions
While Americans watch these shows, it seems that the show is real life, but in reality, no pun intended, before the show is even filmed, it’s written, edited, and produced (Breyer 21). Writers humiliate and degrade people just for the plot of the show, making their private lives public (Breyer 16). One question that viewers ask is, “Is Reality Television really real?” One can think so, but in the long run, it is really not. A great example of this is World Wrestling Entertainment, also known as the WWE.
Teachers use formative assessments in the classroom to help determine when and how to modify adapt lessons to better serve students. Some examples of formative assessments are questioning, discussions, exit/admit tickets, bell ringers, homework, and quizzes. Formative assessments can be graded, but they are typically ungraded and do not effect a student’s grade. When ungraded they are for the sole purpose of monitoring student progress. It is important to be able to determine whether or not students understand a concept. Do you need to back up, try a different approach, or is it time to move on? Formative assessments
Summative assessments are used to evaluate students learning at the completion of a specific instructional period, usually at the end of a unit, course, semester, program, or school year. Formative assessment(FA) is generally carried out throughout the learning process. In an educational system, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative assessments are carried out concurrently with instructions and the result may count. In the learning process formative assessment is exceptional than summative assessment and it helps the students to identify their understanding about the subject and it gives chance to improve. In my view FA is ineluctable in the learning process, that allow the student and educator to form a more detailed understanding of the student’s abilities, which can be used to inform remediation, reteaching and instructional strategy. ( http://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Benefits-of-Formative-Assessment/
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Production of knowledge is generally seen in a positive light. However, when ethics and morality become involved in the process of production, judgements will undoubtedly be made that may seem to limit the availability of that knowledge. Ethical judgements are made by the combination of a knower, his or her standard of value, and the situation itself. In the field of the arts and natural sciences, ethics plays a crucial role in the extent one may possibly be allowed to go to when discovering new knowledge. Reason and emotion are important ways of knowing that help guide knowers in making certain moral decisions. Both ways of knowing can be associated with teleological or deontological arguments; the ethics are based on either an objectives-focused or obligations-focused mindset. In this essay, I will be discussing the limitations set on both the arts and the natural sciences as areas of knowledge. To what extent do ethical implications hinder the way art can be produced or the methods involved in expanding society’s knowledge of science?
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
A highly valued view of building the community is that students must have the capability to motivate themselves and the likelihood to be active in both educational and social experiences. Socializing contains a variety of features from transferring messages to self-disclosure. Online professors can support the socialization by making a forum for discussions. The term ‘water cooler forum’ came from workers gathering at a water cooler to socialize with one another. For the online professor, this concept of socializing is done in an online forum where both student and the professor participate.
Formative assessment is becoming a trend in the education system while the effect of this form of formative assessment on students’ learning is still under evaluation. This study aims to provide a greater insight into how effective engaging formative assessment helps motivate students to learn and boost their academic performance based on students’ past experience. Two different data collection methods are carried out in a local primary school. In a cohort of 120 students from primary one to six, questionnaires are distributed while interviews of six teachers teaching primary one to six and the school principal are carried out concurrently to explore their experience of formative assessment. It is expected to find out that formative assessment
However, Shepard (2007) claimed that the research into formative assessment had lead to a quick increase in the number of products, schemes and classroom methods being developed, but that these were very poorly implemented. This was due to education authorities wanting to ‘tick boxes’, rather than focussing upon the necessary principles underlining formative assessment. A large amount of research was then undertaken to identify the necessary requirements for effective formative assessment. Sadler (1989) identified three concepts as being