Impact Of The Digital Millennium Copyright Act On...

Impact of the Digital Millennium Copyright Act on Copyright Enforcement and Fair Use Jean-Paul Muyshondt University of North Carolina Wilmington Abstract The Digital Millennium Copyright Act of 1998 has changed the focus of copyright enforcement away from the act of copyright infringement and toward the act of circumvention of the technologies used to protect the rights of digital media owners. Additionally, the act has had adverse effects that outweigh the benefits that it provides. Key Words: copyright, DMCA, DRM, ethics, fair use, legal/societal impact. 1. Introduction Prior to the 1990s, United States copyright legislation, like the media that it protected, had remained relatively unchanged. The advancement of digital technologies, specifically the advent of the Internet and the increasing ability to easily exchange digital media, prompted a change in copyright law. This change came in the form of the Digital Millennium Copyright Act (DMCA). The act extends the protections given to copyright holders. In order to provide this additional protection, the DMCA also has adverse effects. This paper will explore copyright law in the United States and discuss the positive and negative effects of the DMCA, as well as some of the ethical implications associated with it. 2. Background 2.1. Copyright law prior to 1998 and the need for change Copyright laws in the United States can trace their roots to the Constitution, where Congress was granted the power â€Å"ToShow MoreRelated Copyrights: Intellectual Property and Technology Essay1535 Words   |  7 PagesCopyrights: Intellectual Property and Technology The Government and many other agencies around the world are continuously at work to improve protections for intellectual property rights and the enforcement of intellectual property laws. In today’s age of digital madness, passing legislation and actually enforcing of those laws becomes a very daunting task. However, the protection of intellectual property has both individual and social benefits. It protects the right of the creator of something ofRead MoreUSAs Copyright Law1487 Words   |  6 PagesCopyright Law 1.Copyright law offers copyright holders the exclusive right to reproduce, distribute, and publicly perform copyrighted work (Carnes). The copyright holder has the authority to govern how the copyrighted material is distributed by giving specific permissions in writing. Without a specific written permission, no one has the rights to distribute or sell the copyrighted work. By selling collections that contain the whole program of the copyrighted material, Software of the Month ClubRead MoreA Utilitarian View on Digital Copyrights Essay1386 Words   |  6 PagesIntroduction The rudimentary utilitarian view on copyrights is that they help to support the individuals who generate the creative culture for a society: if there are no legal controls over somebody copying or imitating someone else’s work, then these innovative people will not have enough incentive to continue creating new works (Lemley and Reese, 2004). If this were to truly happen, it would have a negative effect on the entire economy and the overall culture. However the raw material for new creativeRead MoreSopa, Dmca, And Hipaa1708 Words   |  7 Pagesinternet for broad use and public consumption also came with the federal government’s attempts to prevent the theft of personal information. In the late 1990s, President Bill Clinton signed into law two provisions to protect copyright and affordability of healthcare: the Digital Millennium Copyright Act (DMCA) and the Health Insurance Portability and Accountability Act. In 2011, a bill was introduced into the United States House of Representatives called the Stop Online Privacy Act (SOPA) to combatRead MoreOverview of Intellectual Property2017 Words   |  9 PagesIntellectual Property Table of Contents Overview of Intellectual Property 3 Types of Intellectual Property Rights 3 Industrial property 4 Copyright 5 Controversy of Intellectual Property 5 Intellectual Property in the Digital Age 7 No Electronic Theft Act 9 Digital Millennium Copyright Act of 1998 9 Case Study Involving Intellectual Property – Domain Names 9 Conclusion 11 Overview of Intellectual Property The term intellectual property refers to the innovations of the human mind. IntellectualRead MoreIssues of Digital Rights Management (DRM) in India2276 Words   |  9 Pageswell, encrypted. So, when section 65A of the Indian Copyright (Amendment) Act, 2012 was notified , a legal analysis seemed to be pertinent- for this provision, introducing Digital Rights Management (DRM) in India, would indeed have a palpable effect on almost all Indian consumers of digital media. Section 65A of the Indian Copyright (Amendment) Act, 2012 provides legal protection to technological protection measures (or ‘TPM’ e.g. digital locks, encryption), such that the circumvention of suchRead MoreThe Relevance of Fair Use Doctrine in the Digital World6215 Words   |  25 PagesAbstract. Different proposals have been made to restrict the â€Å"fair use† exception in a digital context. Digitization provides tools to detect private digital copying of a protected work and to limit it. This may allow title-holders to prevent practices that have been important for educational and scholarly purposes. Given the power conferred by the technology, â€Å"fair use† exceptions established by the law may become inapplicable and substantially affect access to information, particularly in developingRead MorePrinciples of Information Security Chapter 3 Review1291 Words   |  6 Pageslaw. 4. Which law amended the Computer Fraud and Abuse Act of 1986, and what did it change? The National Information Infrastructure Protection of 1996 amended the Computer Fraud and Abuse Act of 1986. It modified several sections of the CFA Act, and increased the penalties for selected crime. 5. Which law was specifically created to deal with encryption policy in the United States? The Security and Freedom through Encryption Act of 1999. 6. What is privacy in an information securityRead MoreComputer Security and Data Encryption3352 Words   |  13 PagesDRM is a technology that protects digital content via encryption and the access control mechanisms that allow a user to view the digital content. In general, to control what we can and can’t do with the media and hardware we’ve purchased. 1. Historical perspective of DRM The practices of copyright protection and DRM have been around since decades ago. In fact, when the Altair BASIC was first introduced in 1975, the Homebrew Computer Club (a computer hobbyists club) member made unauthorizedRead MoreEssay on Peer to Peer Technology and Copyright6511 Words   |  27 PagesPeer to Peer Technology and Copyright Recently, there has been a series of copyright infringement litigations against Internet businesses that are involved with unauthorized distribution of music files. The US recording industry claims to lose three million dollars per year because of piracy. A report predicted an estimated 16 percent of all US music sales, or 985 million dollars would be lost due to online piracy by 2002 (Foege, 2000; cited from McCourt Burkart, 2003) Even though

Evaluate and Use Information and Communications Technology...

The purpose of this essay is to research a technological toy, I focused on Bee Bots, which I use in my setting, evaluate and critically analyse the effectiveness of that toy in promoting children’s learning. Later I will demonstrate my personal use of ICT and a record of use of Information and Communications Technology (ICT) over a period of one month as a professional role in promoting children’s development in my setting. Finally, I will reflect on my tracking sheet and identify the opportunity to develop ICT in communication with parents. According to Siraj-Blatchford, Whitebread (2003) in supporting children in their development of an early understanding of ICT we are concerned to support them in learning about a wide range of†¦show more content†¦It is available with across curriculum mats to enhance children learning in all area of their development, therefore in my work place we adapt the mats that we already have in our setting and I still feel that we did not use its full potential. So far we used Bee Bot with Alphabet mat, and alphabet flash cards to extend children letter sound recognition and oral language development for children with English as an Additional Language (EAL) to support their listening and recalling skills. Number and shape mat is used to expand children mathematical skills such as counting, number recognition, positional language, shape recognition. Road mat is used to develop children orientation as they need to manipulate, orientate, track and rotate the Bee Bot as well as road s afety skills. Using a Bee Bot also introduce the children to a range of science skills as they interpret design challenges, generate possible solutions, make plans, test and evaluate and modifying the program were necessary (Sprainger, 2007). I founded as well as a number of teachers around the world (see teachers reviews in Appendix C) that Bee Bot are good value for money (manufacture instruction enclose in Appendix B) and the only disadvantage I can find is that after each activity program needs to be cleared in order to reprogrammed again. Although, it is clear that ICT should be used ‘to develop skills across all six areas of learning’ it is the ‘Knowledge and Understanding of the World’ strand aloneShow MoreRelatedThe Statement Of Teaching Philosophy1240 Words   |  5 Pagesand to their professional development. To the extent that my teaching supports content knowledge, but also an approach to learning and thinking about real-world issues, I strive to develop students’ potential so that they might be better students, employees, and citizens. My teaching philosophy is strongly influenced by my professional and educational background, which has been focused on the effects of media and technology on young children, and the role that technology can play as a tool for empoweringRead MoreProgram Planning in Early Childhood Education Essay1553 Words   |  7 Pagesthe diverse early childhood areas. To plan is to set goals and provide quality programmes to help children to learn and to build up good relationships within the service. Ward (2011) discuss the purpose of planning is to provide safe environment of learning that is based on the Te Whariki curriculum. According to the Ministry of Education (1996), it states â€Å"each early childhood education setting should plan its programme to facilitate achievement of the goals of each stand in the curriculum† (p.28)Read MoreHistory of Mass Media1150 Words   |  5 Pageshistorical development of media, including books, newspapers, magazines, radio and TV broadcasting and cinema. Students will be able to trace the emergence of modern media institutions from their historical roots and discuss the impact of social and technological change. This will be able to provide the student with the ability to evaluate issues that are affecting or are likely to affect the media industry. The aim of this module introduces historical perspectives on the development of mass mediaRead MoreEngage in Personal Development in Health, Social Care or Children’s and Young People’s Settings.1450 Words   |  6 PagesEngage in personal development in health, social care or children’s and young people’s settings. 1. Describe the duties and responsibilities of own work role. Healthcare Assistants play a vital role in the care of patients. Working under the direction of more senior healthcare professionals, they take care of the day-to-day needs of patients by providing help with personal care, meals and mobility. A Healthcare Assistant in Schonfeld Square performs many of the following tasksRead MoreCache Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education15197 Words   |  61 PagesAwards in Childrens Care and Education. Published in Great Britain by CACHE Second edition 2008 Third edition 2008 Book Code 500/888/7/V1 Book Code 500/888/7/V3 Publication date September 2008 Publisher Council for Awards in Childrens Care and Education Telephone 0845 347 2123 Fax 01727 818618 Registered Company No: 2887166 Registered Charity No: 1036232 Introduction Please note – This document is intended as guidance and is not mandatory The following document has been developed to support tutorsRead MoreHow A Communication Friendly Environment Change The Way Children Communicate Within The Pre School Setting?1199 Words   |  5 Pagescontemplated and reflected on a range of up to date literature in the area of supporting children’s communication with in early years settings. Research papers and studies have highlighted the link between children’s early communicative performance and their later school attainment. Further to this the influence of the environment has been examined as well as how it can support or negatively affect a child’s communication. In summary the following questions have been raised from completing this reviewRead MoreUsing Video Based Techniques For Children Essay1198 Words   |  5 Pagesconcerning how children use different interaction strategies while being observed with a video camera† (Sparrmann, A, 2005). Similar to this study (Dallis et al., 2011) Sparmann’s study also treated children as participants in construction of the vide-based research material and discuss Danile N. Stern’s (2002) â€Å"reflections of how technology allows researchers to examine splits seconds of small details in human behavior with make- up larger behavioral patterns† Learning stories are widely used techniquesRead MoreUnit 082 Promote Creativity Essay2076 Words   |  9 PagesCreativity and Creative Learning in Young Children. Outcome 1: Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development. 1. Analyse the differences between creative learning and creativity. Creativity involves being imaginative and original. Creative learning is about problem solving. Creative Learning: Creative learning is about how children are actively involved in their own learning and ability to make choicesRead MoreDevelopmental Psychology and National Occupational Standards7627 Words   |  31 Pagesteaching and learning in schools Level 2 Core/Mandatory Units STL1 Provide support for learning activities UNIT SUMMARY Who is this unit for? This unit is for those who support the teacher in providing learning activities. What is this unit about? This unit is about the support provided to the teacher and pupils to ensure effective teaching and learning. It involves agreeing with the teacher what you will do to support planned learning activities, providing the agreed support and givingRead MoreLearning and Social Care Essay examples30870 Words   |  124 PagesCACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate copying and subsequent use of this information. The use of PDF versions of our support materials on the CACHE website will ensure

Causes of the Showa Restoration Essay Example For Students

Causes of the Showa Restoration Essay Sonno joi, â€Å"Restore the Emperor and expel the Barbarians,†was the battle cry that ushered in the Showa Restoration in Japanduring the 1930’s.Footnote1 The Showa Restoration was a combination ofJapanese nationalism, Japanese expansionism, and Japanese militarismall carried out in the name of the Showa Emperor, Hirohito. Unlike theMeiji Restoration, the Showa Restoration was not a resurrection of theEmperor’s powerFootnote2, instead it was aimed at restoring Japan’sprestige. During the 1920’s, Japan appeared to be developing ademocratic and peaceful government. It had a quasi-democraticgovernmental body, the Diet,Footnote3 and voting rights were extendedto all male citizens.Footnote4 Yet, underneath this seemingly placidsurface, lurked momentous problems that lead to the Showa Restoration. The transition that Japan made from its parliamentary government ofthe 1920’s to the Showa Restoration and military dictatorship of thelate 1930s was not a sudden transformation. Liberal forces were nottoppled by a coup overnight. Instead, it was gradual, feed bya complex combination of internal and external factors. The history that links the constitutional settlement of 1889to the Showa Restoration in the 1930s is not an easy story to relate. The transformation in Japan’s governmental structure involved; thehistorical period between 1868 and 1912 that preceded the ShowaRestoration. This period of democratic reforms was an underlying causeof the militarist reaction that lead to the Showa Restoration. Thetransformation was also feed by several immediate causes; such as, thedownturn in the global economy in 1929Footnote5 and the invasion ofManchuria in 1931.Footnote6 It was the convergence of these external,internal, underlying and immediate causes that lead to the militarydictatorship in the 1930’s. The historical period before the Showa Restoration,1868-1912, shaped the political climate in which Japan could transformitself from a democracy to a militaristic state. This period is knownas the Meiji Restoration.Footnote7 The Meiji Restoration of 1868completely dismantled the Tokugawa political order and replaced itwith a centralized system of government headed by the Emperor whoserved as a figure head.Footnote8 However, the Emperor instead ofbeing a source of power for the Meiji Government, became its undoing. The Emperor was placed in the mystic position of demi-god by theleaders of the Meiji Restoration. Parliamentarians justified the newquasi-democratic government of Japan, as being the â€Å"Emperor’s Will.†The ultra-nationalist and militaristic groups took advantage of theEmperor’s status and claimed to speak for the Emperor.Footnote9 Thesethen groups turned the tables on the parliamentarians by claiming thatthey, not the civil government, represented the â€Å"Imperial Will.† Theparliamentarians, confronted with this perversion of their own policy,failed to unite against the militarists and nationalists. Instead, theparliamentarians compromised with the nationalists and militaristsgroups and the general populace took the nationalists’ claims ofdevotion to the Emperor at face value, further bolstering thepopularity of the nationalists.Footnote10 The theory of â€Å"ImperialWill† in Japan’s quasi-democratic government became an underlyin g flawin the government’s democratic composition. It was also during the Meiji Restoration that the Japaneseeconomy began to build up its industrial base. It retooled, basingitself on the western model. The Japanese government sent outinvestigators to learn the ways of European and Americanindustries.Footnote11 In 1889, the Japanese government adopted aconstitution based on the British and German models of parliamentarydemocracy. During this same period, railroads were constructed, abanking system was started and the samurai system wasdisbanded.Footnote12 Indeed, it seemed as if Japan had successfullymade the transition to a western style industrialized state. Almostevery other non-western state failed to make this leap forward frompre-industrial nation to industrialized power. For example, Chinafailed to make this leap. It collapsed during the 1840s and theEuropean powers followed by Japan, sought to control China byexpropriating its raw materials and exploiting its markets. By 1889, when the Japanese ConstitutionFootnote13 wasadopted, Japan, with a few minor setbacks, had been able to make thetransition to a world power through its expansion of colonialholdings.Footnote14 During the first World War, Japan’s economy andcolonial holdings continued to expand as the western powers wereforced to focus on the war raging in Europe. During the period1912-1926, the government continued on its democratic course. In 1925,Japan extended voting rights to all men and the growth of the merchantclass continued.Footnote15 But these democratic trends, hid the factthat it was only the urban elite’s who were benefiting from thegrowing industrialization. The peasants, who outnumbered the urbanpopulation were touched little by the momentous changes this lead todiscontent in a majority of the populace. During the winter of 1921-1922, the Japanese governmentparticipated in a conference in Washington to limit the naval armsrace. The Washington Conference successfully produced an agreement,the Five Power Treaty. Part of the Treaty established a ratio ofBritish, American, Japanese, Italian, and French ships to the ratiorespectively of 5:5:3:1.75:1.75.Footnote16 Other parts of the FivePower Treaty forced other naval powers to refrain from buildingfortifications in the Pacific and Asia. In return, Japan agreed togive up its colonial possessions in Siberia and China.Footnote17 In1924, Japan cut its standing Army and further reduced the size of theJapanese military budget. It appeared to all that Japan was content torely on expansion through trade instead of military might.Footnote18However, this agreement applauded by the Western Powers, symbolized tomany of the nationalists and militarists that the Japanese Governmenthad capitulated to the West. During the Showa Restoration, ten yearsla ter, these agreements were often cited as examples of where thequasi-democratic Japanese government had gone astray.Footnote19 The time preceding the Showa Restoration appeared at firstglance to be the image of a nation transforming itself into afull-fledged democracy. But this picture hid huge chasms that wereabout to open up with the end of the 1920’s. Three precipitatingcircumstances at the beginning of the 1930’s shattered Japan’sdemocratic underpinnings, which had been far from firm: the downturnin the world economy, Western shunning of Japan, and the independenceof Japan’s military. Thus, the shaky democracy gave way to the ShowaRestoration. This Restoration sought to not only restore the ShowaEmperor, Hirohito to power, but lead Japan into a new period ofexpansionism and eventually into World War II. The first event that put Japan on the path toward the ShowaRestoration was the downturn in the world economy. It wrecked havocwith Japan’s economy. World War I had permitted phenomenal industrialgrowth, but after the war ended, Japan resumed its competition withthe other European powers. This renewed competition provedeconomically painful. During the 1920’s, Japan grew more slowly thanat any other time since the Meiji Restoration.Footnote20 During thistime the whole world was in an economic slump, Japan’s economysuffered inordinately. Japan’s rural economy was particularly hard-hitby the slump in demand for its two key products, silk and rice. Thesudden collapse of the purchasing power of the nations that importedJapanese silk such as America; and the worldwide rise in tariffs,combined to stagnate the Japanese economy.Footnote21 In urban Japan, there were also serious economic problems. Agreat gap in productivity and profitability had appeared between the new industries that had emerged with the industrialization of Japanand the older traditional industries. The Japanese leadership was notattuned to such obstacles and thus was slow to pass legislation todeal with its problems.Footnote22 The Meiji government had supportedits economic planning by claiming it would be beneficial to theeconomy in the long-run. When Meiji government promises of economicgrowth evaporated, the Japanese turned toward non-democratic groupswho now promised them a better economic future.Footnote23 Thenationalist and militaristic groups promised that they would restoreJapanese economic wealth by expanding Japanese colonial holdings whichthe democratic leaders had given up. Children And Art Therapy Essay—Footnote1Ruth Benedict, The Chrysanthemum And The Sword (Boston: HoughtonMifflin Company, 1989) 76. Footnote2Marius B. Jansen Sakamoto Ryoma and the Meiji Restoration (Stanford:Stanford University Press, 1971) 147-164. Marius B. Jansen makes clear in this book that the Meiji Restoration(1868-1912) was a movement centered around returning the Meiji Emperorto power. Only later did the Meiji Restoration come to embody liberalreformism. Footnote3Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)158-159. Footnote4Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 121. In 1925universal male suffrage was enacted. Footnote5Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press,1980) 113. Footnote6Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 170-171. Footnote7Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 375-376. During the Meiji Restoration Japan saw itsmission to be to catch up with the already industrialized Westernpowers. Footnote8Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987)125. Footnote9Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 115. Footnote10Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 98. Footnote11Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)165-166. Footnote12Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 119. During the Meiji Restoration Samurais werestripped of their positions and even prohibited from wearing theSamurai Sword in 1869. Footnote13Frank K, Upham Law and Social Change in Japan (Cambridge: HarvardUniversity Press, 1987) 49. The Japanese constitution was adopted in1889. It set up a British type parliament. The constitution did notprovide the parliamentary government with power over the militarybranch. Footnote14Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 38. At the turn of the century Japan had started itscolonizing effort in China and other parts of Asia. It was theseefforts at Colonization that developed into the Russo-Japanese War(1904-1905). After winning the war Japan continued with even moregusto to snatch up colonies in Asia. Footnote15Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 121. In 1925universal male suffrage was enacted although in most elections ballotswere only made available to the urban elite. Footnote16Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 96. Footnote17Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 150. Footnote18James B. Crawley Japan’s Quest For Autonomy (Princeton: PrincetonUniversity Press, 1966) 270-280. Footnote19Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press,1980) 128. Footnote20Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 380-381. In her Book Karel van Wolferen writes, â€Å"TheSuccess of the Meiji oligarchy in stimulating economic development wasfollowed by a further great boost for Japanese industry deriving fromthe First World War. This good fortune came to an end in 1920, and a‘chain of panics’ caused successive recessions and businessdislocation†. Footnote21Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 117. Reischauer makes the point in his book thatexternal factors significantly hurt Japan’s economy. Unlike a nationlike the United States which had vast reserves of natural resourceswhen projectionist trade laws were implemented around the world Japansuffered significantly because it lacked raw materials and markets. Japan’s economy which was guided during the Meiji Era to be primarilyan export based economy. Footnote22Nakamura Takafusa Economic Growth in Prewar Japan (New Haven: YaleUniversity Press, 1983) 151-158. Nakamura Takafusa states that Japanwas growing at vastly different rates between the urban areas andrural areas. Footnote23Frank Gibney Japan the Fragile Superpower (New York: Meridian, 1985)165-166. Footnote24James B. Crawley Japan’s Quest For Autonomy (Princeton: PrincetonUniversity Press, 1966) 270-280. Footnote25David M. Reimers Still the Golden Door: The Third World Comes toAmerica (New York: Columbia Press, 1992) 27. Footnote26Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 128. â€Å"The exclusionof Japanese Immigrants by the United States in 1924 and the growth ofmechanized Soviet Power on the Asian continent all confirmed in theJapanese public eye the impending confrontation with the west.†Testsuo views the rise of Japanese nationalism and militarizationresulting in the Showa Restoration to be to a large degree the faultof the west for its maltreatment of Japan diplomatically. Tetsuo alsoviews the Showa Restoration to be largely caused by external factorsthat in consequence unbalanced the fragile Japanese political system. Footnote27Robert Story The Double Patriots (London: Chatto and Windus, 1957)138. Footnote28Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 380-381. Footnote29Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 114. One of thefamous political leaders of the time Miyake Setsurei called for a newJapan that had â€Å"truth, goodness, and beauty†. Footnote30James Morley Dilemmas of Growth in Prewar Japan (Princeton: PrincetonUniversity Press, 1971) 378-411. Footnote31Peter Duus The Rise of Modern Japan (Boston: Houghton Mifflin, 1976). Many of the nationalists of this period claimed the West had trickedJapan into giving up its colonies in Asia so it could take them. TheNationalists also claimed that renewed Japanese expansionism wouldliberate the Asians of their European Colonizers. Footnote32Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 130. The ImperialWay Faction was a right wing political party that called for the ShowaRestoration. It was lead by Kita Ikki, Gondo Seikei, and Inoue Nissho. Footnote33Karel van Wolferen The Enigma of Japanese Power (New York: RandomHouse, 1990) 381-382. Footnote34Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 128. Footnote35Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 138. Historianssuch as Testuo Najita cite this incident as the turning point in themilitary role in Japan. For after this incident the Military realizedthat the parliamentary government did not have the will or the powerto stop the military power. Footnote36Edwin O. Reischauer The Japanese Today (Cambridge: Harvard UniversityPress, 1988) 96. Footnote37Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 171. Edwin O Reischauer writes in his book, â€Å"Therecould be no doubt that the Japanese army in Manchuria had beeneminently successful, The people as a whole accepted this act ofunauthorized and certainly unjustified warfare with whole heartedadmiration†. Footnote38Peter Duus The Rise of Modern Japan (Boston: Houghton Mifflin, 1976)156. The period preceding the Showa Restoration and coming after theMeiji Era is known as the Taisho Era. It is named after the TaishoEmperor who was mentally incompetent and thus the parliamentariansduring this time had control of the government. His reign lasted onlya decade compared to the Meiji Emperor’s 44 year reign. Footnote39Edwin O. Reischauer Japan Past and Present (Tokyo: Charles TuttleCompany, 1987) 171. Footnote40Tetsuo Najita Japan The Intellectual Foundations of Modern JapanesePolitics (Chicago: Chicago University Press, 1980) 138.

My assignment Essay Example

My assignment Essay My assignment is to reflect on what happens to you cognitively, linguistically, emotionally, and socially as you take part in online discussions(using Blackboard) , and to describe the kind of learning you experienced. It is always good to compare the experience of online discussion with what happens in the regular, face-to-face component of the class. You are to reflect globally on your experiences of the asynchronous discussions. I am interested in your comparison of the online written discussions to the oral discussions we are having in class, to any signs you notice that we are influenced by these written modes when we are in oral mode, whatever, I would expect to see some reference to the ideas we are reading about and discussing in class as you describe your own reaction to engaging in these kinds of discussions.I had three times asynchronous online discussions using blackboard (bulletin board) with my classmate in the semester. We were divided 4group by professor. We didn†™t meet in our classroom on those three days. Next class, we discussed about written discussion during 10minutes. We are to post three comments each day. One comment is to answer about professors’ question and two comments are to reflection about classmate’s comment. I read and post comments that represent a thought, or critical response, or question, or connection to other ideas you’ve formed in the past, in response to one of our reading.For the self-analysis paper, you just need to type up a description of your learning comparing how you learned on the online discussion versus the class discussion.Example: You reflect on how you read the articles in preparation for (or during) the asynchronous discussion.- Do you feel you understand those articles better, less well, or the same when compared to how you prepared for previous regular oral discussion? How would you describe your overall feelings about the asynchronous written discussion we just had (the second one) in terms of the following:a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree of involvement (as defined as psychological engrossment) you feltb.  Ã‚  Ã‚  Ã‚  Ã‚   the degree of enjoyment you experiencedc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree to which you felt the discussion was useful to your learingMy background:I am an international Ph. D student (Korean).In class:I have been a thinker rather than a talker in most discussions. I don’t like speaking in front of many people. I learn the content I learn in class while listening to others verbalizes their ideas. Sometime, it’s not clear whether I understand certain content, but after listening to others’ personalized examples, it becomes clear.Online discussion:I can read all classmates’s thinking.ALSO, the professor often visited blackboard and she is too responsive to each comment.The attached file is Self-Analysis questionnaire.First, you must check each question of the attached file (questionnaire).Briefly exp lanationSecond, you have to write reflection paper based on the questionnaire and above explanation.First written discussionMy Comment: I never realized that there is so much affective traffic in the â€Å"classroom discussion boulevard.† This research also makes me understand how classroom discussion flows from contextual and personal factors to outputs of the discussion. Classroom discussion is not a simple sharing of thoughts! I have been a â€Å"thinker† rather than a talker in most discussions. I wanted to contribute to group discussions, but it was hard to do. The anxiety of talking in discussion was too high for me even though the student who usually being a talker may enjoy the challenge. So, I would like to raise a question about encouraging discussion. When I was a teacher, I wanted to assist a child to have an opportunity to tell her thought, but the appointed child burst into tears because of tension. I am wondering how I can make a thinker to express his/h er thought freely.Professor: As much as I try to be friendly and encourage MY students to feel comfortable in the discussion whether thinking as you call it or talking, I also have had it where a student started to cry rather than speak. Made me feel bad!I do think there are ways to get students to become more comfortable smaller groups, allow some reflection time, have everyone share what theyre quietly thought about and perhaps written down, giving the quiet student a leading role on a topic she is enthusiastic about, that sort of thing. But you do have to be sensitive and not get into a tug-of-war in the moment just for the sake of forcing the student to speak up!Second written discussionSubject: Constructivist views of learningMy Comment: I would like to talk about the two teachers’ story of â€Å"Expertise as Process.†Ã¢â‚¬Å"A typical day is full of anxiety and boredom,† says Csikszentmihalyi.â€Å"Flow experiences provide the flashes of intense living aga inst this dull background.†Flow occurs when a person skill level is perfectly balanced to the challenge level of a task. I think that the two teachers, Margot and Cynthia, have not so much challenge in their teaching lives because they are quite familiar and have enough skill in their job.How can they experience flow? Because they are in the Boredom area in the Flow chart of Csikszentmihalyi (please see the chart in the hand-out of Sep. 6th), there is two way that they can return to the flow channel. Firstly, they can enjoy if they can reduce their skill level. However, it seems impossible. Hence, the only clue to rescue them from the boredom is to increase the level of challenge. I think two types of challenge may be given to them. The first one is external reward. Promotion or bonus money through their students’ evaluation or academic achievement can be the motivation for the teachers.The second one is intrinsic motivation. I thought that the teachers would be more in volve in their teaching for its own sake if they could monitor the improvement of their students. The teachers can be rewarded internally if students and/or parents wrote thank you letter to them. Moreover, school district should develop some tool that helps teachers monitor their students’ improvement.;Me: Wilcox revealed that teachers have different expectation and treatment between upper middle class children and lower middle class children. Result of Rist and Collin are similar. Do teachers treat students differently by their parents ¿ social economy status or income? The relationship between student’s SES and academic achievement has been recognized as positive. Even though Collins insists that teachers ¿ responses differ by children’s class rather than by their skills, the lower class children of those studies can be classified as low achievement children in general. It means, teacher may treat students differently by their academic achievement, school behavior, and/or background. Looking back my elementary and secondary school years, teachers responded gently students from high SES families. However, some students from low SES families were loved by teachers because they got high achievement in academic tests.Hence, I guess we will have different picture if a research that investigate the different effects of student’s background, academic achievement, and school behavior.;Professor’s comment:   remember that the Rist article (I think thats the one) was reporting that the teachers were assigning the kids to different groups after one week of kindergarten. I know teachers can pick up a lot in one week with a child but that seems pretty fast to have decided who would be in the high, medium, and low reading group! So Panofsky is arguing that yes it may be achievement but the separation occurs too early to have it that the teacher would be going solely on achievement.Your comment raises another thought: So do teacher s, in your experience, ever love students who do average or below average work?Professor’s post: And, I want to add, teachers who are more aware of the fact that its partly a cultural and use of language difference rather than laziness or stupidity will slowly help ALL kids, even those from the majority social class, see that there are these beautiful differences in the world and that our job is to appreciate them all.Have any of you ever been in a position where you felt others were treating in a sense as a member of marked monority? It happened to me once when I went on a job interview and the weird thing is that I felt stupid and I couldnt figure out how to get out of that groove! It was so weird!Me: Dr. S,   I totally agree with you. The children from Low SES families should be given more opportunity than now. It is very important for them and for all. The children have the right to enjoy their school life. However, the children and their teachers have distinct achievem ent goals  Ã‚  under NCLB. Moreover, some kindergarteners should pass unlawfull elementary schools entrance screening. Im wondering how much the teachers can.My classmate: I see many of my excellent friends learned very well and quickly whoever the teachers are. As a non self-motivated student, the first thing I blame when I am not making good performance is the teacher. (What a shame on me!) Information nowadays is easy to access, and everyone has chance to become independent learners. But guiders are still needed to internalize information for learners.Me: Definitely discussion is more ZPD style than workwheets. Not only studnet, but also teacher should be familiar with each others culture. Both culture should be respected in their classroom. However, childrens some practices and customs from a culture should be reviewed and that is educators work. Teachers cultural bias, of course, should be revisited by herself and from any other route. Hence, I think it is not easy to positio n between respecting a culture and providing a new value. My Assignment Essay Example My Assignment Essay Hostel Management System We have two hostels in our Limkokwing University of Creative Technology (LUCT), which consist hostel in faculty and hostel outside of the faculty. These two hostels at present are managed manually by the hostel office. The Registration form verification to the different data processing is done manually. Thus there are a lot of repetitions which can be easily avoided. And hence there is a lot of strain on the person who are running the hostel and software’s are not usually used in this context. This particular project deals with the problems on managing a hostel and avoids the problems which occur when carried manually. Identification of the drawbacks of the existing system leads to the designing of computerized system that will be compatible to the existing system with the system which is more user-friendly and better organized. We can improve the efficiency of the system, thus overcome the drawbacks of the existing system. Advantages of Hostel Management System Student Hostel Management System is useful to perform the complete Hostel Management functionalities of any of the faculty of the university. * Base file Hostel creation, Block creation and Room Facility are defined in master file. * Other Main process such as Room location, Room Change and Room facilities are available in this Hostel Management System. Functional Feature:- * Creation of Building and Block information. * Provision for creating various room types (Single amp; Shared ). Room allotment to the student. * Online vacancy position of the room. * Student leave registers. * Monitoring Visitors and Guest register. * Provision for monitoring the student hostel activities. * Transfer of rooms Review about the current hostel managing system LUCT are using manual way in all their working activities, those activities includes using pen and paper to kept their hostel tenant records, using pen and paper to kept result information’s. We will write a custom essay sample on My Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Inadequate way of interaction with their students and management:- The way that the student is booking and canceling the hostel for every semester seems to be totally outdated and from the LUCT point of view is time consuming and not economically because if student needs to view their status on hostel, no matter how the far is, he must walk in to the management and make a cash payment for booking, which will cost them a lot of transport money and waste their time, and the poor thing here is some times the students may come from far away for them to booking the hostel room. Project Goals and Objectives As our main objective is providing LUCT an online hostel management system, we define some sub-objectives which will give clearer, fastest responds and make hostel file maintenance perfect. Those sub-objectives as follow: 1. Allow students to reserve their rooms from anywhere in the world. 2. Make payments via online. 3. Checking their room status via online. 4. Withdraw a room request online. 5. Maintain their hostel accounts via online. Project Scope The system will be finish in December 2010, and will be in use from January 2011. We will link this system with current student portal of Limkokwing, where we can restrict unknown users. After implementation of this system, for students who applying from overseas, Registry will give their student ID number earlier where a overseas student can book or reserve his hostel from his country in order to reduce trouble after he arrived to Limkokwing. This system will give accurate reports whenever administer needs and also it will provide some data like how many students are currently staying in hostel and clear view of hostel location for new student’s satisfaction. My assignment Essay Example My assignment Essay My assignment is to reflect on what happens to you cognitively, linguistically, emotionally, and socially as you take part in online discussions(using Blackboard) , and to describe the kind of learning you experienced. It is always good to compare the experience of online discussion with what happens in the regular, face-to-face component of the class. You are to reflect globally on your experiences of the asynchronous discussions. I am interested in your comparison of the online written discussions to the oral discussions we are having in class, to any signs you notice that we are influenced by these written modes when we are in oral mode, whatever, I would expect to see some reference to the ideas we are reading about and discussing in class as you describe your own reaction to engaging in these kinds of discussions.I had three times asynchronous online discussions using blackboard (bulletin board) with my classmate in the semester. We were divided 4group by professor. We didn†™t meet in our classroom on those three days. Next class, we discussed about written discussion during 10minutes. We are to post three comments each day. One comment is to answer about professors’ question and two comments are to reflection about classmate’s comment. I read and post comments that represent a thought, or critical response, or question, or connection to other ideas you’ve formed in the past, in response to one of our reading.For the self-analysis paper, you just need to type up a description of your learning comparing how you learned on the online discussion versus the class discussion.Example: You reflect on how you read the articles in preparation for (or during) the asynchronous discussion.- Do you feel you understand those articles better, less well, or the same when compared to how you prepared for previous regular oral discussion? How would you describe your overall feelings about the asynchronous written discussion we just had (the second one) in terms of the following:a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree of involvement (as defined as psychological engrossment) you feltb.  Ã‚  Ã‚  Ã‚  Ã‚   the degree of enjoyment you experiencedc.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   the degree to which you felt the discussion was useful to your learingMy background:I am an international Ph. D student (Korean).In class:I have been a thinker rather than a talker in most discussions. I don’t like speaking in front of many people. I learn the content I learn in class while listening to others verbalizes their ideas. Sometime, it’s not clear whether I understand certain content, but after listening to others’ personalized examples, it becomes clear.Online discussion:I can read all classmates’s thinking.ALSO, the professor often visited blackboard and she is too responsive to each comment.The attached file is Self-Analysis questionnaire.First, you must check each question of the attached file (questionnaire).Briefly exp lanationSecond, you have to write reflection paper based on the questionnaire and above explanation.First written discussionMy Comment: I never realized that there is so much affective traffic in the â€Å"classroom discussion boulevard.† This research also makes me understand how classroom discussion flows from contextual and personal factors to outputs of the discussion. Classroom discussion is not a simple sharing of thoughts! I have been a â€Å"thinker† rather than a talker in most discussions. I wanted to contribute to group discussions, but it was hard to do. The anxiety of talking in discussion was too high for me even though the student who usually being a talker may enjoy the challenge. So, I would like to raise a question about encouraging discussion. When I was a teacher, I wanted to assist a child to have an opportunity to tell her thought, but the appointed child burst into tears because of tension. I am wondering how I can make a thinker to express his/h er thought freely.Professor: As much as I try to be friendly and encourage MY students to feel comfortable in the discussion whether thinking as you call it or talking, I also have had it where a student started to cry rather than speak. Made me feel bad!I do think there are ways to get students to become more comfortable smaller groups, allow some reflection time, have everyone share what theyre quietly thought about and perhaps written down, giving the quiet student a leading role on a topic she is enthusiastic about, that sort of thing. But you do have to be sensitive and not get into a tug-of-war in the moment just for the sake of forcing the student to speak up!Second written discussionSubject: Constructivist views of learningMy Comment: I would like to talk about the two teachers’ story of â€Å"Expertise as Process.†Ã¢â‚¬Å"A typical day is full of anxiety and boredom,† says Csikszentmihalyi.â€Å"Flow experiences provide the flashes of intense living aga inst this dull background.†Flow occurs when a person skill level is perfectly balanced to the challenge level of a task. I think that the two teachers, Margot and Cynthia, have not so much challenge in their teaching lives because they are quite familiar and have enough skill in their job.How can they experience flow? Because they are in the Boredom area in the Flow chart of Csikszentmihalyi (please see the chart in the hand-out of Sep. 6th), there is two way that they can return to the flow channel. Firstly, they can enjoy if they can reduce their skill level. However, it seems impossible. Hence, the only clue to rescue them from the boredom is to increase the level of challenge. I think two types of challenge may be given to them. The first one is external reward. Promotion or bonus money through their students’ evaluation or academic achievement can be the motivation for the teachers.The second one is intrinsic motivation. I thought that the teachers would be more in volve in their teaching for its own sake if they could monitor the improvement of their students. The teachers can be rewarded internally if students and/or parents wrote thank you letter to them. Moreover, school district should develop some tool that helps teachers monitor their students’ improvement.;Me: Wilcox revealed that teachers have different expectation and treatment between upper middle class children and lower middle class children. Result of Rist and Collin are similar. Do teachers treat students differently by their parents ¿ social economy status or income? The relationship between student’s SES and academic achievement has been recognized as positive. Even though Collins insists that teachers ¿ responses differ by children’s class rather than by their skills, the lower class children of those studies can be classified as low achievement children in general. It means, teacher may treat students differently by their academic achievement, school behavior, and/or background. Looking back my elementary and secondary school years, teachers responded gently students from high SES families. However, some students from low SES families were loved by teachers because they got high achievement in academic tests.Hence, I guess we will have different picture if a research that investigate the different effects of student’s background, academic achievement, and school behavior.;Professor’s comment:   remember that the Rist article (I think thats the one) was reporting that the teachers were assigning the kids to different groups after one week of kindergarten. I know teachers can pick up a lot in one week with a child but that seems pretty fast to have decided who would be in the high, medium, and low reading group! So Panofsky is arguing that yes it may be achievement but the separation occurs too early to have it that the teacher would be going solely on achievement.Your comment raises another thought: So do teacher s, in your experience, ever love students who do average or below average work?Professor’s post: And, I want to add, teachers who are more aware of the fact that its partly a cultural and use of language difference rather than laziness or stupidity will slowly help ALL kids, even those from the majority social class, see that there are these beautiful differences in the world and that our job is to appreciate them all.Have any of you ever been in a position where you felt others were treating in a sense as a member of marked monority? It happened to me once when I went on a job interview and the weird thing is that I felt stupid and I couldnt figure out how to get out of that groove! It was so weird!Me: Dr. S,   I totally agree with you. The children from Low SES families should be given more opportunity than now. It is very important for them and for all. The children have the right to enjoy their school life. However, the children and their teachers have distinct achievem ent goals  Ã‚  under NCLB. Moreover, some kindergarteners should pass unlawfull elementary schools entrance screening. Im wondering how much the teachers can.My classmate: I see many of my excellent friends learned very well and quickly whoever the teachers are. As a non self-motivated student, the first thing I blame when I am not making good performance is the teacher. (What a shame on me!) Information nowadays is easy to access, and everyone has chance to become independent learners. But guiders are still needed to internalize information for learners.Me: Definitely discussion is more ZPD style than workwheets. Not only studnet, but also teacher should be familiar with each others culture. Both culture should be respected in their classroom. However, childrens some practices and customs from a culture should be reviewed and that is educators work. Teachers cultural bias, of course, should be revisited by herself and from any other route. Hence, I think it is not easy to positio n between respecting a culture and providing a new value.