Effects of Video Games

Introduction The society has been immensely influenced by the technological changes, which are reshaping some of the activities. The emerging technologies in one way or another have affected every member of society, irrespective of age.Advertising We will write a custom essay sample on Effects of Video Games specifically for you for only $16.05 $11/page Learn More Video Games have had the greatest influence on the lives of children. Children no longer appreciate the outdoor games as was before, as most of their time is spend indoors playing video games. Although this trend may have a positive impact on the lives of the concerned children as far as their knowledge of computer is concerned, there are various negative impacts. Various educationists have confirmed that outdoor plays are very important to the development and growth of children. It helps them develop socially as they meet with their friends and learn to share discussions, get involved in physi cal activities and develop physically through such games. The paper talks about some of the negative effects of computer games (Finkel, 1995). It is established through research that computer games do not help children grow academically. In fact, computer games contribute to inactivity of body cells, which might lead to oversight hence causing diseases such as hypertension and diabetes. Moreover, indoor games contribute to poor academic performance among students because most of the time is spend on useless games that do not offer any academic lessons.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lastly, computer games lead to the development of antisocial behavior whereby a student is not interested in interacting with his or her peers. Overweight Available literature shows that more children are growing obese owing to the fact that they spend little time exercising and engage frequently with th e computer. Research shows that children who take part in physical exercises are more healthy, intelligent, and active in class. The study conducted by American Heart Association proved that children are contracting heart diseases mainly because of lack of physical activity. The research indicated that the number of obese children increased by four percent in 1974. Those affected were children aged six to eleven years. However, the percentage increase could not be compared with the study conducted in 2006 whereby the increase rate was seventeen percent. As from 1971 to 2006, the number of adolescents thought to be obese increased from 6.1 percent to 17.6 percent. The percentage increase was shocking. Furthermore, the increase was attributed to lack of physical activity and video games (Wiegman, van Schie, 1998). Overweight is a costly condition that leads to a number of illnesses among school going children. According to experts at the University of Michigan, obese children have hi gher risks of contracting diseases such as diabetes, heart diseases, and high blood pressure.Advertising We will write a custom essay sample on Effects of Video Games specifically for you for only $16.05 $11/page Learn More Other illnesses associated with overweight include high cholesterol levels in the body, hyperlipidemia, sleep apnea, respiratory problems, gastrointestinal malfunctions, early adolescence, and finally mental problems. Studies show that obese children tend to have a low sense of worth and despair. As AHA records show, obese children are likely to be obese when they attain the adulthood age. This would even cause more problems because they would be exposed to a number of diseases. A study conducted by Media Literacy Clearinghouse indicated that children had developed a habit towards computer games. Video games had gained relevance among children aged eight and eighteen years to an extent that the rate at which children played computer games rose from an average of 26 minutes in 1999 to 73 minutes in 2009. Generally, the rate at which children interacted with the computer daily rose from six hours in 1999 to seven hours in 2009. A report compiled in 2004 at the University Hospital of Zurich revealed that a strong link between obesity and video games exist. It can be concluded that video games do not help children in any way but instead it affects their health. Video games interfere with the children’s eating habits because such children would tend to consume food with high calories. In this regard, parents need to monitor the behavior of their children as regards to physical fitness.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More School Performance In the United States, a study conducted to ascertain the effects of computer games on the performance of students proved that PlayStations and other video games such as Xbox Video affects the concentration of children in class. Furthermore, the study revealed that children who are like using playing video games could not compete favorably with those who prefer physical games. One of the researchers was quoted saying that the performance of students who engage in physical exercises will always improve with time. Boys are affected more by the new trend since they would rarely improve in class. Their performance would always remain stagnant for a period. Moreover, boys cannot develop skills that would help them to read and write well in case they are allowed to interact with the computer frequently (Sakurai, 1984). It should be noted that video games might not necessarily cause poor performance among school going children but the time spent in watching the games or p laying them would consume the time that a student would be expected to read, do some homework, and write a good composition. Definitely, a student would register a poor grade in case he or she does not engage in a serious research. Video games have a tendency of instilling negative reading attitudes to students. This is because a student would find reading a storybook or solving a mathematics problem boring. Video games are very fast and demand a higher concentration unlike other academic activities that need time for conceptualization. In a joint study conducted in Australia, researchers concluded that video games affect the performance of students in many ways. Students who spend time playing video games would always perform dismally in class. In fact, the study revealed that computer games do not help children perform well in any of the subjects. This is because students who spend time watching and playing computer games would always score low in each subject. This research contr adicts some of the assumptions that computer games help children to perform well in some subjects. The Australian study revealed that there is no single positive correlation between academic performance and computer games. Effects on Social Relationships Video games are known to influence the cognitive and educational dexterities of children. Moreover, the games can as well as define the children’s social relationships. In a traditional setting, the relationship between the child and the parent or other senior members of society is clearly defined. The video games have changed meaning that social relations are no longer the same. Studies indicate that video games, especially those that are violent, reshape the behavior of children. Moreover, video games could contain some sort of competition and aggression, which affect the reasoning of children. In the current society, the rate at which conflicts occur in society has increased. Youths are currently violent because of the new games. The main objective of video games, according to Nintendo and Sega Genesis Center, is violence. Any game played by children via the computer does not have anything new other than violent content. The companies specializing in selling computer games would convince parents that the games are non-violent but in the real sense, they are not. A study conducted in 1998 confirmed that many children, over 80%, were familiar to a violent game referred to as Duke Nukem. Unfortunately, only 5% of parents were aware of the game meaning that children are access even those games that are supposed to be accessed by only the adults. This trend affects the social life of children. In 1999, students at Columbine High School in Littleton, Colorado engaged in a destructive demonstration mainly because of the influence of computer games. Students shot at their fellow teens and other people because they experienced it through video games. Such kind of behavior is destructive because it could lead to social anomy (Griffith, 1999). Studies across the world indicate that violent video games increase an individual’s hostility and aggression. Aggressive games would lead to a habit whereby students prefer to play the games rather than engage in physical exercises. This is even related to overweight. Children who are used to video games tend to be indifferent and unresponsive to the sufferings of other children. They would easily bully their fellow students without mercy. References Finkel, S. (1995). Causal analysis with panel data. Thousand Oaks, CA: Sage Griffith, M. (1999). Violent video games and aggression: A review of the literature. Aggression and Violent Behavior, 4(2), 203-212. Sakurai, S. (1984). Construction of the Social Desirability Scale for Children. Japanese Journal of Educational Psychology, 32(2), 310-314. Wiegman, O., van Schie, E. (1998). Video game playing and its relations with aggressive and pro-social behavior. British Journal of Social Psychology, 37(2), 367- 378. This essay on Effects of Video Games was written and submitted by user Ackbar to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Shays Rebellion

Troubled Farmers â€Å"In the first years of peacetime, following the Revolutionary War, the future of both the agrarian and commercial society appeared threatened by a strangling chain of debt which aggravated the depressed economy of the postwar years†.1 This poor economy affected almost everyone in New England especially the farmers. For years these farmers, or yeomen as they were commonly called, had been used to growing just enough for what they needed and grew little in surplus. As one farmer explained â€Å" My farm provides me and my family with a good living. Nothing we wear, eat, or drink was purchased, because my farm provides it all.†2 The only problem with this way of life is that with no surplus there was no way to make enough money to pay excessive debts. For example, since farmer possessed little money the merchants offered the articles they needed on short-term credit and accepted any surplus farm goods on a seasonal basis for payment. However if the farmer experie nced a poor crop, shopkeepers usually extended credit and thereby tied the farmer to their businesses on a yearly basis.3 During a credit crisis, the gradual disintegration of the traditional culture became more apparent. During hard times, merchants in need of ready cash withdrew credit from their yeomen customers and called for the repayment of loans in hard cash. Such demands showed the growing power of the commercial elite.4 As one could imagine this brought much social and economic unrest to the farmers of New England. Many of the farmers in debt were dragged into court and in many cases they were put into debtors prison. Many decided to take action: The farmers waited for the legal due process as long as them could. The Legislature, also know as the General Court, took little action to address the farmers complaints. 5 â€Å"So without waiting for General Court to come back into session to work on grievances as requested, the People took matters ... Free Essays on Shays' Rebellion Free Essays on Shays' Rebellion Troubled Farmers â€Å"In the first years of peacetime, following the Revolutionary War, the future of both the agrarian and commercial society appeared threatened by a strangling chain of debt which aggravated the depressed economy of the postwar years†.1 This poor economy affected almost everyone in New England especially the farmers. For years these farmers, or yeomen as they were commonly called, had been used to growing just enough for what they needed and grew little in surplus. As one farmer explained â€Å" My farm provides me and my family with a good living. Nothing we wear, eat, or drink was purchased, because my farm provides it all.†2 The only problem with this way of life is that with no surplus there was no way to make enough money to pay excessive debts. For example, since farmer possessed little money the merchants offered the articles they needed on short-term credit and accepted any surplus farm goods on a seasonal basis for payment. However if the farmer experie nced a poor crop, shopkeepers usually extended credit and thereby tied the farmer to their businesses on a yearly basis.3 During a credit crisis, the gradual disintegration of the traditional culture became more apparent. During hard times, merchants in need of ready cash withdrew credit from their yeomen customers and called for the repayment of loans in hard cash. Such demands showed the growing power of the commercial elite.4 As one could imagine this brought much social and economic unrest to the farmers of New England. Many of the farmers in debt were dragged into court and in many cases they were put into debtors prison. Many decided to take action: The farmers waited for the legal due process as long as them could. The Legislature, also know as the General Court, took little action to address the farmers complaints. 5 â€Å"So without waiting for General Court to come back into session to work on grievances as requested, the People took matters ...

Practical Application Of Ethics Essay Example | Topics and Well Written Essays - 500 words

Practical Application Of Ethics - Essay Example In the utilitarian view, this may be beneficial for human in providing freedom. However, human freedom is not the substantial qualification for cloning as a practicing right because it prohibits human rights in production which are not restricted but has many options rather than it.Morality refers to codes of conduct put together and accepted by the society. These codes of conducts give conditions that would be adhered to by all rational persons. The concept of morality refers to the adherence to already existing codes of conduct in the society and applies to all human beings in the universe. Morality is inherent in the manner that it is a personal idea. It is a man-made concept that is defined by the society in which we live. It is also what a person regards as wrong or right. What a person decides as morally right or wrong is determined by person idea and principles. For example; Vegans hold a moral view that exploiting sentient animals for any purpose either food, clothing, entert ainment or scientific is immoral and archaic. Ethics is objective components of morals. Morality encompasses both moral and ethical concepts. If morality consisted exclusively of social system principles that are imposed then there would be no space for personal interpretation; this makes it ethical hence objective. Ethics and morality entail the principle of justice and sustainability which states that equals should be treated equally unless there is sufficient reason for unequal treatment to anyone.

Analyze one week of world economy Essay Example | Topics and Well Written Essays - 500 words - 3

Analyze one week of world economy - Essay Example For Instance, Shares in the US fell to about 1.6% with those in China dropping to 2.1% (FXSreet n.p). Essentially, the US economy in the last week had a negative economic index after weeks of positive show in the market. The -4 index manifest in the world largest economy is still the best in many years after the 2008 recession. The US economy has in the past week suffered significantly with numbers dropping in key sectors of the economy effectively slowing growth. The snow and bad weather has been sighted as one of the negative consequences weighing down on the US economy in recent weeks. The labor market registered lower work rates with a significant number of people filing for unemployment benefits. Despite the numerous challenges experienced in the last week, the stock market was bully on 5th registering positive indices. Though the Japanese economy gained the most among the world largest economies, the EU remained extensively versatile and bullish. The rate of inflation registered a negative value in the last week with unemployment falling significantly. The monetary regime in the EU has remained relatively stable to the dollar effectively making the banks to lower the interest rates. Japan was bullish in the market based on a number of fundamental facts (FXSreet n.p). To begin with, The Japanese economy registered a fall in the rate of inflation, though not to the expected levels. The low oil markets impacted positively to the market with most of the prices falling. While the Chinese president announced of the intentions to grow the economy by 7%, various departments of the economy recorded negative numbers with the overall impact being 2.1% (Economic Calendar n.p). The rate of inflation was high with unemployment rates remaining on a downward trend. It is imperative to note that the Chinese market has suffered a number of setbacks and going by the

Assess How The Language Of Teenagers Has Changed Over Time Essay Example for Free

Assess How The Language Of Teenagers Has Changed Over Time Essay The language of teenagers has changed radically over time, the use of slang and clichà ¯Ã‚ ¿Ã‚ ½s are now commonly used in everyday English Language, in particular amongst teenagers. For this essay I visited a local high school to gain evidence of how teenagers express themselves and converse with peers and adults, including adults in authority. I also observed an anger management session and listened to the language used in this setting and also at break times. The findings of these observations are on a tape recording enclosed. The language of teenagers is greatly affected by television and pop music and this contributes to the change in modern day English and the phrases and slang that teenagers use, for example in the high school I visited the teenage boys used a lot of phrases and words that are used in rap music, a boy referred to his friends as homies rather that mates of pals the word homies is used a lot within American rap music. This shows how teenagers are influenced and how these kinds of words become popular amongst teenagers. Swearing is also part of modern day language and is very common and has increased hugely over the years, swearing is now socially accepted amongst teenagers and their peers, swearing has always been frowned upon in the English Language but has increased drastically through the past ten years. The change in language is obvious amongst teenagers and adults, most of the teenagers in the school I visited said that they would never swear at parents and teachers and it is disrespectful, although they would not be as concerned about swearing at someone the same age as them as it is not offensive anymore to their generation. This is because when the teenagers parents and teachers were growing up, swearing was seen as very offensive and a sign of disrespect. Case studies I asked a 15-year-old girl to find the five euphemisms that she would use for the following: (a) to die, (b) to urinate (c) to be a drunk (d) to say hello to a friend. I also asked a 15-year-old boy to do the same exercise, these are my findings: Chloe To die: to pass away, to kick the bucket, to be no longer with us, to have slipped away, to have kiffed it. To urinate: to go for a wee, to do a number one, to have a piss, to wet the daisies, to relieve myself. To be drunk: pissed, bladdered, wasted, trollyed, out of it. To say Hello to a friend: alright, hi, hiya. Lee To die: to kiff it, kick the bucket, passed away, to have gone to the pearly gates, passed onto the other side. To urinate: to have a piss, to have a slash, to drain the main vain, to go the bog, to shake the snake. To be drunk: wasted, bladdered, pissed, out of if, wankered. To say hello to a friend: alright mate, alright, how do, hi, or a head nod with no speech. The findings show that gender influences teenagers speech slightly the girls language is slightly more polite than the boys and the boy used a lot of slang when referring to the above words and phrases, the most obvious ones were the words used when the male teenager refers to passing urine as shake the snake, and drain the main vain these sayings caused much amusement to Lees male and female peers. The teenagers are showing how they contribute to new meanings for words and linguistic change. Euphemisms are one of the most fertile sources of new meanings, things that were thought to be to nasty to talk about directly were given polite but roundabout expressions. An example of this is when indoor plumbing was first installed into houses in the eighteenth century the room were first called water closet, this was soon abbreviated to W.C and then replaced by toilet, which had previously meant dressing table. These words are still seen as crude by many people and other euphemisms have came into force such as toilet, bathroom. The teenagers regularly referred to the toilet as the loo and bog. Sex is another area where euphemisms flourish amongst teenagers, in the nineteenth century Jane Austin wrote in her novel they had no intercourse but what the commonest civility required , Jane Austin would of not of expected the effect that this sentence would have on the modern day reader, in her time the word intercourse meant dealings between people. In the twentieth century the phrase sexual intercourse arrived this was used as a delicate way to refer to sex. This has now been shortened to intercourse, and this sexual sense is now so common that the teenagers in the school I visited found it impossible to use the word intercourse in any other sense. They also have their own words for sexual intercourse these words are not seen as offensive and are common in teenagers language. This shows how teenagers influence the change in word meanings and euphemisms in society. The teenagers in the school I visited also use a lot of clichà ¯Ã‚ ¿Ã‚ ½s which, again is another sign of language change in todays society, adults are also guilty of using clichà ¯Ã‚ ¿Ã‚ ½s in modern day English, which is were the Influence could of came from for the teenagers to use clichà ¯Ã‚ ¿Ã‚ ½s in their everday language, some of the most popular clichà ¯Ã‚ ¿Ã‚ ½s I heard amongst the teenagers were at the end of the day, I hear what your saying and basically. The most common one was you know what I mean Another chacteristic of teenage language is rising intonation at the end of a sentence. This has long been noticed as a characteristic feature of Australian English, and is also favoured by some speakers of American English and is very popular within the language of teenagers, this was something that I noticed whilst speaking to the majority of the class. To me as a listener, a sentence ending on a rise sounds like a question as if the speaker is saying She comes from Sydney?, rather than making a declarative statement. But in the last ten years or so, the popularity of Australian soap operas among British teenagers has led to the widespread adoption of this feature among younger people in the UK. It is too early to say whether this is short-term or whether rising intonation will become standard practice for a significant number of British speakers and the teenagers will make it more popular the more they use it. The increasing popularity of the rising intonation can be traced back to a specific event: the arrival in the UK of Australian programmes like Neighbours and Home and Away. Teenagers are big fans of these type of soap operas mean exposure to repeated instances of this feature has had measurable effects on the linguistic behaviour of quite large numbers of British speakers of all ages. Music such as rapping also influences teenagers and many adopt this way of speech some of these words appear below with the translations taken from a book of slang words: Bluh slurred pronunciation of Blood, meaning homie or friend. Bredren meaning mate, or ones audience. It derives from the Jamaican ragga scene, not the German. Buggin Acting weird or upset. Same as acting bug. Herb spliff, bud, dodo, doja, ganja, weed, etc. Wack Awful, cheap, stupid, weak, etc. Rarely spelled whack. Only preceded by wiggedy by the tragically ancient. Murk Murder. Also leave, as in Im finna murk. Peace. Punk Coward or arsehole (not in the anatomical sense). Bling excessively showy or expensive jewellery, cars, etc. From the supposed sound made by light bouncing off diamonds. Its first known usage was in The Silvertones Bling Bling Christmas. (Fo) shizzle, my nizzle (For) sure, my nigger, or alternatively, yes, dear. -izzle is a standard suffix. So shizzle could also mean shit (meaning good), shoes, shirt or shed. (Slang a bluffers guide.1999.pg22) Wigga a white nigger, a wannabe. This way of speaking seems very common nowadays, but I suspect if we were to listen to teenagers from London we would hear a lot more of these words as Londons rap scene is a lot more popular than that of the North West. David Crystal says Its very recent, this new rhythm that comes from rapping, Until recently, people have spoken in the rhythms of Shakespeare: tum te tum te tum. But this new hip-hop accent is rat tat tat tat tat. Its more common than Received Pronunciation these days. Hardly anyone speaks traditional RP any more maybe one or two per cent. (The language revolution pg22) As the language of teenagers changes there will be many linguistic changes and different features introduced over time, as teenagers are very impressionable it is easy to see why these changes spread so quickly. Bibligraphy The language revolution. 2002. David Crystal(Cambridge: Polity Press), Flappers to rappers- American youth slang-.Tom Dalzell (Merriam-Webster / Springfield, Massachusetts. 1996.) Socialinguistics : Nikolas Coupland and Adam Jaworski. Palgrave (1997)

generalized anxiety disorder Essay -- essays research papers

Generalized Anxiety Disorder Generalized Anxiety Disorder (GAD) is a chronic and often disabling condition that is associated with uncontrollable worry and tension. The vicious cycle of anxiety and worry interferes with relationships, careers, and education, and often leads to depression. This disorder is much more than the normal anxiety that everyone experiences from time to time, and can be crippling in its severity. GAD is unlikely to disappear without proper treatment, and often worsens over time. Physical manifestations of GAD often include headaches, trembling, twitching, fatigue, irritability, frustration, muscle tension, and inability to concentrate. Sleep disturbances may also occur. Individuals suffering from this disorder may appear to be always tense and unable to relax, or may startle more easily than others. Often they might seem to be constantly moving or fidgeting, unable to sit comfortably through a movie without worrying about something else that needs to be done. Some research suggests that GAD may run in families, and it Generalized Anxiety Disorder may grow worse during times of stress. Symptoms can begin at any age, but the risk is highest between childhood and middle age. GAD affects about 4 million adult Americans. Women are twice as likely to be affected than men. The disorder usually comes on gradually, although it can be suddenly triggered by a childhood psychological trauma, the death of a loved one, divorce, and losing or changing a job. DSM-IV Diagnostic Criteria: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Excessive anxiety and worry (apprehensive expectation), occurring more days than not for at least 6 months, about a number of events or activities (such as work or school performance). 2.  Ã‚  Ã‚  Ã‚  Ã‚  The person finds it difficult to control the worry. 3.  Ã‚  Ã‚  Ã‚  Ã‚  The anxiety and worry are associated with three (or more) of the following six symptoms (with at least some symptoms present for more days than not for the past 6 months). Note: Only one item is required in children. -  Ã‚  Ã‚  Ã‚  Ã‚  restlessness or feeling keyed up or on edge -  Ã‚  Ã‚  Ã‚  Ã‚  being easily fatigued -  Ã‚  Ã‚  Ã‚  Ã‚  difficulty concentrating or mind going blank -  Ã‚  Ã‚  Ã‚  Ã‚  irritability -  Ã‚  Ã‚  Ã‚  Ã‚  muscle tension -  Ã‚  Ã‚  &nb... ...he anxiety the patient is having. There are many studies pertaining to generalized anxiety disorder. The studies examine the genetic and environmental risks for major anxiety disorders, their course-both alone and when they occur along with other diseases such as depression-and their treatment. Like heart disease and diabetes, these brain disorders are complex and probably result from a combination of genetic, behavioral, developmental, and other factors. Much of the research of anxiety centers on the amygdale, an almond-shaped structure deep within the brain. The amygdale is believed to serve as a communications hub between the parts of the brain that process incoming sensory signals and the parts that interpret them. Other research focuses on the hippocampus, another brain structure that is responsible for processing threatening or traumatic stimuli. By learning more about brain circuitry involved in fear and anxiety, scientists may be able to devise new and more specific treatments for anxiety disorders. Researche rs are attempting to learn how genetics and experience interact in each of the anxiety disorders-information they hope will yield clues to prevention and treatment.

Case Analysis of “Which is Higher”

In the northeastern part of the United States, the Queen’s Island School District caters senior high school education to a large urban area wherein about one third of the students’ population is of cultural minority. The school district has six senior high schools, from grades ten to twelve, wherein one representative was selected to comprise the committee on revising the curriculum for secondary history. Meanwhile, Dr. Tom Blakely, the head for social studies curriculum was appointed to spearhead the committee on revision. The chosen members of the committee were Luis Garcia of Garfield High, Eric Tannenbaum of Central High, Lois Blakely of Van Buren High; Lee Cheng of Kennedy High, Delicia Jackson of South Point High, and Michelle McMurray of Westside High. These members are all history teachers in their respective schools. They were tasked to scrutinize the existing curriculum in social studies for their school district. Thus, the committee is expected in the end to come up with the most plausible instructional objectives, teaching methods, evaluation tools, and set of references for the revised social studies curriculum. Two Main Positions Eric Tannenbaum favored the time-tested lecture-discussion as his primary method in teaching history. Sometimes he also uses group work and current event discussion in his class. He believed that lecture-discussion method is the most appropriate in presenting lessons with wide coverage. By using it, he can tackle lessons within the allotted time. In terms of evaluation, he used to administer teacher-made tests which for the most part have objective type items. In addition, essay questions are also provided in his tests. Tannenbaum thought that the first two levels of the Bloom’s taxonomy of learning objectives should be first attained by students in order to prepare them for higher-order learning. Michelle McMurray advocated the problem-solving approach in teaching history. She believed that a facts-oriented subject would just give burdens on the part of the students. She added that for the students to appreciate history, the method should be focused on principles through meaningful learning experiences rather than memorization of dates, places, and people. To be able to do this, learning objectives that utilize problem-solving and creativity should be formulated. In her class, she employs methods to connect historical facts to the present knowledge of the students and its relevance to the contemporary time. For every unit, she encourages students individually or by group to identify problems of their interest to work on. Given the appropriate time to prepare, the students will present their reports. With these, learning experiences become meaningful to the students leading to a long time memory of learned facts. Based on the presented output, she formulates essay-type questions that correspond to the high-order level of Bloom’s taxonomy. She also allows students to write questions that can possibly be used as test questions. The two members of the committee supported the notion of Tannenbaum concerning curriculum design for social studies. Luis Garcia and Cheng Lee both agreed with Tannenbaum propositions for those are conveniently used by most history teachers. On the other hand, Lois Blakely and Delicia Jackson supported the ideas of McMurray. For them, learning can only be meaningful when students’ interest and active participation are harnessed for every learning activity. Analysis Bloom’s Taxonomy Bloom’s taxonomy of educational objectives is a hierarchy of learning objectives from simple to a more complex (Huitt, 2004). Most of the time, it is described as a ladder where students need to climb from the low to higher level. Knowledge, comprehension, and application belong to the low-level cognitive domain while analysis, synthesis and evaluation are high-order thinking level (Huitt, 2004). Based on McMurray’s analysis, Tannenbaum’s objectives were merely just at the low level of the Bloom’s taxonomy. Even though he has essay questions in the evaluation, those questions also require simple recall of data or information. Conversely, McMurray favored essay-type questions that require students to analyze, evaluate, and synthesize information. She allows students to identify interesting topic for research in every unit of the subject then give them freedom to rigorously research on their chosen topics and present their outputs on the class. Additionally, the other groups are also encouraged to raise their questions concerning the presented report. Based on their presentation of outputs, she patterns questions for assessment. With these, McMurray were able to give independence to her students by working and discovering new things on their own, thus, leading the students to higher-order of thinking. Ausubel’s Meaningful Reception Learning The meaningful learning of Ausubel denotes the absorption of new information and acquisition of new meanings (Elliot, Kratochwill, Cook, and Travers, 2000). As a student internalizes new information, he patterns and fits this to his existing cognitive structure. By anchoring this new information to his existing schemata, renewal or adjustment of the schema results leading to the acquisition of new meaning, hence, the term meaningful learning (Elliot, Kratochwill, Cook, and Travers, 2000). Looking back at the case analysis, since Tannenbaum used to employ lecture-discussion on his class, students will just tend to memorize and depend on the details of his lecture. Although absorption of new information occurs but the internalization and transformation of the information into new memory unit is deterred. As such, the learned facts only remain in students’ mind in a short period of time. On the contrary, through the methods of McMurray students may have the chance to work independently and present their output based on their own plan. By anchoring the subject matter into the present thinking level of the students, the teacher motivates them and incites them for further learning. Discovery Learning. Jerome Bruner postulated that the active engagement of learners in every learning activity would result to a long mind-retention of learned facts or principles (Dandapani, 2004). Environmental stimuli arouse learners’ interests that trigger them to find solution for a perplexing situation. In finding the most plausible explanation for the perceived difficulty, one may exhaust all possible resources in his environments. In this process, learners internalize information, fit this to their existing cognitive structure, and create or adjust schemata (Dandapani, 2004). Since, problem-solving approach is under discovery learning, McMurray utilizes the process of discovery in her teaching approach. Information Processing Theory Information Processing Theory emphasized the roles of attention, perception, thinking, memory, and problem-solving processes in learning (Lachman, Lachman, and Butterfield, 1979). Every individual observes a lot of environmental stimuli but the brain mechanisms selectively limit the absorption of information in such way that the new information would systematically organized with the existing cognitive structure (Lachman, Lachman, and Butterfield, 1979). By giving attention on a particular stimulus, one may be able to perceive what has been observed. Then, the role of memory takes place by organizing this new information with the existing schemata. In this assimilation process, once the newly absorbed information is unable to be fitted into the existing schema, either this will be lost in the memory or adjustment in the existing cognitive structures results (Lachman, Lachman, and Butterfield, 1979). This means that the mind does not only fit the newly absorbed information into existing schemata but also adjust to accommodate it. In the case analysis, Tannenbaum often used lecture-discussion method for he can cover a lot of topics within the allotted time. However, as firmly stated by McMurray, lecture-discussion would only provide numerous facts that most of the time give burden to the students because of their difficulty in memorization and their inability to organize, relate and integrate different information, and unable to see its connections and relevance to everyday living. McMurray proposed that by formulating learning objectives which will utilize problem-solving skills and develop creativity, learning will be meaningful for every student and a longer retention of learning is foreseen. My Opinion Tannenbaum is not entirely wrong with his method of choice. He just failed to address individual differences by integrating several methods of instruction to cater the lesson to the different needs, interest, and abilities of the learners. His method is inclined solely to rigorous memorization of facts giving way to rote learning. Even though he has a genuine purpose of accomplishing the time-bound topics prescribed for the course, he is actually delimiting the subject into low-level of thinking resulting to failure in developing multiple intelligences. McMurray’s approach in teaching is anchored on Ausubel’s reception learning, Bruner’s discovery learning, and information processing theory. As such, we may infer then that her approach in teaching is more democratic and student-centered. She encouraged active participation among her students and allowed them to work on the topic of their choice. By means of this, she actually harnessed the interest of students towards problem-solving and incited them to find ways to accomplish their tasks. Moreover, she patterned her evaluation based on students’ outputs and even encouraged students to formulate test questions. With these, learning becomes meaningful for every student that may propel them for further learning. Nevertheless, with regards to the possible content gaps or topics that are not able to tackle up due to time constraints in employing problem-solving approach, as what McMurray did, teacher may supplement the report of the students by bringing up the topics that students’ failed to choose. We also need to admit the inevitable truth that our minds tend to forget and only limited facts stay in our long-term memory. Therefore, it is much better to incur content gaps in a subject if the tackled topics retain longer in our memory rather than to cover all prescribed topics in the absence of authentic learning.