Police and Exclusionary Rule Applies

Exclusionary Rule Exclusionary Rule According to â€Å"Legal Information Institute† (n. d. ), â€Å"The Exclusionary Rule prevents the government from using most evidence gathered in violation of the United States Constitution† (Exclusionary Rule). This rule applies to evidence gained from an unreasonable search or seizure in violation of the Fourth Amendment, Fifth Amendment, and the Sixth Amendment.If evidence that falls within the scope of the exclusionary rule led law enforcement to other evidence, which they would not otherwise have located, then the exclusionary rule applies to the related evidence found subsequent to the excluded evidence as well. Such subsequent evidence has taken on the name of â€Å"fruit of the poisonous tree. † The Exclusionary Rule is a court-created remedy and deterrent, not an independent constitutional right. Courts will not apply the rule to exclude illegally gathered evidence where the costs of exclusion outweigh its deterrent o r remedial benefits.Thus, the rule is not triggered when courthouse errors lead police officers to mistakenly believe that they have a valid search warrant, because excluding the evidence would not deter police officers from violating the law in the future Exceptions to the Rule There are exceptions to the Exclusionary Rule and they are listed as, another source is found that is untainted and had a role in finding the evidence. The next is evidence would have been located anyway, regardless of error or bad evidence. The next exception is that evidence may be used for witness removal on cross examination.While exception is that a witness’s identification of the defendant is not excluded if the witness could identify the defendant before arrested. Grand jury proceedings and evidence involved is excluded, and finally state agents that thought that they were complying with the Fourth Amendment. Costs and Benefits Some say that the rational choice model of criminal behavior predic ts that if the Mapp ruling did affect the behavior of police— altering either the probability of conviction or detection then citizens should respond by ncreasing their level of unlawful activity. Since the exclusionary rule increases the costs of police investigations, the police will respond by substituting away from those activities that require a warrant towards those that do not (Rubin, 1998). This train of thought while in 1989 may have been progressive; the thought process was way off. Police have risen to the challenge to get evidence without breaking rights of those involved and properly handling those Amendment rights.Many things have been learned during these times like obtaining a search warrant is worth the work put into it, if a warrant is filed correctly, listing the proper information, and holding the proper property then getting a conviction is a simple thing. Alternatives to the Exclusionary Rule Prosecution of police for trespassing, this can be done if the exclusionary rule did not exist. The prosecutors and the juries would be reluctant to do such. Civil tort action against officers, which can include all negligence cases as well as intentional wrongs which result in harm. Therefore tort law is one of the major areas of law.Administrative discipline by police internal affairs would be rampant if there was no rule to assist them with gathering evidence. There are many alternatives to the Exclusionary Rule but none are going to assist in the criminal justice system, this rule helps to balance everything on both sides of this system. There would be chaos in the courts, bad evidence, civil disputes, and offenders that have their rights violated. Conclusion The Exclusionary Rule was created in the hope to protect citizen’s rights while allowing the criminal justice system to do its job effectively.This rule has taken into consideration what the citizen goes through as well as what the police must do to properly execute their jobs. Exceptions to the rule, allows for accidents to happen, evidence to be gathered and submitted if no malice is detected, this allows the criminal justice system to work and stay balanced. These exceptions were created in the knowledge that the people that work in the criminal justice system are human, while ensuring that the offender has rights and they are protected. In a world without the Exclusionary Rule, civil liberties of both sides on the criminal justice ence will be negatively affected. The citizens could have the police come in and ransack their homes and take evidence without anyone’s consent and the other side leaves the entire criminal justice system open for attack. Keeping the Exclusionary Rule in place will ensure that the criminal justice system will continue to work as it was solely intended too. References Legal Information Institute. (n. d. ). Retrieved from http://www. law. cornell. edu/wex/exclusionary_rule/ Rubin, P. H. (1998). EFFECTS OF CRIMINAL PROCE DURE ON CRIME RATES. Retrieved from http://economics. emory. edu/home/assets/†¦ /rubin_98_03_paper. pdf

Behavior Modification Project Essay

Identify Target Behavior: Get a Healthier Amount of Sleep/Stop Napping Daily I chose to modify my sleeping behavior for my behavior modification project. Sleep is something that I have always had a problem with. In high school I would get an average of about 5 hours of sleep a night, and now as a junior in college I get about 5-6 hours a night. I wanted to modify this behavior because I feel that not getting enough sleep is negatively affecting my mood, health, and overall outlook on my every day experience. It would be beneficial to me to be more awake and happy throughout my days rather than be tired and pushing myself to stay awake. My main issue with my sleeping behavior is the amount of time I spend per day napping. If my nightly sleeping patterns were increased, I could eliminate the need for naps during the day. Baseline Data: 4.5-5.5 Hours of Sleep per Night At the beginning of the term I observed my sleeping patterns for a week. Since I have a different schedule on Mondays, Wednesdays, and Fridays than I do on Tuesdays and Thursdays I found that I do get slightly more sleep on some nights than I do on others. I did not include weekend sleep times in my data. On Sunday, Tuesday, and Thursday nights I would go to bed between 11:30 and midnight. I would then wake up at 5:30 am the following mornings. Therefore 3 nights of the week I was getting around 5.5/6 hours of sleep. On Monday and Wednesday nights I would go to bed somewhere in that same time frame of 11:30 to midnight. However on the following mornings I needed to be awake an hour earlier, so I would wake up at 4:30 am. On these nights I was getting about 4.5/5 hours of sleep. I noted that on Tuesdays and Thursdays I was more likely to get home from work and fall asleep around 4 pm for about 3 hours each of those days. On Mondays, Wednesdays and Fridays, I would nap for about an hour and a half around 3 pm. I observed that during the times that I would come home and nap, I could have been doing something more valuable with my time if my body had the energy to keep going rather than take a few hours to rest itself. Stimulus Conditions: School, Homework, and Distractions I live at home and commute to school, so the main stimulus condition was the distractions that are available to me such as TV and internet. I have slept with my TV on for as long as I have had it. Usually I will turn on a show or a movie and fall asleep half way through watching it. This is the main problem for me because once I start I have an extremely difficult time stopping myself. My brain is still concentrating on the website I was on or what I was watching as I am trying to fall asleep. Another condition is school. Since I do commute, I have to be up a lot earlier than I would if I were living on campus. I work a lot of days after I get out of class so I have to have my hair and makeup done and can’t go to class looking the way I did when I woke up. I realize that I could not change my wakeup time for this project because that is the amount of time that I need to get ready and drive to school. Another condition is my homework. I usually study and work on homework after dinner which is around 7 pm so homework doesn’t usually affect my sleep that much unless I have a lot of work or studying to do. Set Goals: Every Week Sleep 30 Minutes More per Night At first my goal was to increase the amount of sleep I got by 10 minutes every day. I attempted that the first week and found it to be extremely difficult because the times were so close together that it was almost impossible to make myself fall asleep at that exact time. I also was thinking about it too much and thinking about it made it even more difficult to fall asleep. I decided to switch my goal by going to bed a half hour earlier than I did the week before. That way with a starting point of 5.5 hours, by week 5 I would be getting 8 hours of sleep. The national sleep foundation states on their website that 7-9 hours is the recommended amount of sleep for the average person over the age of 17. Therefore I took the median of that to use as my final goal. Since the main problem that I had was the distractions such as TV and Internet, I made it a rule that I needed to close my laptop and turn off my TV at the specific sleep time goal for that week. I found that with my TV off I was able to fall asleep almost immediately after laying down. I recorded the amount of sleep that I got every night, though it is not exact I did fall asleep almost immediately after the start times so it is only off by a few minutes at most. Sleep Time Goals Week 1 – 11:30 Week 2 – 11:00 Week 3 – 10:30 Week 4 – 10:00 Week 5 – 9:30 *Since Week 1 was unsuccessful in going to sleep around that specific goal time I changed my project by pushing my sleep goals back 30 minutes for the remaining 4 weeks. *Altered Sleep Time Goals Week 1 – 11:30 (Already Passed) Week 2 – 11:30 Week 3 – 11:00 Week 4 – 10:30 Week 5 – 10:00 Actual Sleep Times Week 1 Monday: 11:55 pm-5:30 am – 5 hours 35 minutes (5.58 hours) Tuesday: 11:45 pm-4:30 am – 4 hours and 45 minutes (4.75 hours) Wednesday: 12:00 pm-5:30 am – 5 hours and 30 minutes (5.5 hours) Thursday: 11:50 pm-4:30 am – 4 hours and 40 minutes (4.66 hours) Friday: 11:45 pm-5:30 am – 5 hours and 45 minutes (5.75 hours) Week 2 Monday: 11:20-5:30 – 6 hours and 10 minutes (6.17 hours) Tuesday: 11:15-4:30 am – 5 hours and 15 minutes (5.25 hours) Wednesday: 11:25-5:30 am – 6 hours and 5 minutes (6.08 hours) Thursday: 11:20-4:30 am – 5 hours and 10 minutes (5.17 hours) Friday: 11:15-5:30 am – 6 hours 15 minutes (6.25 hours) WEEK 3 Monday: 10:50 pm-5:30 am – 6 hours and 40 minutes (6.66 hours) Tuesday: 10:55 pm-4:30 am – 5 hours and 35 minutes (5.58 hours) Wednesday: 10:45 pm-5:30 am – 6 hours and 45 minutes (6.75 hours) Thursday: 10:50 pm-4:30 am – 5 hours and 40 minutes (5.66 hours) Friday: 10:50 pm-5:30 am – 6 hours and 40 minutes (6.66 hours) WEEK 4 Monday: 10:25 pm-5:30 am – 7 hours and 5 minutes (7.08 hours) Tuesday: 10:30 pm-4:30 am – 6 hours (6.0 hours) Wednesday: 10:35 pm-5:30 am – 6 hours and 55 minutes (5.92 hours) Thursday: 10:20 pm-4:30 am – 6 hours and 10 minutes (6.17 hours) Friday: 10:20 pm-5:30 am – 7 hours and 10 minutes (7.17 hours) WEEK 5 Monday: 10:00 pm-5:30 am – 7 hours and 30 minutes (7.5 hours) Tuesday: 10:05 pm-4:30 am – 6 hours and 25 minutes (6.42 hours) Wednesday: 10:00 pm-5:30 am – 7 hours and 30 minutes (7.5 hours) Thursday: 9:55 pm-4:30 am – 6 hours and 35 minutes (6.58 hours) Friday: 10:00 pm-5:30 am – 7 hours and 30 minutes (7.5 hours) Below I have included the graphs that I made weekly with the data I collected over the course of that week. The actual amount of sleep I got, my goal amount of sleep for that week, and the National Sleep Foundation recommended amount of sleep are all included. I found that these graphs are excellent for displaying how much closer I got to my sleep goal every week. I was very pleased with the results as I did not expect the project to go so smoothly. Since I live with them, I had asked my mother and my sister to look for any changes in my behavior during this time. Both of them agreed that around week 3 I was more fun to talk to because I wasn’t being so negative in our conversations. My mother enjoyed the fact that I was more willing to go out and run errands with her when I got home rather than go in my room and pass out. By week 5 both of them had said that they noticed I seemed to be getting through my days without as much complaining. Overall I also didn’t notice any changes myself until about week 3. Weeks 3-5 made a big difference because I no longer felt that I â€Å"needed† to take a nap and since I felt that I had more time to do things that I wanted I had a much more positive outlook on my day as a whole. Encourage/Remove Stimulus Conditions: Time Management and Eliminate Distractions Since my main stimulus condition was the distractions that I had, the most important thing for me to do was to set a rule for myself to always turn off my TV and laptop before the goal sleep time of that night. I have always thought that I needed the background noise of my TV to sleep, and I was very surprised to found that I did not have a single problem with the TV being off. The only issue I had with this alteration was the fact that I didn’t create this rule until after week 1. For the first week of my project I continued to go to bed with the TV on, and even though I was technically in bed at my goal sleep time I was not falling asleep until approximately a half hour after laying down. Once I made this change and altered my sleep time goals the project went a lot more smoothly. Since I could not change the time that I woke up in the morning, I knew I needed to work on time management with my homework so that I could have at least a little free time before I made myself shut off my electronics. I stopped taking so many breaks during the time that I was working on homework and I just used a solid block of time to finish everything I had to do. It was a lot easier for me to get done faster when I wasn’t losing focus on other things all of the time. I was happy with the decision I made to turn off my TV and laptop at the time I planned to go to bed every night. I believe that that factor made all the difference in the direction that my project went. I feel that there would have been more obstacles and challenges if I had not created that rule for myself. Modifying these two conditions helped me be able to fall asleep faster and also enjoy falling asleep much more than I had before. Punishers & Reinforcers: Activities During the Time that was used for Naps I at first contemplated the punishments that I could use for not going to sleep at my goal time. The first week of my project I was still not going to sleep around my goal time and I was continuing to sleep at the times I had been sleeping before. I realized that since I used this time to watch movies, I could instead turn it into a reward by watching movies during the time in which I usually napped. Therefore when I returned home around 4 pm, rather than napping for 3 hours I could use that time for â€Å"free time† watching movies and going on the internet so that I could get my fix during that time instead of getting my fix right before I went to bed. If I went to bed earlier, I would not need the naps. It was almost like a cycle that just needed to be adjusted. I stopped needing naps around week 3 when I was getting roughly 6 and a half hours of sleep. It was a nice feeling to look forward to coming home and having free time rather than coming home and wasting a few hours of my day to feel refreshed. The fact that I had something to look forward to was a good reinforcement. I didn’t feel that I needed many more rewards because being on a normal schedule and not losing as many hours of my day was a reward enough for me. I enjoy having more free time as opposed to having nap time. In a way I was using positive and negative reinforcement because I was taking away my time on the internet and watching movies late at night, but rewarding myself by using my time during the day for those activities which I got from going to sleep earlier. Design Schedules of consequence and Administer Schedules: I am going to modify my sleep patterns in order to get an increasingly healthier amount of sleep per night. This will aid in the elimination of daily naps. I am going to sleep 30 minutes earlier every week until I am getting 8 hours of sleep a night. My reward will be having more free time to relax and do what I want after a long day rather than wasting those few hours by sleeping. The free time will be my motivator since I already wish I had more time during the day to do things that I want to do. The Results: Creating this program was somewhat of a challenge because the main problem was my bad sleeping habits. I learned a lot about myself as a result of doing this project, and the most that I learned was near the end when I was organizing all of my data. Though week 1 did not go as planned, I was very proud of myself for actually following through with my goal sleep times for the remainder of the project and I can clearly see the benefits I have gained from the changes that I made. Even though my main goal was to work on the amount of naps that I would take, I noticed many more benefits along the way. I found it easier for me to pay attention in class, and my note taking skills have also improved. My need for coffee in the morning has gone down and I actually drink more water in place which is a much healthier alternative. I also find it much easier to drive to school. I also am in a much better mood in the mornings that I was before. I found the most difficulty in this project during week 1. I believe this is because I had not yet made the adjustment to turn my electronics off. After making that change in my project everything seemed to work out much better and I never really went off track again. I feel that I am more productive and I now also have more time during the day to relax and enjoy myself. I felt that I made a good choice in choosing this specific behavior to modify because it has really improved more than one area of my daily life. I really have learned what a difference a healthy amount of sleep can do for you and I will continue to try and stay with the amount I have worked to getting right now.

How Does The National Disability Discrimination Act Define...

How does the National Disability Discrimination Act define a disability? â€Å"The definition of disability’ used in the Act is broad. It includes physical, intellectual, psychiatric, sensory, neurological and learning disabilities. It also includes physical disfigurements and the presence of disease-causing organisms, such as the HIV virus. The Act covers disabilities that people have now, had in the past, may have in the future or which they are believed to have.† What types of disability are recognised from a Government perspective and therefor attract a degree of support? â€Å"The Disability Discrimination Act (DDA) identifies and defines the following categories of disability: Physical - affects a person s mobility or†¦show more content†¦It represents a commitment by all levels of government, industry and the community to a unified, national approach to policy and program development. This new approach will assist in addressing the challenges faced by people with disability, both now and into the future. (dss.gov.au) Some of the Challenges faced by disabled people of today â€Å"The sorts of challenges which persist for people with disabilities, their Carers and their families are those that make the navigating day-to-day life difficult. Like access to services, buildings, technology, education and training, telecommunications and any other ordinary everyday activities or issues that most able persons would take for granted. Other issues which are faced include the limited access to services, a lack of service options, issues regarding funding and resourcing, and jurisdictional challenges between state and federal government servicing and responsibility.† (dss.gov.au) Client research: (ask the carers and see client notes, must be conscious of any Privacy guidelines) 1) What is the name of the client you worked with? Lisha Tang 2) What is her disability? The carers could only inform us that Lisha was intellectually challenged. 3) What foods does she prefer? LISHA - Noodles, vegetables, salad, pasta. Lisha is a vegetarian OMAR – Cabbage Rolls (steamed) 4) What does she like doing?

Top Guide of Coalition Essay Topics 2019

Top Guide of Coalition Essay Topics 2019 The Principles of Coalition Essay Topics 2019 That You Can Benefit From Starting Today Categories, essay topics could be divided into. To discover argumentative essay topics easy on various platforms, you will need to comprehend about the argumentative essay. Researching the topic permits you to find out more about what fascinates you, and should you pick something you really like, writing the essay will be more enjoyable. Argumentative essay topics are so important since they are debatableand it's critical to at all times be critically considering the world around us. Although you're just beginning to compose essays, you shouldn't struggle attempting to think of something to discuss. Our objective is to supply you with a professionally written essay on the subject you require. It's important to select debatable argumentative essay topics as you need opposing points you can counter to your own points. Moral argumentative essay topics are a few of the simplest to get carried away with. If your essay isn't an imaginative narrative, don't forget to do a little research on the topic before you begin prodding your pen on the paper. In reality, plenty of argumentative essays are in reality persuasive papers. It is all about arguing and debating on a topic, which is debatable. You're able to use narrative essay examples high school to find out more. High school students must compose essays on a number of topics which at first may appear to have nothing in common. High school essays are structured very similarly no matter the topic and great essay structure will let you write an obvious essay that flows from 1 paragraph to the next. The sample high school admission essays we've got on our page can be useful to you or your buddies. For the case when you can't decide what things to deliver in your speech, we've created a list of topics that you might find helpful. You don't need to find super technical with legal argumentative essays, but make sure you do your homework on what the recent laws about your preferred topic actually say. First and foremost it's vital to be sure you comprehend the essay question fully and your essay answers each part of the question adequately. To deliver a terrific persuasive speech, you have to select a topic. Understanding writing prompts is not so simple. Nobody really wishes to compose an essay. Writing about nuclear weapons is always a superb idea. It's possible to find out more regarding students' term papers here. Coalition Essay Topics 2019 Secrets Pick the one that you need based on the discipline and time you've got for implementing the undertaking. Now you have a solid working draft, it's time to acquire input. Actually, you can make up any topic you want by you rself, as long because there is unlimited amount of those. In high school, you're supposed to decide on the type of topic you're going to be in a position to dig into that is, it's necessary for you to remember to can discover enough info on the discipline. When you own a list before your eyes, it is going to be much easier to compose your mind and get started considering a specific matter. It is possible to also obtain expert help at a little cost. On a general standpoint, there are plenty of distinguishing facets which require close attention.

Educating Esme An Autobiography Of Esme Raji Codell s...

Educating Esmà © was a biography about Esmà © Raji Codell’s first year of teaching and the experiences she had throughout the year. She describes the many challenges faced when working in a school in a low income area and how it differs from that of a high income area. In addition, she talks about the many teaching styles and problem solving techniques she used in her classroom. Some of her methods she used were creative and could easily grasp the children’s attention, but one example of her style I would never use in my classroom is letting one of the children that repeatedly misbehaves teach the class. As a future high school teacher, I feel as if this particular method would be ineffective because of the age range of the children. However, I look up to her desire to educate children To begin, Educating Esmà © is an autobiography of Codell’s first year as a 5th grade teacher in a low-income school district. She talks about the many challenges she faced as a new teacher in a school where the children have a hard life than those with parents who have a higher income. She includes the fact that the children’s hone lives would sometimes spill over into the daily classroom setting. Throughout the book she tries to maintain a positive attitude towards the children, but she does not romanticize the hardships faced, and she does make the reader aware of how much of an emotional toll it takes on a person to teach a class. In addition, it is included of how she had problems with school

Cognition, Memory and Perception free essay sample

Forgetting is the inability of a person to retrieve, recall or recognize information that was stored or still stored in long term memory. (McLeod, S. A. 2008). In terms of short term memory, forgetting is caused by interference between past and new information that most modern accounts that holding on to. In some older models, forgetting is explained using a process of passive deterioration of information. Comparing both accounts, interference seems to have a better explanation of forgetting. Secondly in terms of long term memory, forgetting occurs when one fails to remember and unable to reactivated the memory circuit of given information. In general, forgetting seems to happen in between short term and long term memory. It will occur when information is to be encoded or information is not linked to any memory circuit through interference. (â€Å"What is forgetting in psychology? †, 2008). However, nowadays, there are theories of forgetting in cognitive psychology that are still difficult to test by researches, because one may in fact not forget, but have trouble retrieving information from one’s memory storage. For examples, one forgets about an event such as attending a friend’s birthday party just because the individual were only remembering another event that is more important to him such as a wedding dinner. The examples of the theories of forgetting are encoding failure, decay theory, interference theory, retrieval failure, motivated forgetting and repression. The author of this paper will going to critically asses on the psychological theories on why people forget. According to Freud (1901), the father of the psychoanalytic school, believed that one will forget of what threatens them. For example, experiences that express in abusing, horrifying, hurtful, tense and ego-dissatisfying will pushed back to the unconscious. Based on the opinion of writer on this paper, it is not necessarily that one just forgets about what threatens them but also forgets the information that does not seem important to them. This scenario is similar to the theory of encoding failure whereas the particular information in short term memory that did not manage to encode in the long term memory and the information did not enter to the memory. Besides that, encoding failure also can be result of stress. Based on Yerkes-Dodson Law, too much stress results can cause performance to decline, sometimes sharply if cognitive or nervous breakdown is triggered. A downturn can also be caused by excessive attention to a task such that extra factors that are important get missed. Secondly, the decay theory, this theory suggests that memory traces in the brain will fade over time through lack of use and become inaccessible. Decay theory suggest that forgetting is a psychological process and it is an idea that when a memory has a physical or chemical trace of the experience in the brain when it is laid down. This traces will fade as time passes unless it is reinforced through repeated times of use. For example, when a person meets a new friend, the name of the friend is just like a trace to the brain. But when the person did not manage to meet up with that new friend for a few days, the name of the friend will slowly decay and might not recall it after. However, researchers have not shown that decay theory causes forgetting of something that is stored in the long term memory. In addition, based on the author’s opinion, memory such as driving skills, riding bicycle skills and swimming skills would not decay even though after a period of time, not every memory trace will fade over time. Some studies of the hippocampus have shown a pattern of rapid and then gradual decline of neutral pathways by Anderson (1995).Besides that, there are two types of the interference theory that is, proactive interference and retroactive interference. The definition of the proactive interference is when old information interferes with the new information that cause forgetting. Example of proactive interference theory is when a person who learned many formulas in additional mathematics for a year and learned new sets of formulas for modern mathematics for a month and the person will interfere with the knowledge of additional mathematics while doing modern mathematics. On the other hand, retroactive interference occurs when new information learned interfere with the old information that stored in the memory. Remembering the names of the new students by a lecturer is an example of retroactive interference where the new students name will nterfere with the names that were previously stored. However, researches pointed out that real life interference might not occur so readily. The retrieval failure theory was proposed by (Tulving amp; Thomson 1973). This theory is known as a cue dependent forgetting that explains forgetting as inability to retrieve material due to an absence of the right cues. In order that one person to retrieve information from the long-term memory, they must depend on the type of cue or prompt which they use and this theory explained that why sometimes that one who unable to remember the material that is certain in our memory. For example, a person cannot remember doing his homework until him or her saw the workbook on the table. This proves that the workbook provide the right retrieval cue. According to Freud (1901), the retrieval of the repressed memories is possible only under special circumstances using a few psychoanalytic techniques. On the other hand, there is a tip-of-the-tongue phenomenon (TOT) that could help one to retrieve forgotten memories. TOT is an example of how we intentionally search for cues that will prompt the retrieval of a specific memory. For example, a person that forgets their neighbor pet’s name and only remembers the dumbbell which hangs around the neck of the pet. By reading the word dumbbell, TOT assists the person to recall that the neighbor pet’s name was Dumble. Furthermore, the motivated forgetting is a case of retrieval failure referred to Freud, (1901). What it actually meant by motivated forgetting? According to Freud (1901), motivated forgetting is that we are motivated to forget the events or actions that is painful that cannot be solve in the memory by pushing it into the subconscious and actively repressing with it. In other words, these experiences are repressed in the unconscious and unable to retrieve when needed. Besides motivated forgetting causes oneself repression of memory, it is possible that one forgets is based on instructions of others and also known as the intentional forgetting or directed forgetting. Anderson, Baddeley and Eysenck (2009) stated that intentional forgetting also refers to forgetting which is initiated by a conscious goal to forget. McNally, Clancy, and Schacter (2001) also stated that loss of autobiographical memories, especially memories for unpleasant or disturbing events has used to explain the intentional forgetting. However, based on the author’s opinion, motivate forgetting on the memories of pain, unpleasant, and disturbing events are unhealthy to one’s body, physically and mentally. What if the capacity of the subconscious has a limit and it cannot continue to repress any more of the memory of negative events, it will causes an unwanted pressure and stress on the individual emotionally and lead to suicide if it reaches the limit. Last but not least, theory of repression, proposed by the psychologist Sigmund Freud. Freud (1901) stated that the unpleasant memories such as sexual abuse, bullying, torture or any traumatic experience which undergoes the psychological process which automatically and unconsciously prevents emotionally distressing memories from coming into our conscious awareness. In the event or experience in the present such as watching a video, hypnosis or hearing music may triggered the repressed memories back into conscious awareness. However, he stated that, repressed memories cannot deliberately bring back unless it was triggered. The memory researches pointed out that the retrieval memories come back into awareness through suggestion by the patient’s therapist in fact are false memories. In the nutshell, all the theories above that have discussed which are the encoding failure, decay theory, interference theory, retrieval failure, motivated forgetting and repression. Overview of this research, readers can determine that every theories of forgetting have relation between one another and it is all related to the short-term memory and long-term memory. If the short-term memory does not exist, there is no long-term memory. In the author’s point of view, some of the theories that have discussed above are too narrow in scope and did not manage to cover all the factors such as emotion of a person that will lead to forgetting. In the author’s opinion, every psychologist that is doing on the same research should investigate and plan the experiments together so that all the psychologists able to brainstorm on their findings and share their thoughts together in order to improve their theories. Besides that, I believe that, all the human being does not want to repress all those negatives events that had ever happened in their lives into their subconscious mind. This is because after repressing or suppressing those memories into the subconscious mind, it would not provide safety precautions in terms of physically and mentally to everyone. What if one day, one person those who suffer from sexual abuse and torture since childhood and triggered that memory back and do the same thing to others. This will lead to even more people suffers.

Sample Concept Paper for Masters Degree free essay sample

A study conducted by Hattie (2002) revealed that thirty percent of the variance in performance of students could be accounted for by what the teacher knows, does and cares about. He identified influences on the learner in terms of magnitude and concluded that the teachers’ feedback has the greatest influence on academic performance as compared to other factors. Teachers, in the education world, are considered as significant other in the life of their students and so, whatever their actions just like a parent toward the child, they are taken seriously and consequently have a very big impact in the student’s creation of self-fulfilling prophecies which contribute greatly to their academic self-esteem. Teachers communicate to learners about their own perceptions, beliefs, potentials and ability of the learner through feedback. Teacher’s feedback is considered one of the most powerful instructional variables in terms of enhancing student’s achievement. The feedback that they provide can be positive or negative, corrective or non-corrective. We will write a custom essay sample on Sample Concept Paper for Masters Degree or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In order to improve the academic self-esteem of the learner we have to be very careful in the way we provide feedback. Dweck (2000) argues that having a particular goal orientation (learning or performance goal) to base feedback on as opposed to person-oriented praise will be more effective in providing feedback. It is not always true that teachers provide positive corrective feedback to the learners. A positive academic self-esteem is key in the classroom as it contributes greatly to the academic achievement of the learner. Motivation, self-esteem and self-regulation are inextricably linked to academic achievement. Feedback can have a positive or negative effect on the motivation and on self-esteem; it influences how students feel about themselves, which in turn affects what and how the learn. (Grebenikamp;Rust,2002;Bostock,2004). 1. 2 Statement of the problem The central problem of this study is that due to the increasing pressure on the teachers to produce results, much time has been spent on impacting knowledge and the delivery of feedback has been long ignored. Peddie (2000),in his evaluation of the Ministry of Education’s Assessment for better learning professional development programme from 1995 to 1998, he asserted that future focus needed to be placed on formative assessments and feedback to students and parents. Further, he found out that teachers responses when asked how they give feedback lacked detail and warranted further research. Therefore, feedback is conceptually complex and a logistical challenge for classroom teachers and due to this there is need for serious study on it. The key drive behind this research is own experience and observation back at the ordinary school level. In addition to that, the absence of a definitive research about teacher’s feedback practices and academic self-esteem of the learners is another motivation for this study. 1. 3 Purpose of the study Based on the problem, the purpose of this study therefore to examine whether the academic self-esteem of the learners could differ and be linked with the different types of teacher’s classroom feedback and consequently, the extent to which this teacher’s feedback affects the academic self-esteem of the learners. Research Objectives The study will be guide by the following objectives; 1. To determine the importance of teacher’s feedback in the classroom. 2. To evaluate the effectiveness and impact of the different types of teacher’s feedback. 3. To examine teacher’s perception about the effectiveness of classroom feedback. 4. To analyze the student’s reactions to teacher’s feedback. 1. 4. 2 Research Questions The study will be guided by the following questions: 1. What is the importance of teacher’s feedback in the classroom? 2. How do the different types of teacher’s feedback differ in their effectiveness and impact? 3. What are the teacher’s perceptions about the effective classroom feedback? 4. What are the student’s reactions to teacher’s feedback? 1. 5 Theoretical Framework The study will be guided by the following three theories: Abraham’s Hierarchy of Needs theory and hierarchy of knowledge and understanding, Skinner’s motivation theory of learning and Carl Roger’s theory of personality. Significance of the study The findings of this study may be of benefit to the school administrators and teachers to make alterations or to improve on the overall quality of teaching through, changing ways of giving the feedback to learners in the classroom, based on their effectiveness and overall effects on the learners’ academic self-esteem. The changes if instituted may cater for the individual needs of the learners, some who always require reinforcements before they can exert their best in learning. 1. 7 Research design The study will adopt a correlational design because it is appropriate in discovering the relationships between variables and the degree to which the variables relate. Here, the relationship to be determined is whether the academic self-esteem of learners could be linked with and the extent to which it is affected by the teacher’s feedback. 1. 8 Variables The different teacher feedback strategies will be used to predict the academic self esteem of the learners . The independent variable therefore will be the teacher and the dependent will be the academic self-esteem of the learners. The study will be conducted in four public schools of Dadaab refugee camps in the North-Eastern part of Kenya. The location of the study has been chosen owing to the researcher’s familiarity with the area and convenience in terms of the time available for conducting the research. 2. 1 Target population The population of study will consist of four hundred secondary school students who are in form three and four, both boys and girls in four secondary schools and twenty teachers of the same schools. The chosen group is mainly because they are adolescence, in senior classes and so have a vast of experience with teachers in the classroom as compared to students in the junior classes. 2. 2 Sample sizeamp; Technique Four hundred students will be selected in the study sample since among the three camps the population will be limited to two camps. From the two camps, fifty students will be selected from each class and five teachers from each school. 2. 2. 0 Sampling techniques The following techniques will be employed: 1. Convenient sampling will be used to select four schools out of the nine secondary schools based on the accessibility of the schools due to security impediments as movement from one camp to another is enabled only by means of police escort. 2. Stratified random sampling would then be used to select students and teachers according to their respective classes, so form three and four classes would be selected together with teachers who teach them.