They stress day and night over these overrated tests, like previously stated channeling out the imagination, curiosity and good will. Besides being an imprecise measure for students, they use them to judge a teacher’s performance as well, essentially used to either reward or punish them. Standardized test are not helping us very much right now. In conclusion, the usage of standardized tests should be discontinued or by the very least lessened. These tests are not helping people, it’s initially having a negative effect on students and teachers.
PART 1 The table shows predictions and results from Milgram’s original obedience to authority study and results from two variations of the study. Both the psychiatrists and the college students predicted that 0% of the ‘teachers’ would administer electric shocks to the ‘learners’ at maximum voltage. However, the psychiatrists predicted that the ‘teachers’ would refuse to continue administering shocks at a lower average level (123V) than the students predicted (140V). The predictions made were inaccurate, as the average level of shock at which the ‘teachers’ actually refused to continue was 368V and 65% used maximum voltage. In Variation One of the experiment, the results of the average level of shock at which the ‘teachers’ refused to continue (244V) and the percentage of ‘teachers’ who used maximum voltage (20%) were lower than the results of the Original Study.
Prose claims that American high school students learn to loathe literature because of the way it's taught. Students come to dislike literature because they are constantly analyzing it rather than enjoying it. Prose also claims that the, "...geniuses of the past [are treated] as naughty children, amenable to reeducation by the children of the present, evokes the educational theory of the Chinese Cultural Revolution." Essentially, allowing the students to judge and criticize classical authors causes the students to view them as less than what they are. Prose also says that the students are, "...handicapped not merely by how little literature they have read but by their utter inability to read it."
Mid-Term Exam A high-tech heretic is a person who has been officially accused by his beliefs for technological and human development as following a false doctrine. That is what they refer to Clifford Stoll as and he is not that at all. I agree with Clifford Stoll on the idea that computers should not be used in the classroom because the students aren’t receiving and gaining the knowledge that they should be receiving. His view on the issue that computers are not good in the class room is a different one, but very true indeed. He uses several examples to explain his theory.
However, this experiment lacks ecological validity as it’s done in a lab and so doesn’t have the same effect on people as if it were to happen in real-life. The sample was fairly small and only used American students. Also they all knew they were participating in an experiment so may change their
Discretionary justice can be defined as a measure of leniency considering the background and the records of the victim before deciding their punishments. In the essay, Gladwell talks about how a young American physicist almost poisoned his tutor because he was mindlessly doing experiments due to his family problems. He was forced to work in the lab, and thus making mistake is understandable considering that he was young. Besides, utilizing discretionary justice can provide more options on the punishments. Instead of sending the young physicist to the police, set him on probation which will not damage his reputation as a scientist.
Case Study 3-2 The FBI 1. What do you think were the real reasons why the VCF system failed? I think one of the reasons the VCF failed was because the FBI agents were so used to doing everything on paper that the thought of doing something electronic scared them. They also were taught to keep information to themselves so I think this made them keep everything from everyone and this included information that could help other agencies. I think the book was dead on when it said that other reports uncovered issues of control, culture, and incompatible organization systems.
Most students today know little to nothing about Vietnam thanks to the lack of photographs, as well as coverage. Some of the students Loewen had interviewed did not even know who fought in the war. A student of Loewen’s even wrote that showing the images of Vietnam during the war (specifically of the naked little girl running from the napalm attack) would completely change a student’s view of the war. However, because textbooks choose to leave out these stirring images, students still do not have the right outlook or sufficient knowledge of what happened in
Amy Goldwasser’s, “What’s the Matter with Kids Today?” uses out of context statistics to create a cynical attack on some of the finest educational organizations today. She scoffs at accusations of the Internet, almost ignoring the fact that most teenagers do not use the Internet for academic or intellectual uses. After begging parents not to worry about their kids online (even though worrying is what protects our kids to begin with), she groups Common Core with the other contributors “of what has become a fashionable segment of the population to bash: the American teenager,” when unlike the uninformed, Common Core is fighting for our school systems to improve the educational system for our teenagers (Goldwasser, 236). If one of our most influential associations was not enough, the National Endowment for the Arts is beaten down with more out of context quotes used to side the reader with the Internet and against our helpful companion in the fight for ingenuity and innovative improvement. RWS 200 students will find Goldwasser’s article much less persuasive after understanding how the sources she uses, like Common Core and the NEA, are taken out of context in her whirl-winding assault against educational learning, and supporting the Internet.
Though older citizens often argue that it is the young to blame for the state of our planet it is clear to me that it is those who were on the planet years before myself and peers are to blame! How can the older generation blame us for what their creations have done to this world? We did not invent the television, or the car etc; we have grown up in a world all ready made up of gadgets and gizmos that we ourselves did not create and only use them because we have been brought up to do so. What I cannot comprehend is their constant moaning about us leaving lights on and leaving the television on standby when it was their generation that invented these machines in the first place. They will argue back that they indeed created these machines but not to the extent that they are at now, that we the younger generation have helped them evolve from a black and white microwave look a like to a 45 inch screen suspended midway up a chimney breast!