Developing a Framework to Enhance Pupil Learning

Developing a Framework to Enhance Pupil Learning How Can Curriculum Frameworks Be Designed, Implemented and Supported to Enhance Pupil Learning? Define Frameworks The National Curriculum Framework constitutes the essential components of school from key stage one and two at essential level and key stage three and four at optional level, incorporating instruction for kids with extraordinary needs (National Curriculum of England, 2014). The National Curriculum Framework is the crucial archive that exhibits the components of the educational modules framework: the qualities, objectives, standards, substance and general objectives of instructive regions, the assessment of student accomplishments, and the assessment and self-assessment of the acknowledgment of the national educational modules (Znanosti, 2010). It can be seen as the instructive territory of subject structure, deciding the subjects and modules of the main subjects, discretionary subjects and modules, student workload. At the end of the day, the National Curriculum Framework is the reason for the planning of syllabi and other educational modules reports including; rules for the utilizat ion of the educational modules, instructor manuals, parent manuals, principles for the arrangement of course readings and other showing materials, norms and benchmarks for the evaluation of the way of pupil achievements and school operations. National Curriculum Frameworks primary is centre is pupil achievement and development in informational domains, dealt with according to preparing cycles, and depictions and destinations of group points that focus on working up the key territories in preparing for students and there can be a wide range of different curriculum frameworks that can be linked to different subject areas such as self-determination theory and the sport education model, both have been heavily researched in the field of physical education. National Curriculum Framework likewise adds to the arranging and association of school operations, including the reception of the school educational programs (Ryan, 2007). The National Curriculum Framework is an advancement archive seeing that it will prompt to the improvement, arranging, or elaboration of every single other record, and seeing that it will be interested in changes and persistent recharging as per changes and improvements in the public eye and instruction (Znanosti, 2010). Quick changes in science, innovation, the economy, and different ranges of social life put before training ever-new necessities, and this prompts to the requirement for steady assessment and alteration of the national educational modules. Instructive qualities, objectives, capabilities and standards are controlled by empowering the comprehension of the essential course of improvement of the national educational modules, and constitute key determinants for the harmonization of the arranging of the advancement and operation of training organizations (Znanosti, 2010). Goals and longings of pupil achievement in informational zones and furthermore the depictions and targets of cross-curricular topics help the schools relate subjects more viably, streamline educating, and enhance preparing with optional and non-fundamental subjects and extracurricular activities as per schools profiles and needs, the necessities of the pupils, and the prerequisites of the more extensive group. A present day approach to manage the arranging and headway of the national instructive modules logically decentralizes and democratizes this technique, moreover, incorporates and extends obligation with respect to any movements to fuse educators, accomplices, principals, and other basic accomplices and customers of preparing youths, pupils, and people from the group and common gathering, social assistants, and others. Product Process Models It is contended that the development of curriculum in education is a result of many factors including, how it is used by teachers and how it is put together, it can also depend on who you are teaching (Ornstein and Hunkins, 2009). Models is curriculum push teachers who efficiently and straightforwardly set establish the reason for the use of these models and how to implement them in specific teaching, educating and evaluation approaches. It was endorsed by Ornstein and Hunkins (2009) who say in despite the way that educational modules are really used, they as often as possible neglect the human perspective, for instance, the individual perspectives, opinions, values required in educational modules making. Along these lines, they cannot be seen as an equivalence and are advised against being used ahead of your leading and the individual judgment of the teacher on what is a bad approach and a good approach to manage pupil education. An ordinarily explained, adjustment of models of educ ational development is those suggested by numerous creators known by the Product Model and Process Model. It was shown by Neary (2003) that these as are arrangements in addition to expectations known as The Product Model) and the other one which portrays and accentuates exercises in addition to impacting on learning known as The Process Model, both have been heavily researched in education roles Models that developed out of Tylers work, such as Popham and Baker (1970), were criticised for their over emphasis on learning objectives and were viewed as employing very technical, means-to-end reasoning (ONeill, 2010). It was expressed by Knight, (2001) in a study regarding curriculum planning in the process model in contrast with the product model, he says that it is vital to plan instinctively when it comes to curriculum, and that the teacher must trust in themselves and good teacher outcomes will come to fruition, they must also consider who they are teaching, as if the pupils dont understand what is being taught, nothing is learned. This prescribes it might be easier to establish the area that is being justly attempting to satisfy in learning establishment, in addition to who you are teaching it to and then to process meaning it can then be shaped to what is trying to be taught and whats more relevant will be established. There is a degree of various and more particular models which autonomously, or with everything considered, may be more beneficial. A portion of the informational project models have ended up being out of various edifying settings, like in higher education for instance. Regardl ess, most models are easily adapted to be used in all areas. This is comparable to Product/Process, to the extent that informational undertakings models. It is believed that it ought not to be viewed as being positive or negative. In another approach, informational ventures progress can be seen as a productive chart for sorting out the environment of education and learning, this approach has been portrayed as being certified and proficient. In comparison, the non-technical approach is individual and refined as its primary focus is based around who is learning (Ornstein and Hunkins, 2004). However, the product model is key in making plus passing on clear outcomes to the pupils and has changed its focus and emphasis a long way from plans of substance. Late written work, recommends that when this model is being utilised, it is recommended that care is taken to be become unnecessarily strict when teaching and learning comes about (Hussey and Smith, 2003, Maher, 2004, Gosling, 2009; Hussey and Smith, 2008). In research by Hussey and Smith (2003, p367, they found; Accepting that student motivation is an essential element in learning, we propose that those who teach should begin to reclaim learning outcomes and begin to frame them more broadly and flexibly, to allow for demonstrations and expressions of appreciation, enjoyment and even pleasure, in the full knowledge that such outcomes pose problems for assessment. Research looking at another education model approach, it was found that there is an extensive variety of instructive projects models that can be used. Another model to be considered in education is known as the Backward Design Model, established in work by Wiggins and McTighe (2010), this is a notable model as it associates with Graduate Attributes and Competences. Finks (2003) prominent educational programs demonstrate in spite of the fact that non-specialized and is not seen as humanistic in its approach to education, additionally it appeals to the idea of drawing on past experiences in teacher to create an educational program. Taking everything into account, in conclusion, it can be seen that there isnt a single model that is beneficial to every educational program as a whole on a broad spectrum. Be that as it may, distinguishing and being predictable with all educational models for learning aid in the reinforcement unification and understanding of methodologies in different programs. An example of this, it is said by ONeill (2005) that; it is common in some Science and Professional Health Science programs that the early years may have a more specialised logical approach, though later years may have a more experiential approach. Be that as it may, in relation to the engagement of pupils when learning, is there a way that these educational models could be more fused and efficient over a program? Is it significant to recall over a program and question what might a graduate recollects (Fink, 2003). As a program group, it merits investigating outlooks when researching these distinctive educational models and utilising how to use them to aid you in an educational program design and also to deliver the program which has been created to ensure that what is being taught is the best and most efficient experience for peers and pupils who are also likely to use it to make sure that best practice is being used at all time when teaching. Student/Pupil Learning Student learning research began in Sweden, with Marton and Sà ¤ljà ¶Ãƒ ¢Ã¢â€š ¬Ã… ¸s (1976) investigation of surface and profound ways on how to deal with education. They gave pupils a content to peruse, and let them know they would be made inquiries thereafter. Students reacted in two diverse ways. The principal aggregate learned in foresight of the inquiries, focusing restlessly on the realities and subtle elements that may be inquired. They skated along the surface of the content, as Marton and Sà ¤ljà ¶ put it, utilizing a surface way to deal with learning. What these students recollected was a rundown of disconnected actualities; they didnt appreciate the point the creator was making. The second gathering then again set out to comprehend the significance of what the creator was attempting to state. They went underneath the surface of the content to translate that importance, utilizing a profound approach. They saw the comprehensive view and how the truths and points of inter est put forth the authors defence. Take note of that the expressions profound and surface as utilized here portray methods for taking in a specific assignment, not, the same number of hence utilized the terms, as depicting qualities of students. Kember (1997) portrayed two extensive presentations in teaching: the teacher centred/content and the pupil centred/learning. To a great degree, significant breakdown of these presentations he supports various other makers points of view in association with student-centred learning which includes the data that is controlled by pupils and that the isnt used as a fountain of knowledge and the pupils are encouraged to used guided discovery to learn off each other. Rogers (1983) distinguished the critical part and requirement of pupil learning as; a pioneer or individual who is seen as an expert figure in the circumstance, is adequately secure inside herself (himself) and in her (his) relationship to others that she (he) encounters a fundamental trust in the limit of others to think for themselves, to learn for themselves. In a study by Burnard, 1999, as he disentangles Rogers contemplations regarding pupil-centeredness as pupils may pick what to consider and whats more how and why, that subject may be an interesting one to think about. Reflections on the subject were drawn by Gibbs (1995) when the author portrays pupil-centred developments as those that uneasiness: learner movement rather than lethargy; students understanding on the course outside the establishment and before the course; process and limit, instead of the material; where the crucial choices regarding what they are learning is discussed with who is teaching them. Harding and Crosby (2000) are essentially indistinguishable, depicting learning, based around teacher structures as the highlight of the educator transmitting information that comes from the teacher and what is taught to the pupil. Inquisitively, it is shown that pupil centred learning as centring on what the pupil is learning and what they do to ensure that it is helping them progress in them in contrast to the teachers influence on their education, the main focus of this concentrates on the likelihood of the pupil doing. In research by Gibbs, he goes into more detail to include: how, what and when the pupil is learning, with what result, and how it will be utilised. In an essentially indistinguishable manner in prior arrangement, the student and educator relationship is especially clarified in their book entitled A Guide to Student-Cantered Learning by Brandes and Ginnis (1986), in this book they focus of primary areas of pupil centred learning and that the pupil has full control over what they are learning without teacher input Both student and teacher input shows a strong bond, the teacher becomes facilitator and benefit the individual Learners encounter juncture when training (full of feeling and psychological spaces stream together. The learner sees themselves contrastingly subsequently of the learning knowledge. A few techniques were connected by Chegenizadeh and Nikraz, 2012 research, to ensure that students are occupied with the class exercises. Students received self-instructive booklets. The booklets were planned to bolster sessions for pupils, isolate preparing and singular direction. The technique resembled ONeill McMahon (2005) in which a firm focus of errands and learning could be seen, all things considered finished in the classroom, despite the way that if the pupils supported, these endeavours could be done at home or in various spots and in various conditions. Pupils were supported and encouraged to discover their own needs and primarily put thought in the areas of education that related to them. Curriculum in Physical Education A commonly used educational model is the Sport education Model, in recent research it has shown to aid pupils motivational response whilst undertaking physical activitySport Education, an instructional and educational model intended to create equipped, proficient, and eager sportspeople (Siedentop, 1994; Siedentop, Hastie, van der Mars, 2004), was served as substance for expert advancement in light of its remarkable components that are not the same as normal Russian physical education (Hastie and Sinelnikov, 2006). Sport Education utilises small groups of people throughout the season, and has been depicted as pupil-focused learning (Alexander, Taggert Luckman 1998). Sport Education plans to give a more reliable way to deal with showing sport by divulging in its basic qualities which include seasons, links between teams, competitions which are combined with different practices, attending different events keeping statistics and records on teams (Siedentop et al., 2004) The Sport Education curriculum model was designed to provide positive motivational sport experiences for all students in physical education by simulating key contextual features of authentic sport (Siedentop, 1994). Despite helping students upgrade their diversion capacities, wear preparing urges them to fulfil other amusement related parts, for instance, official, amass guide, authority, also delivering on a recreations organization panel or as a noteworthy part of a commitment bunch. Inside the overall structure of these educational modules the pupils gradually acknowledge more conspicuous responsibility for learning, while teachers surrender ordinary ahead of time direct instructing parts. The teacher, resulting to getting off centre sort out, frequently goes about as facilitator to student social data and capacity learning through an extent of pupil centred learning techniques. In spite of the way that not planned to be prescriptive in its utilization. There are contrasting factors between the Sport Education Model and the traditional teacher preparation of an educational model. Pupils generally work in a comparably small gathering all through the widened length educational modules and are given commitment with respect to demonstrating each extraordinary aptitude inside a pleasant social affair structure. By using this strategy, the teacher can help pupils with their essential initiative for choice of learning, which must be suitable of everyone that is involved in the educational establishment. This is comparable with the significant components of an endeavour included climate (Ames, 1992). Research by Alexander and Luckman, (2001) has shown the rewarding result that education in sport has on pupil avidness for physical preparing. Grant (1992) found that Sport Education advanced collaboration, enhanced associations among partners, and raised energy among various pupils who as of now seemed to despise physical guideline and amusement. It can be suggested that this student avidness could be credited by the way the teacher approaches teaching in physical education and if they are seen not to be enjoying what they are teacher, the pupil is less likely to be engaged. If the students saw the teacher to be less transcendent than in customary curricular attitudes (Carlson and Hastie, 1997) Other research of 344 Australian educators impression of the Sport Education model, Alexander and Luckman (2001) discovered that 83% of the teachers who were involved in the study agreed that the sport Education model shows that the students are more engaged in physical education as opposed to previous approaches. A considerable amount of this investigation on changes in pupil passionate outcomes with this model has been established on instructors long winded records (Alexander and Luckman, 2001; Grant, 1992). Despite when the ampleness of the Sport Education Model was reviewed regarding observations made of pupils. Physical education curriculum research can give a far more practical theory practically identical physical preparing settings. When using these pupils motivated theories it may similarly help to understand why using such models, like the Sport Education model, are useful in inspiring pupils to take part in more physical education Self Determination Theory This theory researched by Deci and Ryan, (2000) is an organismic-logic system of inspiration that views people as effectively looking for ideal difficulties and new encounters to ace and coordinate (Deci and Ryan, 1995). Overlooking being related sufficiently to the educational space for over 10 years (Deci, Vallerand, Pelletier, and Ryan, 1991), the change of work grounded in self-determination theory was moved to happen with respect to class PE. Beginning late, experts have been coordinated to look at the sensibility of the self-affirmation structure to the PE setting. (Standage, Treasure, Duda and Prusak, 2003). Standage and accomplices (2003) surveyed the effect of impression of a root atmosphere (self-organization persevering), utilizing a tool invented by deCharms (1976), on physical education pupil views on self-organization, health, and relatedness. Happens as intended uncovered a starting stage atmosphere to be sensibly farsighted of self-sufficiency fulfilment and hopelessly keen of capacity and relatedness fulfilment. Ryan and Deci (2000) say; in schools, the facilitation of more self-determined learning requires classroom conditions that allow satisfaction of these three basic human needs __ that is that support the innate needs to feel connected, effective, and agentic as one is exposed to new ideas and exercises new skills (p. 65) In the present work, Standage and accomplices looked into the comparisons between different supports, including; wellness, relatedness and autonomy which all play a part in the mental need and satisfaction on the pupil, while it was seen that there are vast others in physical education classes that may require satisfaction, in a recent study, a combined score for relatedness-reinforce, ability support, and self-adequacy reinforce given by the physical education teacher was enlisted. The self-determination theory hypothesis maintains that the satisfaction of every one of the three needs is required for flawless mental working (Deci and Ryan, 2000), general need satisfaction was relied on to be an essential path between the need supporting and the particular motivational controls evaluated in the current overview. In particular, it was expected that there would be a positive bond between need fulfilment and motivational control. Then again, it can be anticipated that need fulfilment would be oppositely identified with outer control and motivation. One guess could have inquired about that digressed to some degree from the hypothetical statutes of this theory. However, previous physical education established research found that impression relatedness and self-regulation (Standage et al., 2003), and point of view of capacity and relatedness to be unequivocally connected with interjected control, it can be estimated that interjected heading would mean that needs satis faction would be achieved. Grounded in self-determination theory (Deci and Ryan, 1985, 1991, Ryan and Deci, 2000a, 2002), physical education has reliably been kept to a singular result (e.g., Standage et al., 2003). Adjusted to the hypothesis created self-governing from whatever other individual insistence hypothesis (Deci and Ryan, 1985, 1991, Ryan and Deci, 2000, 2002) that positive stacked with feeling, insightful, and behavioural records are a section of self-choice motivational headings, as opposed to controlling ones, four result reports were investigated. These were the pupils level of fixation (mental result), relationship of helpful result and negative effect (stacked with feeling result), and inclination to take part in testing assignments (self-distinct behavioural result). Changed as per self-determination hypothesis and past physical education based work (Standage et al., 2003), it can be seen that normal inspiration and perceived control would distinctly foresee fixation, useful result, and incli nation for testing assignments, and would oppositely see negative effects. Strikingly, it can be expected that outer attitude and motivation would emphatically lean towards a negative effect and oppositely predict focus, valuable result, and the inclination for testing attempts. Regarding education, it can be seen that it is evident that this theory shows conclusive results that it useful to the world of education. it can be seen that it is apparent that this hypothesis demonstrates indisputable outcomes that it valuable to the universe of instruction. It can be seen that propelling self-chose motivation in students should be given high need in instructive difficulties, the key segments are what we imply as self-control reinforce and interpersonal commitment. Right when huge grown-ups most extraordinarily, guardians and educators are incorporated with understudies in an independence unfaltering manner, the understudies will likely hold their normal premium (their trademark motivation for learning) and to make independent sorts of self-course through the procedure of compromise.

Fahrenheit 451- The Journey to a New Montag Essay

Sometimes, people don’t realize how big of an effect someone can have on a life. What someone says can rub off, and if they are a positive person, it can make a person follow in their ways. Fahrenheit 451 is a science fiction novel written by Ray Bradbury, the main character Guy Montag undergoes many changes within himself. Throughout the book, Montag encounters many different people that make him face his real self. Although Montag might not know it, maybe others know a little bit more about himself than he even does. The old lady teaches Montag about sacrifice and sticking to your beliefs no matter what. Then Faber teaches him that books maybe do mean more than just the words on the page. Last, Clarisse McClellan teaches Montag to slow down and appreciate the little things in life that are equally important as the big ones. Montag changes so suddenly when the old lady shows him who he really wants to be. On his normal night of work Montag will encounter someone who changes his life forever. The old lady teaches Montag to take risks and make sacrifices for what you believe in. She wasn’t going to give up, even if that meant her dying for it. The old lady would really rather die than let her books go. â€Å"You can’t ever have my books,† she said (Bradbury 38). This made Montag want to act in the same way and not let society bring him down. He is now not scared to learn books and is interested in to learn more, the old lady knew she had to make someone agree with her before she died, so somebody would carry on in her ways. â€Å"Play the man master Ridley; we shall this day light such a candle by God’s grace in England, as I trust shall never be put out† (Bradbury 36). Thankfully, this works for Montag and it changes his whole perspective on books. Montag later thinks about what he has done. It makes him physically sick with guilt and sympathy to think of what the old lady did for books. He now realizes that books must mean something more than what he had thought if an old woman was willing to die for them. Deep inside of Montag, he knows that this interaction happened for a reason. If it wasn’t for the old lady, Montag would not have had this important change. Next, Faber has Montag look at books in a whole new way. He knows that without understanding the real meaning of literature, the words have no meaning. Faber a former English professor has the knowledge, and skills to help Montag realize how important books are. Faber is convinced that he will teach where the quality in books  from. He gives him the three necessary things for good literature, â€Å"number one: quality of information†¦, number two: leisure to digest it, and number three: the right to carry out actions based on what we learn†¦Ã¢â‚¬  (Bradbury 84-85). This helps Montag know that literature is very important to this world. Montag needs Faber to teach him how to read and find the meaning of books. â€Å"I need you to teach me† he said, (Bradbury 88). As Montag rips pages out of the bible one by one, Faber agrees to teach him what he wants to learn. Montag is starting to change; he is starting to feel that books are a very good thing and it is all because of Faber. This is the second internal change within Montag. Clarisse McClellan is responsible for Montag’s biggest, most drastic change within himself. She shows him that there is much more to life than the big moments. Clarisse’s slows Montag down and points out the small things. But she also makes him face the truth about himself. Clarisse asks Montag a very interesting question that he was not expecting. â€Å"Are you happy?† she said, (Bradbury 10). Montag had never thought of such a simple question. In the moment, the first thing that came to his mind was yes. But after some thought, he realizes he is not. That was not Clarisse’s last question, she was still curious about Montag. She explained to him that if you rub a dandelion under your chin, and its yellow, that means you are in love. Montag’s chin did not change yellow. â€Å"I am, very much in love!† he tried to conjure a face to fir the words, but there was no face. (Bradbury 22). Right then Montag realizes that he was never really in love with his wife Mildred. As Clarisse and Montag are walking, she begins pointing out small things that Montag had never paid any attention to. â€Å"Have you ever smelt old leaves? Don’t they smell like cinnamon?† she asked, (Bradbury 29). Just this one simple thing represents all the moments in life that Montag doesn’t appreciate. At this time, he realizes he has been missing so much in life so far. In closing, Clarisse made Montag look at his life in a whole new way. As Montag continued on his journey to a new him, different people changed him in very different ways. Without the help of those three individuals who knows where Montag would have ended up. Montag is now aware of who he really is and what he is supposed to do through this series of internal changes. First, the old lady gives Montag sympathy, compassion, and guilt. Then Faber helps him find the true meaning in books. Last, Clarisse makes Montag find his true self and  lets that person come through. Reflecting on what Montag has now become, people can have a big effect on someone else’s life. In conclusion, like Montag, anybody can change for the better with the guidance of others.

Personality Psychology - Sojourner Truth - 2195 Words

ANALYSIS OF THE PERSONALITY OF SOJOURNER TRUTH, ACTIVIST, BASED ON NEO-ANALYTIC ASPECTS By Ung Hai Hoon Sojourner Truth (c.1797 – 26 November 1883) Sojourner Truth dedicated her life to fighting slavery, and advocating equal rights for women. She first began speaking in 1827, giving personal testimony of the evils and cruelty of slavery; and later as a staunch supporter of suffrage, also advocated for equal rights for women. At the 1851 Women’s Rights Convention in Akron, Ohio, she delivered her speech â€Å"Ain’t I a Woman† which is now revered among classic text of feminism. She lived her life in the water-shed years of American abolition of slavery and became a leader and recognized as an icon for equality of rights and freedom.†¦show more content†¦In her public speaking,she usually began with a declaration of her spiritual link, â€Å"Well, Children, I speaks to God and God speaks to me†¦I talks to God and God talks to me.† (McKissack amp; McKissack, 1992, p.82 and 117). Truth sought spiritual guidance during stressful times. For example when she had recently only left her former slave-master Dumont, she was intimidated by threats to her children to return to Dumont’s farm. After the incident she shared â€Å"Jesus stopped me† and that she experienced a powerful force that turned her around when she tried to go back to the Dumont farm. Truth held that the event was a profound meaningful spiritual experience that convinced her that she was never going back to enslavement (McKissack amp; McKissack, 1992, p.41). Another example of Truth’s staunch belief that God was on her side: In her fight to free and get her son to be returned to her, Truth prayed for divine intervention,â€Å"God†¦ show those about me that you are my Helper† (McKissack amp; McKissack, 1992, p.43). She was aided by Quaker abolitionists and a fair judge ruled justly in her favour. iv. Value of human activity must be evaluated on the basis of social interest. Adler posit that social interest is the natural human condition and that it binds society as a whole. According to Feist amp; Feist (2006), Adler held that social interest is the only gauge toShow MoreRelatedBeyond Sophisticated Stereotyping10228 Words   |  41 PagesFor example, U.S. Americans are individualistic in some situations (e.g., the most comprehensive of rights and the right most valued is the right to be left alone4) and in others (e.g., school fundraising collectivist events). Long-term sojourners and serious cultural scholars find it difficult to make useful generalizations since so many exceptions and qualifications to the stereotypes, on both a cultural and individual level, come to mind. These cultural paradoxes are defined as situationsRead MoreTalk Shows5538 Words   |  23 PagesTonight Show changed significantly with each successive host. Steve Allen, Ernie Kovacs, Jack Paar, Johnny Carson, and Jay Leno each took The Tonight Show in a significant new direction. Each of these hosts imprinted the show with distinctive personalities and management styles. Though many talk shows run for only weeks or months before being taken off the air, once established, talk shows and talk show hosts tend to have long runs. The average number of years on television for the thirty-fiveRead MoreRastafarian79520 Words   |  319 PagesEdmondss Rastafari: From Outcasts to Culture Bearers is that it correctly traces the connection between the emergence of Rastafarianism and the history of resistance and black consciousness that has been part of the Jamaican experience for years. The truth is that there has always been a committed Jamaican counter- culture that celebrates and sees redemption in Africa and rejects the European values that have oppressed a society. But prior to the advent of popular culture and especially the music recordingRead MoreProject Mgmt296381 Words   |  1186 Pages1984. In 1995 he worked as a Fulbright scholar with faculty at the Krakow Academy of Economics on modernizing Polish business education. In 2005 he was a visiting professor at Chulalongkorn University in Bangkok, Thailand. He received a B.A. in psychology from Claremont McKenna College and a Ph.D. in management from State University of New York at Buffalo. He is a certified project management professional (PMP) and Scrum Master. Clifford F. Gray CLIFFORD F. GRAY is professor emeritus of management

Cyberbullying And Its Effect On Society - 1620 Words

Cyberbullying is a kind of harassment that makes use of the latest electronic technology. This kind of bullying is always on the internet, but people are now even using their phones to bully people, as well. According to the US National Crime Prevention Council, cyberbullying is when the internet, cellphone, and other devices are used to hurt others by sending messages, posting statuses, or sending images to hurt or embarrass someone. Cyberbullying has become a major issue in the media today. The number of children suicides have increased due to harassment on social media websites. I believe that this can be prevented if schools change some of the polices and of course raise awareness. The internet is one of the most fundamental technological revolutions of our age due to the universal impact it has on our every day lives. The internet should not be used to cause someone pain or to harass people. Bullying of any kind is wrong but cyberbullying has taken it to a new level because now people can create a profile to slander a person’s name. Cyberbullying also can occur 24-hours a day, unlike the traditional form of bullying. People can actually get on a site like Facebook that has a world-wide audience to bully and get others to do the same. So now not only has the victim been bullied by a classmate but now millions of strangers are harassing them. The act of bullying is also not limited to children or teens; the behavior may be seen as â€Å"childish† but the same goes forShow MoreRelatedCyberbullying And Its Effects On Society Essay1731 Words   |  7 PagesCyberbullying is a prevalent issue in our society due to the rise of technology. Teenagers and children are more connected to the internet than ever before and are in danger of cyber bullying. People can be bullied for a multitude of reasons, the number seeming to grow every year. Some children are cyberbullied because of their physical appearance, sexual orientation, for sexting, for their mental disabilities or for simply existing. This form of bullying is so dangerous because it is very difficultRead MoreCyberbullying And Its Effect On Society1254 Words   |  6 Pagesin some way, and about 20-40% have experienced some form of cyberbullying at least once.1 This means that about 200-400 million people between the age of 15 and 24 have been cyberbullied. Cyberbul lying has been an issue since the internet was first introduced for public use, and it is still a rising issue today. That is why it is our job to fix it. â€Å"What is cyberbullying?† you may be wondering. According to Dictionary.com, cyberbullying is â€Å"the act of harassing someone online by sending or postingRead MoreCyberbullying And Its Effects On Society1690 Words   |  7 PagesCyberbullying Did you know that girls are about twice as likely as boys to be victims and perpetrators of cyber bullying? Although the use of technology has created many opportunities to enhance teaching and learning, it also has led to some severe problems (Morgan, 2013). Online communication can become an addiction, but we have to be careful on what we post or send to other people. Cyberbullying affects people from kinder to college, or even higher. Before the internet, bullies dominated theRead MoreCyberbullying And Its Effect On Society893 Words   |  4 Pagesin today’s society. It affects not only students, but adults and teachers alike in contesting what is commonly known as cyberbullying. Cyberbullying can be defined as the willful and repeated use of cellphones, computers, and other electronic communication devices to harass and threaten others. (McQuade, 2006) Because we live in a cyber society, nearly anyone can become a victim of cyber bullying. It is important to distinguis h the difference between cyber harassment and cyberbullying. The sole differenceRead MoreCyberbullying And Its Effect On Society967 Words   |  4 PagesCyberbullying With the easy access to various forms of technology, young people are using the internet and social networks more than ever before. They view the internet and even more so their mobile phones as a positive aspect of our society. These devices play a crucial role in our daily lives and development of identities. However, these devices are often used negatively. With the increased usage of advanced communication technology, a new type of bullying, cyberbullying, has emerged. CyberbullyingRead MoreCyberbullying And Its Effects On Our Society938 Words   |  4 PagesBullying in the Digital Time Cyberbullying is the use of electronic devices with the intent of inflicting harm on another. Cyberbullying has steadily increased with new technology. Many international organizations and campaigns have emerged to defend the victims of this crime. An anti-bullying organization came about by youth in Canada to address the issues surrounding bullying in our society. This advocates for bullying awareness online, insisting that not enough government attention has been givenRead MoreCyberbullying And Its Effects On Society956 Words   |  4 Pagesbefore with technology. Technology has allowed people to be bullied by total strangers and people in which they never met. Cyberbullying has become a bigger problem than ever imagined. There are many different causes for cyberbullying which spawn psychological issues; however, the methods used are intended to inflict a damaging impact on their intended victims. Cyberbullying stemmed from a digital generation with social media, cell phones, and computers just to name a few. Thirty to forty years agoRead MoreCyberbullying And Its Effect On Society2620 Words   |  11 Pagessomething that the society will always experience. From back in history to now, there are different cases of moral panics. Most of these panics affect and target individuals on a daily basis. Rainbow parties, teen sex bracelets, and even bullying has become a huge moral panic for the society now. Bullying have always existed, however, the method and seriousness of bullying has increased dramatically over time. Cyberbullying is one of the most troubling and disruptive crimes of our society now. The advancementRead MoreCyberbullying And Its Effects On Society860 Words   |  4 Pages Cyberbullying is any bullying that takes place with the use of electronic technology; cell phones, computers, social media, texting, and other electronic methods of communication. Cyberbullying typically happens to teenagers, when it happens to an adult is considered cyber-harassment or cyberstalking. Cyberbullying is different than in person bullying because it can happen anytime, victims find it hard to escape, the bully can be anonymous, and the bully can be anywhere in the world. Children whoRead MoreCyberbullying And Its Effects On Society919 Words   |  4 Pagesâ€Å"Cyberbullying† Cyberbullying is â€Å"willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices† (Cyberbullying Research Center). Students can be victims of cyberbullying anytime they have access to their phones or computers: at home, at work, at school, waiting at the doctors, also the cyberbully can commit these acts at all the same times. In this day and age of technology there is no relief or break for the victim. Cyberbullying must be dealt with