Assessment and Assessment Techniques Essay Example | Topics and Well Written Essays - 2500 words

Assessment and Assessment Techniques - Essay Example Formative assessment is a contrast of summative assessment because summative assessment seeks to monitor outcomes of education for external accountability. Developmental stages are the stages that a child goes through from childhood to adulthood. According to the study made by Erickson, the interaction of a person’s body, cultural influences, and mind determines development. With this in mind, Erickson organized eight development stages which progress from birth until death. The eight stages of development include: Infancy (birth to eighteen months), early childhood (eighteen months to three years), play age (three to five years), school age (six to twelve years), adolescence (twelve to eighteen years), young adult (eighteen to thirty five years), middle adulthood (thirty five to sixty five years), and late adulthood (sixty five to death). During my teaching profession, I sought to understand the assessment of the ever changing developmental stages in children. In this respect I planned an activity that would enable me to assess the differing developmental stages of the children in my work setting. This paper explores the devised plan, and implements a formative assessment activity, that takes into account the needs and interests of the children within my work setting. It demonstrates a systematic process of planning, evaluation, implementation, and the rationale for the design. Rationale for planning and implementing an assessment activity. The rational for formative assessment is quite clear and vivid. To start with provision of feedback, formative assessment provides feedback to the teachers so that they can modify the experience, and learning activities that are subsequent. Feedback involves focusing on the content that is being learnt (Blight, S. 2000). This is the epicenter of formative assessment. It facilitates self assessment development, clarifies the essence of good performance, and it is used in the provision of quality information to learner s concerning their learning. Feedback also boosts self-esteem and positive beliefs, and motivates peer and teacher dialogue in learning. Apart from this, formative assessment is important tool to be used to remediate the deficiencies of children (Cowie, B. 1999). It increases the self efficacy of a child and reduces the effect brought about by extrinsic motivation by moving the focus from obtaining grades into the process of learning. This method of assessment also improves the students’ metacognitive recognition of how they can learn (Black, P. 2000). It enables a teacher to fine tune instructions so that the students can focus on learning progress. Being motivated by the rationale for formative assessment, one thinks of an appropriate activity that could be used to assess the developmental stages in children. From many choices of formative activities and, techniques, the appropriate activity that can be used to quench the need for an assessment is the use of the tray painti ng activity with the help of an age and stage questionnaire (ASQ) for analysis. Planning and implementation of this technique is made possible by the use of a lesson plan shown below. Assessment

Crime and Punishment Essay Example for Free

Crime and Punishment Essay People will sometimes go to greater extents just because they believe it’s for the better of the people. Mankind may sometimes reside to murdering a person in belief that it will benefit the society because that person is worthless and just takes up space. In Fedor Dosteovsky’s Crime and Punishment, the character Raskolinikov decides to commit a murder or in his eyes, rid society of a worthless person. Sometimes poverty will make a man tip over the edge. It will cause a man to commit a homicide because in their mind they see that person worthless to society. In Doestoevsky’s Crime and Punishment, poverty helps setup the theme of nihilism. â€Å"Life is in ourselves and not in the external,† writes Fyodor Dostoevsky in a letter to his brother dated December 22, 1849. â€Å"To be a human being among human beings, and remain one forever, no matter what misfortunes befall, not to become depressed, and not to falter—this is what life is, herein lies its task.† This passage was written immediately after Dostoevsky underwent the traumatic experience that Tsar Nicholas I ordered for sever prisoners condemned to death for supporting the expression of free thought within the Russian state, a mock execution in Semyonovsky Square, a staged performance so terrifyingly real that it induced insanity within one of the author’s fellow prisoners. The quote is evidence of Dostoevsky’s strength of character; his would be a difficult life living in poverty, he would helplessly watch as many of the people closest to him died from the ailments of the poor. It also exposes the significant flaw common to som e of his characters and tragic heroes through despair, and weakness before the weight of misfortune, they falter, and commit barbaric acts that render them unfit to operate within the context of humanity. This is the case with both Baklushkin and Shishkov from The Hous of the Dead, as well as with Raskolnikov in Crime and Punishment. Fyodor Dostoevksy was born on October 30, 1821 in Moscow, Russia. He was born into a strict way of life. He lived much of his childhood distanced from his frail mother and officious father. In these formative years, he formed a close bond with his elder brother Mikhail. He was sent to school at an early age, during his years in school Dostoevsky was lonesome, but those lonesome years in school afforded him a release from his father’s stern household. In his solitude he found an interest in Literature and spent most of his time reading. As a young man, Dostoevsky’s father was brutally murdered by his serfs. Though he rarely mentioned his father’s death, the theme of parricide provided the central focus of perhaps his greatest work, The Brothers Karamazov. At his father’s instance, Dostoevsky attended engineering school, but upon graduation he chose to pursue a literary career. His first published work, Eugenie Grandel, was published in a St. Petersburg journal in 1844. Dostoevsky completed his first novel, Poor Folk, in 1845. A naturalistic tale with a clear social message, the novel was acclaimed by the foremost literary critic of the day, Vissarion Belinsky, who stated, â€Å"A new Gogol is born!† the work brought Dostoevsky success and adulation that he was ill-equipped to handle. Dostoevsky became a member of Belinsky’s literary circle, but when Belinsky reacted coldly to Dostoevsky’s subsequent work, a breach developed between them. In 1848, Dostoevsky joined a political group of young intellectuals led by Mikhail Petrashevsky. The reactionary climate of Russia at the time was not receptive to a group which published illegal literature and discussed utopian socialism, and in 1849 the members were arrested and charged with subversion. Dostoevsky, whom the authorities considered the most important member, was imprisoned and sentenced to death. In a scene that was to haunt him all of his life, Dostoevsky and his friends faced a firing squad, but were reprieved when a messenger arrived with the announcement that their sentences had been commuted to four years of hard labor in Siberia and four years of army service. His harrowing near-execution and terrible years of imprisonment made an undeniable impression on his life, converting him to a long life of intense spiritual lifestyle. His prison experiences, as well as his life after prison among the urban poor of Russia, would provide a vivid backdrop for much of his later work. Released from his imprisonment and service by 1858, he began a fourteen-year period of furious writing, in which he published many significant texts. Among these were: The House of the Dead, Notes From The Underground, Crime and Punishment, The Idiot, and Devils. In 1859 Dostoevsky returned to St. Petersburg were he contributed articles expressing his belief that Russia should develop a social and polit ical system based on the values drawn from the Russian people. He then described his life as a prisoner in the book The House of the Dead, a novel reflecting both an insight into a criminal mind and an understanding of the Russian lower class. His intense study of the New Testament, the only book prisoners were allowed to read, provided a major influence on his later work as he became convinced that redemption was only possible though suffering and faith. In 1862, Dostoevsky and his brother Mikhail created a magazine called The Time, which was later banned in 1863. Due to the Dostoevsky and Mikhail created another magazine called Epoch, which in 1864 published the complex novel Notes From Underground, generally considered the preface to Dostoevsky’s greater novels. In that same year, 1864, both Dostoevsky’s wife and beloved brother died, leaving him saddled with debts and dependents. In an attempt to win money though gambling, Dostoevsky instead buried himself further in debt. With creditors at his heels and with debts around 43,000 rubles, he was able to escape with 175 rubles and a slave contract with book seller F.T. Stellovsky. This agreement stipulated that if Dostoevsky did not produce a novel by November 1, 1866, all rights to Dostoevsky’s past and future works would revert to Stellovsky. Time passed and Dostoevsky, preoccupied with a longer, serialized novel, did not work on the book he promised Stellovsky until at last, on the advice of his friends, he hired the young Anna Grigorievna, Snitkin as his stenographer. He the dictated the Gambler to her, and the manuscript was delivered to Stellovsky on the same day their agreement was to expire.

Social Classes Elizabethan Era

Social Classes Elizabethan Era Abeni Figueroa When first this order was ordaind, my lords, Knights of the garter were of noble birth, Valiant and virtuous, full of haughty courage, Such as were grown to credit by the wars; Not fearing death, nor shrinking for distress, But always resolute in most extremes. He then that is not furnishd in this sort Doth but usurp the sacred name of knight, Profaning this most honourable order, And should, if I were worthy to be judge, Be quite degraded, like a hedge-born swain That doth presume to boast of gentle blood. (Henry VI, Pt.I, 4.1). The Elizabethan Era occurred (1588-1603) marked by reign of queen Elizabeth. Some people call it the golden age of English history. It was the start of poetry, music, and literature. This era was also known for theatre including William Shakespeares plays and poems that are still read and shown today. It also was the beginning of exploration and setting up colonies under english rule to further Englands empire. The social classes were monarch, nobility, gentry, merchant, yeomanry, and laborers. The monarch was the ruler of England, during that time the ruler was queen Elizabeth 1, the sixth and last ruler of Tudor. The nobility was at the top of the social ladder and very rich and powerful. Gentry were knights, squires, gentlemen and gentlewomen. They became the most important social class in England. Merchants emerged from the ashes of the War of Roses. Yeomanry was named the middle class and were not very wealthy and only saved enough money to live comfortably. The laborers, the bo ttom of the social class in the Elizabethan Era, were very poor and only made enough to live comfortably. Social classes were very important and very strict. It was very difficult for one person to move from one class to another. There were very few opportunities to change your social status and for some it was impossible. These rules were not taken lightly and people were pushed harshly if the rules were broken. These rules were very strictly enforced and everyone had to follow. These rules were in the form of laws that maintained the social structure. For example, one law stated the color and type of clothes a person could wear This made it easy for others to know which social class they were in. These classes determined a persons status in society, but also determined what kind of job they had, what rights as a human they had, and sometimes it even determined what they could wear, even their jewelry and furniture. The Monarchy In the days of queen Elizabeth the people thought the queen or the king were Gods representative on Earth and the king or queen were thought to be greater than angels, all the animals, and all the living things on earth. Naturally they were better than any other humans. A person obtained this status usually by birth, they spent their entire life in this status. From birth on they were told how to act, what to say, and how the rest of the kingdom should treat them. They knew how all others should behave around them and punish those who did not behave properly. The highest social class was the monarchy in the Elizabethan era, also known as Queen Elizabeth 1 was the leader, she was the last leader of the era and she ruled for forty five years. The Nobility The second highest rank was Nobility. They were very rich and had hugh houses. Most owned large amounts of land that they inherited. There was distinction between old and new families. The old families were Catholic and the new families were Protestant. These people were members of the court and Parliament. A Noble could only be a Noble if he was born into it or was made a Noble by the king or Queen. They had special rights. They could not be put in jail for debt. They could not be tortured. They could not be punished for a capital crime by hanging or other abuses. If put to death they had to be beheaded. They could only be tried by other Nobles. The most rich people were usually Nobles. The Gentry The Gentry is the third highest order of society in the Elizabethan Era. They were sometimes called the Aristocrats. This order was made up of Lords, that owned a lot of land, Gentlemen freeholders who took care of the land owned by the Lords. They did not have to work hard and did not do manual labor. They supported themselves off the rent paid by their tenants. They were thought of as the true rulers of the countryside. The Gentry often held the local offices, such as sheriff and surveyor of the roads. Some were the Justice of the Peace. This gave them much power. Of interest, they held these offices without pay. The Knights came from the Gentry. Being a Knight did not mean you made more money or had more power. The Knighthood could not be inherited. Below the knights were the esquires. They too could hold offices and be in Parliament. What made them special was their right to have a Coat of Arms. Most of them designed their Coat of Arms themselves. The Merchants The fourth order of society were the merchants. Unlike the first three classes, they had a very quiet lifestyle. Most of them lived in London. Most had a goal in life to become Lord Mayor of London. This would give them a lot of power. So much power that they could take on the King or Queen. These men were shopkeepers, traders, innkeepers and citizens of London. The merchants were responsible for producing goods for others to use. The Yeomanry And you, good yeoman, Whose limbs were made in England, show us here The mettle of your pasture; let us swear That you are worth your breeding; which I doubt not; For there is none of you so mean and base, That hath not noble lustre in your eyes. (Henry V, 3.1) Yeomanry was the fifth order of society. These were the people who had large amounts of property and had a Noble title if they could buy one. They did not work much since they usually had enough money to live.. Those that did work were farmers, tradesman or craftsman. It seems they were happy not to be part of the lowest part of society. The Peasantry Sir, I am a true labourer: I earn that I eat, get that I wear, owe no man hate, envy no mans happiness, glad of other mens good, content with my harm, and the greatest of my pride is to see my ewes graze and my lambs suck. (As you like it, 3.2) The Peasantry is the lowest order of Society. These people worked very hard to keep what little they had. At best, they owned a very small cottage (which gave them the name of cotters) and perhaps one to two acres of land. They could help themselves if they had a skill (carpentry or weaving) that allowed them to make some money. They most often worked for other large landowners. But they did not get paid well. The tenant farmers were just a little better off than the cotters. They were able to get jobs working the land they had rented. They rented the land from the Yeomanry, Gentry or the aristocracy. There was a system in which a tenant farmer could get a lease for the land he worked. These leases could be good for many generations and support a family for a long time. Summary For the most part, living well in the Elizabethan Era seems to have been a matter of luck. If you were fortunate enough to be born into a rich family or a family with some nobility, you had it made. You didnt have to work hard and others gave you a lot of respect. There were laws to make sure you kept your status, and others laws to make sure no one moved up into your position. I like the system we have here in America. You can be born dirt poor, work hard and wind up in White House or Trump Towers or maybe even both. Works Cited Find the information for each website that you are using. 1. Authors last name and first name (If you cannot find the authors name, begin your entry with the title of the article.) 2. The Title of the Article that you are using 3. The Name of the Webpage or the Publisher (If you cannot find the publisher, write n.p.) 4. Last updated date for the page or copyright date (If you cannot find the date, write n.d.) 5. URL (address) 6. The date you accessed the information. Pickard, Liz. The Social Structure in Elizabethan England. The British Library. n.d. https://www.bl.uk/shakespeare/articles/the-social-structure-in-elizabethan-england. Accessed March 1, 2017. Social Classes in Elizabethan Era Nobility and Gentry. Elizabethan Era England Life. 2017. ww.elizabethanenglandlife.com/social-classes-in-elizabethan-era-nobility-and-gentry.ht ml. Accessed February 23, 2017. https://www.google.com/urlthe-social-structure-in-elizabethan-england https://www.google.com/elizabethan-era-social-hierarchy https://www.elizabethanenglandlife.com%2Felizabethan-era-hierarchy-classes-ranks-in-society. https://www.google.com elizabethan-era-class-system.htm

The training and development of employees in William Hill is imperative

The training and development of employees in William Hill is imperative for the performance or the company as they are in a competitive market. William Hill has to inform workers to be aware of surroundings in the area that they work. Training and Development Training Training is essential for both employees and employer if they want to be effective within the organisation and also for a company like William Hill to stay competitive within their market. The reason why training is important to employees is to enable them to achieve their maximum potential in their current position, it is needed also to develop them to create further opportunities within the organisation because employees are likely to be better educated and become multi-skilled. Training should be ongoing within William Hill in developing the employee’s skills within the business. William Hill believes training is very essential for their company especially when it proves for employees to develop within the organisation and continuing to meet objective. The training and development of employees in William Hill is imperative for the performance or the company as they are in a competitive market. William Hill has to inform workers to be aware of surroundings in the area that they work. The main types of training which businesses are using are Induction, on and off the job training and induction because they are successful in degree of the work format in different organisations needs. Training firstly takes place with induction in William Hill plc to enable new employees settle in quickly and feel comfortable to stay within their organisation. Induction programmes are not usually about a specific job the employee will be doing, but the way in which the business works. Then they have off and on the job training, which takes place in different methods. Induction This is the training provided for new employees and in this program they will learn the following: * Where everything around the workplace is such as the essentials which are fire exits, toilets, staff canteen, basically they will get a guided tour of their place of work. * They will go through the employee’s hour of work, who their manager is, name tags, uniform and training which will be provided for them in the future. * Booklets will handed out concerning sickness proc... ...otion, job rotation, job enlargement, and job enrichment. William Hill offer all staff all the opportunity to develop themselves, that is why if one has the ability can progress to management level and then given the opportunity will have to go through management induction program, this will aid William Hill as workers will be more motivated as they will gain a sense of achievement which leads to greater employee retention. Training is very important for William Hill as well staff because well trained workers will be more productive and this will enable the company to meet objectives set which will increase profit. This is also good for employees especially concerning performance relate pay because a higher dividend is given. It will help save cost as there will be less waste due to fewer mistakes made also the corporate image will be enhanced because the work force are better skilled and motivated. Training and Development can increase customer satisfaction and loyalty indirectly as work will be done more efficiently and they will be more motivation to keep customers happy also it can make William Hill more competitive as they will be performing better at work.

Teaching Philosophy :: Education Teaching Teachers Essays

Teaching Philosophy After examining all of the different teaching philosophies, I have chosen to side with Rousseau's theory. A theory which I find to be very complete and practical enough to apply to modern day students. Rousseau's theory had three ideas throughout his writings that he used to prove his theory: the nature of students, the purpose of education, and what education should look like (curriculum, methods, disciplines). I will also look at an area in which Rousseau stayed relatively neutral in, that is the nature of knowledge. The Nature of Students: According to Rousseau's thoughts, the environment determines whether a student is good or evil. I totally agree with Rousseau's statement that the environment determines whether kids are good or evil. It has been proven through longitudinal studies that identical twins, which have the same genetic abilities and talents, can be affected by differing environments, either negatively or positively depending upon the individual situation. Rousseau also felt that most students have about the same intelligence. This statement by Rousseau to me is a moto that all teachers must have in order to succeed. All students have the same intelligence; it falls largely onto the teacher to find the way to help the student reach his or her potential for intelligence. Rousseau also mentioned that students should learn from experience and that students are exceptional imitators. I feel that as a teacher one must provide many different learning experiences to learn from. Most importantly, a teacher, by setting a good example can and will greatly influence a student's behavior and overall performance. The purpose of Education: The purpose of education according to Rousseau is to create good people who can live in a free society. Rousseau felt that the following characteristics make a good citizen: self-sufficient, respectful, caring, modest, healthy, etc) so that they will become just what Rousseau wanted, good citizens who are able to live in a free society. What Education should look like: As far as curriculum goes, Rousseau thought that you should teach only what a child wants to know and things that can be learned through experience. To me personally curriculum is indeed very important. I will be teaching K-12 PE/Health, thus the students ages will differ according to the level I am teaching.

The Freedom of Information Essay -- Technology Computers Essays

The Freedom of Information There are different kinds of freedoms: freedom of expression, of opinion, of speech, of information, to copy, to own and to read, and freedom from interference and observation. This research is an ethical analysis of the freedom of information in the new Internet era and how the new technology should be implemented globally as a universal human right. Not so many years ago, I still remember in High School my research with books, magazines, and newspapers as the only resources to get information. When I did my undergraduate thesis in Direct Reduced Iron, I could get information thanks to my brother in law directly from the company that owns the technology. It is not possible to get all the information that you want from the Internet, because some are confidential documents or data with personal information, but there are people that find ways to access information illegally that is not open to the general public. These people called Hackers are not acting morally, because they are not respecting the people’s rights of privacy. This case is not included in the freedom of information mentioned in this research, but the issue itself is affecting in some way the freedom of information. Global Information Infrastructure Something that brought my attention to this subject was the speech of the Vice President Al Gore in 1994 at the International Telecommunications Union Conference about his determination for the creation of a network of networks to all members of our societies and his ethical analysis in Global Information Infrastructure (GII). The plan was based on five principles: Encourage private investment Promote competition Create a flexible regulatory framework Provide open access to the network Ensure universal service Now in 2003 we can see the tremend us benefits of GII in all the countries where it has been implemented. When I started to do this research I didn’t realize all the advances in communications this commitment made. Most of these advances were in the telecommunications industry with private investments and free competition in an industry that was in the past a monopoly. Each country has their own laws in telecommunications, and it is a universal right from an ethical point of view that each individual around the world has to have some kind of access to get information. Let’s say a li... ...f the person is literate or illiterate. Endnotes [1] Deborah G. Johnson and Helen Nissenbaum, Computers, Ethics & Social Values (New Jersey: Prentice-Hall, Inc., 1995), 621. [2] John Weckert and Douglas Adeney, Computer and Information Ethics (Westport: Greenwood Publishing Group, Inc., 1997), 32. [3] Johnson and Nissenbaum, 622. [4] â€Å"Motivating a Human Rights Perspective on Access to Cyberspace: The Human Right to Communicate†. CPSR Newsletter Vol. 18, Number 3.6 June2003 http://www.cpsr.org/publications/newsletter/issues/2000/Summer2000/mciver.html [5] Richard A. Spinello, Case Studies in Information and Computer Ethics (New Jersey: Prentice-Hall, Inc., 1997), 249. Bibliography Hester, D. Micah, and Paul J. Ford. Computers and Ethics in the Cyberage. Prentice-Hall, Inc., 2001. Johnson, Deborah G. Computer Ethics. Prentice-Hall, Inc., 1985. Johnson, Deborah G. and Helen Nissenbaum. Computers, Ethics & Social Values. Prentice-Hall, Inc., 1995. Spinello, Richard A. Case Studies in Information and Computer Ethics. Prentice-Hall, Inc., 1997. Weckert, John and Douglas Adeney. Computer and Information Ethics. Greenwood Publishing Group, Inc., 1997.

Prosecuting Cyber Bullying

Technology is frequently being used to display personal Information on social networking sites for everyone In the world to see. With this Instantaneous technology, the school bully has access to an easier, more harmful, and anonymous way to intimidate their victim. Cyber bullying has become a form of harassment that is creating a myriad of problems for teenagers and, therefore, needs to be dealt with properly.The sense of anonymity and the ability to disguise ones identity online increases Weber bullying activity by â€Å"making fun of, telling lies, spreading rumors, threats and sharing private Information or pictures [online]† (Lulls lines 31-32). In spite of the recent technological advancements, problems with bullying has existed for generations. At the click of a button, the threatening information that can be posted online can be seen throughout the world for anyone to see.Because more people have access to someone's private or embarrassing information, â€Å"an increa sed audience can often lead to more harmful bullying Incidents† (Macaque 27). Cyber lulling can be committed any where and at any time, therefore â€Å"the cyber bullies may not fully understand the Impact of their behavior on their victims† (Lulls line 9). Cyber bullying can negatively affect an individual and even lead to depression and thoughts of suicide. There are many well known stories of teenagers compelled to desperate, even suicidal acts after having been exposed to recurrent harassment by others online.For Instance, the devastating and well-known case off 13-year-old girl named Megan Meier, committed seclude allegedly due to cyber bullying (Macaque 141 After coming friends with a boy she met online, Megan, who had a lifelong struggle with weight and self-esteem, finally met a boy she thought she could trust. After weeks of friendly conversations online Megan was eager to strengthen their relationship by finally meeting each other in person. Flirtatious messag es from her online boyfriend â€Å"Josh† suddenly turned into disturbing and confusing remarks such as â€Å"the world would be a better place without you† (Macaque 16). Josh† even began to post spiteful comments on his site about Megan. Megan committed seclude to escape the main and humiliation she was put through (â€Å"Social Networking Web Sites† 3). Investigators soon discovered that the profile of â€Å"Josh Evans† was created by a 48- year-old woman named Lori Drew. Loris's intentions were to tease and embarrass Megan, her next door neighbor and a former friend of Loris's 13-year-old daughter (Macaque 28). This case brought national attention to the dire consequences of cyber bullying. The community was outraged and demanded charges to be brought against this mother.Lori went to court but was never convicted because there was no law against cyber bullying. Another instance of the horrific effects of cyber bullying is portrayed in the tragic s tory of 18-year-old Tyler Clementine. Tyler started his freshman year with a big future ahead of him and a great outlook on life. Invading Teller's privacy, his college roommate streamed private footage online from a WebMD that he held In their dorm (â€Å"Key Events in the History of Prosecuting Cybernetics† 8). Comments about his sexuality flooded through his inbox that night.Days after the video went viral, Tyler could not handle the embarrassment and committed suicide by â€Å"Jumping off of the George Washington Bridge† (â€Å"Prosecuting Cybernetics† par. 1). These are two highly publicized and tragic cases resulting from abuse online. There are thousands of other people that are being threatened and bullied through technology every day and no one knows about it. There is nothing positive that results from bullying, but some people still believe that cyber bullies should not be prosecuted because it is not a crime.Critics say that cyber bullying is not an issue that should have legal attention, â€Å"but a dilemma best solved by schools and parents† (â€Å"Prosecuting Cybernetics† par. 2). Many school districts throughout the country are attempting to educate their students about online safety and protection. In order to solve the problem of cyber bullying, the critics believe that schools should concentrate on â€Å"spreading messages of tolerance and civility to all young people† (â€Å"Prosecuting Cybernetics† par. 2). Another point that critics stress is that prosecuting cyber bullies violates â€Å"the First Amendment's guarantee of free speech† (Hayward 21).Opponents to the prosecution of cyber bullies need to take into account the innocent people that are being terrorized online ND their rights to protect themselves. Supporters of the prosecution of these online abusers agree that cyber bullying leads to many emotional problems for the victims. Cyber bullies purposely â€Å"target their vict ims, revealing personal information on the Internet or harassing them through frequent or threatening messages† (â€Å"Prosecuting Cybernetics† par. 16). More often than not, school administrators and parents fail to identify and stop cyber bullying before it is too late.Prosecutors need to take action in order to protect students online. Students are apprehensive to tell an adult about abuse online because they fear the bullying will only get worse. Victims feel that they are on their own in the endless abuse and â€Å"allegedly saw no choice for escape except to kill themselves† (Lulls 22). Historically, a person repeatedly bullied is not only a danger to themselves, but may even have the urge to harm others. For example, in the article â€Å"Prosecuting Cybernetics†, research has determined that â€Å"perpetrators of school violence?such as the two students who went on a shooting rampage at ColumbineHigh School in Colorado in 1999?often have a history of both bullying and being bullied themselves† (par. 31). Even though the cyber bully is not physically shoving the victim around, they are still able to instill a sense of fear and hopelessness in their victims. In order to punish cyber bullies for their conduct, new, up-to-date laws need to be passed for the protection of the innocent victim. With technology being the most popular form of communication, it is important to establish a law to â€Å"deter future bullying with a legal means to punish those who cause harm†.