Political Bias Based on Demographic Region

â€Å"The biases the media has are bigger than conservative or liberal. They’re about getting ratings, about making money, about doing stories that are easy to cover. † This may seem like a trite saying but it holds an enormous amount of truth. As Americans, we trust what reporters write in the newspaper and say on television and radio stations. We expect them to report the truth. However, current media outlets distort stories and certain news reports are getting too much attention.The most important stories are never seen on television, or read in the newspaper, or heard on the radio stations, while minor and trivial stories get the most news coverage. Hence celebrity engagements, divorce, entrance in rehabilitation centers and DUI cases are sold to the media. American people are then left without valuable information contrary to what story is getting 24-hour news coverage.Media bias is a â€Å"term used to describe prejudice in news and media reports, in which it is perceived as an imbalance or unfair presentation of facts or selective reporting of which events or facts are reported. † The main point here is when biases in media distorts certain stories, and other stories are spoken about entirely too much, it hurts democracy in America. The media, in that case, fails to focus on real issues that underlie the American culture, it has one-sided opinions, favoring a liberal’s point of view, and it caters to the majority, favoring the wealthy.Media biases causes the America people to become misinformed or too well informed, often due to the tendency of the media covering unimportant stories about celebrities, while overlooking issues like war, poverty, disease, violence, and education. The media content and news coverage rarely display the underlying issues that the American people face. Rather, it only acknowledges news that may appeal to the audience â€Å"because of its dramatic or entertainment value. Senator Barack Obama recogni zes the failure of the American media in updating America with real issues at Southern New Hampshire University Commencement: â€Å"We see it in a media culture that sensationalizes the trivial and trivializes the profound – in a 24-hour news network bonanza that never fails to keep us posted on how many days Paris Hilton will spend in jail but often fails to update us on the continuing genocide in Darfur or the recovery effort in New Orleans or the poverty that lagues too many American streets† The media bonanza on Paris Hilton’s 14 day jail sentence was among one of most overplayed (unimportant) stories recently because TV news ran hundreds of hours of news coverage, while only showing 60-second sound bites of yet another death of an American soldier in combat in Iraq. Paris Hilton, a hotel heiress and the star in the media spotlight, was sentenced to a 14 day jail sentence at Century Regional Detention Centre in Lynwood, California on a traffic violation. The news media made the story seem so valuable and significant to report for so many hours.Some reporters believed that she deserved to be placed in jail because too many celebrities don’t receive the justifiable punishment they deserve like ordinary citizen because they are wealthy. Others believed that her jail sentence was too cruel just for a DUI charge, it was unfair and that she became the victim because of her prestige and as a famous figure in America. While Fox News, MSNBC, CNN, and ABC were breaking in the entertainment news, debating whether her punishment was too cruel or justifiable, they failed to inform the American people about.When Hurricane Katrina unfolded in New Orleans, the media placed a lot of dramatic biases on the issue and missed the underlying point, misinforming the public. On August 23, 2005, Hurricane Katrina struck down in New Orleans becoming one of the most devastating natural disasters to hit the United States. The media unfolded the events that those most effected in the black community, remained in New Orleans looting stores in search of food and water that weren’t available by any other means. On the other hand of the issue, white Americans were â€Å"wading through chest-deep waters finding soda and bread floating in the water from a grocery store†.But while Paris Hilton was hogging the headlines the media failed to report that during that week the Washington Post reported â€Å"that about $854 million offered by allied countries worldwide after Hurricane Katrina. To date, the Post reports, only $40 million in foreign aid has been funneled to the Gulf Coast. The story goes this way: Apparently the Bush administration was stymied on what to do when offered this aid, since the U. S. is not usually in a position to need or accept such assistance. How, and from whom the $40 million was accepted is unclear, but what is eminently clear is that $800 million could have put the rebuilding of the Gulf Coast into f ast forward mode). † This goes to show that the media is filled with close-mindedness in which entertainment news surpasses â€Å"hard news every time. †5 Instead of bringing American people together to work in effort to make children lives better, the economy better, the living welfare of families better, the media devours our interest to support a difference by resembling soap operas and commercial television shows. Dateline is the same as ER or Friends.They all have to compete for prime time audiences. CBS and 48 Hours is the same as Everybody Loves Raymond. Notice how importance never enters into the equation. Notice how there isn't even a pretense to public interest. TV †news† has become celebrity trials and runaway brides, and sex — while foreign bureaus are closing and news budgets are shrinking and we become a people ever more thoroughly entertained than informed, even as we live through the most dangerous and portentous days in recent history . The media also has the tendency to uphold one-sided opinions, favoring liberals, whereas the mainstream media holds liberal biases.Liberals in a political sense relate to ideas and theories of government in which they advocate individual liberty, for example, race, abortion, affirmative action, homelessness, and gay rights. They use liberal principles and ideas that influence their news coverage and or selection of stories. Liberal biases undermine the American value. In the controversial book, â€Å"Bias: A CBS Insider Exposes How the Media Distorts the News,† Bernard Goldberg said â€Å"journalist doesn’t see their views as liberal but merely reasonable and civilized. † In contrast, the media, for the most part, is helpful in feeding the mass with stories that reflect America.In fact, America has never been provided with a broad arrangement and providers of news. However, government cannot solve the problems of media bias because part of the media bias is in part of political [government] decadence. The government embraces liberal views! The media only identifies problems for the government to solve, such as poverty, disease, and violence. To solve the problem of media bias, educational groups are needed to educate people about wanting to understand the truth and demand a balance in media coverage through advocacy and petitioning.

PHP Remote File Include (RFI) Essay

1. What is a PHP Remote File Include (RFI) attack, and why are these prevalent in today’s Internet world? a. A Remote File Include allows an attacker to include a remote file. This vulnerability is most often found on websites and is usually implemented through a script on the web server. 2. What country is the top host of SQL Injection and SQL Slammer infection? Why can’t the US Government do anything to prevent these injection attacks and infections? a. Peru. 3. What does it mean to have a policy of Nondisclosure in an organization? a. It means that certain information can’t be made public under the company’s policy. 4. What Trends were tracked when it came to Malicious Code in 2009 by the Symantec Report researched during this lab? a. Swifi, Interrupdate, Fostrem, Kuaiput, Mibling, Pilleuz, Ergrun, Bredolab, Changeup, Induc 5. What is Phishing? Describe what a typical Phishing attack attempts to accomplish. a. Stealing online account information by posing as a legitimate company. 6. What is the Zero Day Initiative? Do you think this is valuable, and would you participate if you were the managing partner in a large firm? a. A program to reward security researchers for disclosing vulnerabilities. Yes. 7. What is a Server Side Include (SSI)? What are the ramifications if an SSI exploit is successful? a. A Server Side Include is a process of adding content to an existing HTML page. 8. According to the TippingPoint Report resear ched in this lab how do SMB attacks measure up to HTTP attacks in the recent past? a. There was almost a 60% shift from a SMB type attack, towards an HTTP-based attack. In addition, nearly 100% of the observed attacks are automated, botnet, or worm-based attacks. 9. According to the TippingPoint Report, what are some of the PHP RFI payload effects DVLabs has detected this year? a. PHP Remote file-include attacks saw a steady overall downward trend, except for a massive spike in mid-year of 2010. 10. Explain the steps it takes to execute a Malicious PDF Attack as described in the Tipping Point Report? a. Step 1: The attacker begins by using powerful free attack software to create a malicious PDF file that contains exploitation code. If this file is opened on a victim computer with unpatched PDF reader software, this code will execute commands of the attacker’s choosing. b. Step 2: The attacker loads the malicious PDF file 2 a third-party website. The attacker then loads the malicious PDF file on a publicly accessible  website. c. STEP 3: The attacker now sends e-mail to high-profile individual in the target organization, including corporate officers. This message contains a hyperlink to the attacker’s malicious PDF file on the external Web server. The e-mail message is finely tuned to each target individual with a focused effort to get the recipient to click on the link – some other trusted site. The attacker does not include the malicious PDF file as an e-mail attachment, because such attacks are more likely to be blocked by e-mail filters, anti-virus software, and other defenses of the target organization. d. Step4: The victim inside the targeted organization reads the e-mail, pulling down the attacker’s message with the link to the malicious PDF. The user reads the e-mail and clicks on the link. e. Step5: When the user on the victim machine clicks on the link in the e-mail message, the victim’s computer automatically launches a browser to fetch the malicious PDF file. When th e file arrives at the victim computer, the browser automatically invokes the PDF reader program to process and display the malicious PDF file. f. Step6: When the PDF reader software processes the malicious PDF file for display, exploit code from the file executes on the victim machine. This code causes the system to launch an interactive command shell the attacker can use to control the victim machine. The exploit code also causes the machine to make an outbound connection back to the attacker through the enterprise firewall. Via this reverse shell connection, the attacker uses an outbound connection to gain inbound control of the victim machine. g. Step 7: With shell access of the victim machine, the attacker scours the system looking for sensitive files stored locally. After stealing some files from this first conquered system, the attacker looks for evidence of other nearby machines. In particular, the attacker focuses on identifying mounted file shares the user has connected to on a file server. h. Step 8: After identifying a file server, the attacker uses the command shell to access the server with the credentials of t he victim user who clicked on the link to the malicious PDF. The attacker then analyzes the file server, looking for more files from the target organization. i. Step9: Finally, with access to the file server, the attacker extracts a significant number of sensitive documents, possibly including the organization’s trade secrets and business plans, Personally Identifiable Information about customers and employees, or other important data the attacker could use or sell. 11. What  is a Zero Day attack and how does this relate to an organization’s vulnerability window? a. A Zero Day attack is an attack that exploits a security vulnerability the same day it becomes public knowledge. This may cause an organization to have a wide vulnerability window since it is still unfamiliar of how to mitigate the possible intrusion. 12. How can you mitigate the risk from users and employees from clicking on an imbedded URL link or e-mail attachment from unknown sources? a. Create an Internet Usage Policy stating against such actions. Another alternative or addition can be to block e-mail websites. 13. When auditing an organization for compliance, what role does IT security policies and an IT security policy framework play in the compliance audit? a. The security used to protect the company is changed and updated based on the policies that are in place. These policies must include any and all parts of compliance requirements based on the type of organization. 14. When performing a security assessment, why is it a good idea to examine compliance in separate compartments like the seven domains of a typical IT infrastructure? a. It’s easier to manage the findings by each domain to minimize the chance of over-looking a compliance error. 15. True or False. Auditing for compliance and performing security assessments to achieve compliance requires a checklist of compliance requirements. a. True.

English Language in Thailand Essay

Language is playing nowadays one of the most important roles in cross-cultural communication, because it is a door into new culture and traditions. Therefore, the role of English language is swiftly increasing. It is known that English has been influencing Thai culture since the beginning of the 20th century and today Thailand is more and more popular among English-speaking and other foreign tourists. The next moment to mention is that country continues to expand its businesses in the international market place. However, the most crucial factor leading to English implications is, surely, entrance to WTO. Therefore, English language plays important role for Thailand and Thai population. English helps Thai government to develop tourism industry and to promoted Thai goods and service in the international markets. Additionally, Thai students nowadays prefer to choose studying internationally, especially in the United Kingdom and the USA as well as in Australia, Canada and New Zealand. English language in Thailand has been significantly developed â€Å"over the last two decades and while it hasn’t reached saturation, it is probably almost as developed now as other countries in the region like Japan or Korea though it is growing fast†. Apparently, many Thai people can speak English rather well and many other are able to understand some English and the number of people who are willing to learn English is increasing. Many language schools are opened in the country as well as many private schools and international schools (schools using the curriculum of a foreign country). Agencies sending Thai students to foreign countries benefit significantly to English expansion. Nevertheless, certain obstacles to English learning exist in Thailand. For example, it is very expensive for Thai student to be taught by a native English speaker. Therefore, not all students have equal opportunities in learning language. Furthermore, shortage of English teachers and instructors is apparent. References Sinka, Lindy. (2006). Teaching English and Living in Thailand. Retrieved January 29, 2007, from http://www.transitionsabroad.com/listings/work/esl/articles/teaching_english_and_living_in_thailand.shtml â€Å"Thailand and the WTO: Member Information†. (2006). Retrieved January 29, 2007, from http://www.wto.org/English/thewto_e/countries_e/thailand_e.htm â€Å"Teaching English in Bangkok†. (2006). Retrieved January 29, 2007, from http://www.stickmanbangkok.com/teaching.html   

Billy's Case Essay Example | Topics and Well Written Essays - 1000 words

Billy's Case - Essay Example A man gauges his position, his benefits, and losses and thus makes a rational choice. A crime or misdeed always comes with its consequences and the person who is guilty of violating the law is liable to punishment. The penalties of crimes differ with the nature of the offense and the circumstances under which the crime was committed. Shoplifting can be defined as the theft of goods or merchandise from a retail establishment. The penalty of shoplifting depends upon the penal code of the state where the theft has taken place. The penalty usually depends upon the retail value of the stolen goods; it can result in a fine or sometimes imprisonment as well in case the retail value of the stolen merchandise is very high or if the shoplifter has a criminal record (Shteir, 2011). In some states, shoplifting comes under the provision of theft or larceny. But even then it is considered a petty theft and the offenders are not charged and sentenced too harshly. While other states differentiate shoplifting from other theft offenses, shoplifters are charged lightly as compared to other theft offenders. Shoplifting is one of the most common types of property theft because the penalty for it is not too high. Rational choice theory posits that crime is a result of rational choices; people weigh both the ends before committing a certain crime. So, if people are under the impression that shoplifting is a petty crime with a low penalty and shoplifters are not sentenced heavily, there is a chance that they might get indulged in shoplifting more than in other crimes, for which the penalties are high. Unlike major thefts, there is a big chance that the offender might get away with shoplifting as it is done during working hours. Surveys and research have proved that most of the shoplifters are amateurs. If the penalties are increased, the people who are not professional criminals will think twice before committing a crime. If the outcome of the offense is not beneficial

Joural 4 Essay Example | Topics and Well Written Essays - 750 words

Joural 4 - Essay Example This film is a black feature film consisting of a vast cast. The main character is of Zeke (Daniel L. Haynes) and Chick, (Nina McKinney). The most important feature of this film lies on the fact that it consists of the first American African cast showing few element of prejudice against blacks that they are uneducated, and unethical individuals, but the narration of the film supersedes these negative features because the cinematography and music was widely appreciated by all. As it was first African American film, it posed as a risky release and thus, it was not made to release in all the states though the main motive behind Vidor’s creation was to instill awareness among youth and reduce the stereotyped mindsets regarding blacks. This film was included in National Film Preservation Board in 2008. â€Å"Hellelujah† was musical which Vidor directed. The film had significant features of black entertainment that represented the low classes of Blacks of that era. In terms of visual aspects, it was portrayed remarkably as Vidor experimented in the film; it was screened in Tennessee and Arkansas, where there was no interruption from new formed sound engineers at that time. There were other amazing attributes in the film; for instance, camera fluidity that showed through the sequences in the film, they was a first shot, and then the sound was added in the sequence. Moreover, though in that era, it was difficult to retain shots but Vidor was able to depict soft images of fields, the sequence of church meeting and the scene of the swamps were all portrayed beautifully. These scenes of cotton processing where there were paddle wheel sequences have a profound impact on the audience. It also has some kind of documentary feel to the film even though it has a narrative story line. The Actress, Nina Mae Mckinnney’s role is carried out with perfection even though she was very young, about 16 years old at that time when the

Chapter 7 Essay Example | Topics and Well Written Essays - 500 words

Chapter 7 - Essay Example while being ensured no negative consequences are to occur. Climate for excellence can be real or a superficial facade to hide the lack of innovation. Support for innovation means backing innovative ideas with practical help. Innovation is fostered and/or hindered by the organizational management and the attitude thereof. However, it is good to remember that vision, consistency and articulate argument makes even minority groups (work groups in huge organizations are minority groups) effect change. Minorities need to be (or at least appear to be) autonomous and not working in opposition to the group’s interest. It is good to remember that resistance would be faced, and should be expected. Characteristics of innovative teams, which are actually in the minority include: clear vision, everyone should have the same vision and goal; communication, it needs to be adequate and consistent as assumptions need to be cleared out too; flexibility, willing to listen to others outside the tea m as well, especially when the team’s own ideas are being presented to them; persistence, adaptability does not mean abandoning ideas; participation, include as many people in the team as possible.

Children Behavior Worse Than 10 Years Ago Assignment

Children Behavior Worse Than 10 Years Ago - Assignment Example Children Behavior Worse Than 10 Years Ago Here, we will talk about social behavior with special reference to children. It is obvious that nowadays a child’s behavior is worse than ten years ago. There is susceptibility that children are becoming more violent than ever before. The media shows extensive reports of children taking drugs and showing explicitly violent behavior. Where girls are indulging in premarital sex at a very early age (cause illegal abortions and increased rate of deaths). Children have less disciplined than the older times. There are many reasons for this turn down in children discipline, one of the most important and might even be the root cause of all the others is negligence and carelessness from parents’ side. Parental negligence has increased the risks of destructive factors, which have as a result damaged children’s sense of ethics, morality, and discipline. The other reasons include: Firstly, Parents are not being able to carryout their responsibilities for taking care of their children, parents criticize the importance of the family as the main source of the children’s primary socialization. Whereas the Sociologists agree that behavior can be learnt through a process called socialization (Schultz, 2012).There are two types of socialization. Primary and secondary, Primary socialization is quite different from secondary socialization, it occurs during the initial stages of development of a child. (Schultz, 2012). The child learns from his environment and surroundings in this stage. In this process child learns the kind of behavior that stimulates the approval or disapproval from the people around them that is mostly instant family unit. (Schultz, 2012). So, it is therefore important for a child to learn and adapt the right things, likely from their family members (Richardson, 2005). Unfortunately, parents are there to accomplish this important process. (Schultz, 2012). Furthermore, it is very common in U.S. that children faced the breakup of their p arents in childhood and brought up in broken families; they have passed through intense depressions and tensions of living apart from their parents (Schultz, 2012). In addition, even if parents keep their children with them, they have not heeded proper attention and guidance on them, which is very important. Secondly, Parents do not prepare their children on how to cope with the manners in which society asks and demands today. They do not teach them moral and social ethics. They leave them to learn by their own, either from the media or from internet. That is why, it is considered to be essential for â€Å"personal independence† which has become widespread in the public area. And experts emphasize that these behaviors are, to some extent, a â€Å"reflection of their own changing perspective of authority and authority figures† .Infect the way in which people have asked the motives of the people belonging to different fields e.g. lawyers, doctors, politicians has been so exceptional when compared to the way parents have done ten or some years ago . The Generation Y wishes to be taught on how to be â€Å"Generation Why?† without being discourteous (Children, n.d). Thirdly, the schools which, also play a vital role in children’ development. Parents put in their trust and give the responsibility of fostering their children, have done nothing but to increased the children’s rational insight (Schultz, 2012). Since the schools are not being able at forming the children’

Talkshows in America (infuence they have on people) Essay

Talkshows in America (infuence they have on people) - Essay Example But then these shows or discussions could only be attended by a group of people living in the proximity of the places where those meetings or discussions were arranged. And contrary to what is today, earlier people from other parts of the world were not aware of such events or discussions, as there was no medium through which others could witness these events. But with the invention of Television and Radio, the world came closer, and people from all over the world could hear them on Radio or see them and hear them on Television. In the early twentieth century, Radio was the only medium of entertainment. According to the historian, Wayne Munson, the first ever Talk Show was broadcasted on Radio over WBZ in Springfield, Massachusetts in the year 1921. It was related with farming. Usually experts conducted such talks and the purpose of arranging these programs was for educating the audiences. The hosts of these shows took the audiences in altogether different world of knowledge and entertainment. One Mr. Alexander Woolcott on WOR in New York shared his experiences of the different kind of people he met and the books he read, on the radio. Thus, at that time, hosts were the people who spoke and the audiences listened to what they said. Audiences were passive listeners and there was no one to one interaction between the host and the audience. But in 1930's there was a sudden change and the audience became an active member of these shows. In a radio program hosted by Houston called Vox Populi, a recorded intervie w of a man on the street was broadcasted. Thus audiences were enthralled by this innovative idea of involving audiences in the program, which thereby increased the popularity of that program. Thus many other producers too were inspired by this idea and they too copied the same. This is how the audiences were also involved in the programs. It was for the first time in the program of Barry Gray on WMCA that a phone call was received while the program was on air. Thereafter, 'audience request lines' were developed and the novel idea of playing music on the request of audience was implemented. (Ellen Hume - Talk Show Culture) In the year 1948, after the invention of television, people began to enjoy the audiovisual programs. It was during this time that people could actually see their favorite celebrities talk on the shows. Talk show, was a program on television, wherein a certain group of people came together to discuss certain issues. It was conducted by a host and different people who were experts in that particular field were invited on the show. The host before conducting the show prepared the outline of the program keeping in mind the public interest. And he invited the experts who could speak on this topic very well and who could answer the questions of the spectators satisfactorily. The show was generally interactive. The concept of Talk Shows was an outcome of the fusion of news and entertainment. It was informative as well as entertaining. In a talk show the host asks questions to the experts and they answer those questions. Sometimes if a small group of experts are invited then there is a group discussion on certain topics. With every expert or participant giving his personal opinions, the spectators can make a study of that particular topic from different angels. The topics selected for Talk Shows are mostly sensitive or have great

Racism against African American in the education system in United Research Paper

Racism against African American in the education system in United States - Research Paper Example Hence, one cannot help but wonder when racism will become a history, especially in the current education systems. The following essay will focus on racism as witnessed in the current education systems in the American education system as well as some of the problem’s practical solutions (Carol, p.18). Since the time when racial segregation in the American education system was deemed unconstitutional by a Supreme Court in Brown v. Board of Education nearly six decades ago, a lot has changed. For instance, the landmark civil rights legislation and the civil rights movement have enabled the participation in our independent system possible for millions of African Americans and members of other marginal groups. Also, the national government commenced a War on Poverty and also, the United States voted its first Black president. However, despite the development, what has remained unaffected is the persistent racial prejudice in the United States public learning systems. The prejudice is patent in a number of ways such as unrelenting racial segregation in the American schools, the enormous imbalance in resource distribution between majority White schools and majority-minority schools. In addition, it is manifested in the uneven treatment of racial minority students within the schools, in spite of the degree of unification. Consequently, these factors contribute towards undermining the social, economic, and political prospective and chances of racial minorities in the United States. Moreover, the facts are responsible for the second-class nationality that has defined this group in America for centuries (Dorinda, p.10). In large part, since the United States public education system has failed them, compared to their white peers, racial minority students in the United States lag behind radically. However, although various statistics present verification for this conclusion, the inequality in high school

Petroleum extraction process Term Paper Example | Topics and Well Written Essays - 1000 words

Petroleum extraction process - Term Paper Example However, to start drilling the reservoir containing the sufficient amount of oil should be found. The researches on oilfield exploration started in 19th century. They were aimed on studying features of bedrocks. The main purpose was to find the rocks that were suitable rock as reservoir of oil (Speight 100). In the beginning of the 20th century surface rock with suitable characteristics were studied. New techniques developed in 1960s provided the possibility of exploration below the surface of earth (Speight 101). New geophysical technologies are based on studying gravitational, magnetic, seismic, electric, electromagnetic and radioactive properties of the bedrocks. The methods are subdivided on techniques without depth control and techniques with depth control. The first group utilize spontaneous responses from local and distant sources that are controlled by the observer. The second group foresees introduction of energy (electric or seismic) into the ground, analyze and interpretation of transmissibility (Speight 101). Gravitational methods are connected with studies of gravitational field which is affected by differences in density of geological bodies. Therefore, the gravimeter detects differences in density, and the detected variations permit to make a conclusion about the presence of rock formations (particularly oil). Magnetic methods are based on detection of the magnetic properties of the rocks. Detected difference provide the possibility to suggest the presence of desired materials. Seismic methods are based on creation artificial shock and detection the time necessary for the vibration impulse to get to the seismic detector. Depending on the obtained results, the conclusion about presence of oil can be made. Electric and radioactive methods are based on the measurement of conductivity and radioactivity (respectively) of the studied

MGMT 4330 Essay Example | Topics and Well Written Essays - 250 words

MGMT 4330 - Essay Example Making the decision alone will provide a room for personal growth and development. This is because it helps in utilizing time and saving resources, especially when the decision is to overcome the crisis or an urgent situation. It is also apparent that personal decisions can enable a person to come up with strategies that propel timely completion of tasks. Even though the decision is to be made personally, consultation is essential. The idea of having consultations is not to have the issues form part of the decisions that are to be made (Whetten and Kim 469). Decisions that are made without involving other individuals provide a sense of commitment to the inherent duty. Personal decision enables the individual to prudently manage time and come up with policies and procedures essential for success. The essence of making the decision alone is also to provide a self-evaluation and the basis for chatting ones destiny. However, the involvement of other decision makers who introduce new ideas that enhance the selection of different

Enlightenment philosopher Essay Example for Free

Enlightenment philosopher Essay John Locke (1632-1704) was an Enlightenment philosopher. Some authors define him as â€Å"the philosopher of freedom† and â€Å"the father of English empiricism and liberalism†. His ideas and concepts about social structure, social consent and human natural rights determined development of political philosophy and republican democracy. John Locke was an Oxford scholar. His teachers were famous British scientists including chemist Robert Boyle who probably taught him about atomism. John Locke was medical researcher and physician, philosopher and pedagogue, economist and ideologue for a revolutionary movement. His career was associated with name of the First Earl of Shaftesbury who was a Lord-Chancellor of England. When Locke emigrated to the continental Europe he studied Cartesian philosophy in France and become acquainted with William of Orange who later became English King. Locke came back to England only in 1689 and took up many official posts but devote much more time to his scientific studies. Contemporaries knew Locke as an economic writer and opposition political activist. Locke was an ideologue of constitutional monarchy and division of powers. He was an opponent of theories of divine origin of the royal power. He was a friend of Isaac Newton and Robert Boyle and an early member of the Royal Society. The principles of Locke’s philosophy were the ideological basement for Great French and American Revolution. John Locke together with Francis Bacons was a founder of empiricism theory. He assumed that human mind at the birth is like â€Å"blanc paper† and only experiences through trials and errors form ideas and knowledge. This theory was described in Lockes â€Å"Essay Concerning Human Understanding† and had impact on the development of behaviorism. Lock started to write his main work â€Å"Essay Concerning Human Understanding† in 1671, but published it only in 1690. Why he wrote it? Essay present the fundamental principles of his philosophy, it’s the culmination of his reflection on the origins of human knowledge. Essay contains of four books: â€Å"Of innate notions†, â€Å"Of ideas†, â€Å"Of words† and â€Å"Of knowledge and probability†. This philosophic treatise is written in archaic style but it still easy to read because of the use of dialogue form and clear argumentation. Locke devoted much of the Essay to an extended argument that human ideas and understanding are ultimately derived from experience. Before scientists suggested that some ideas could be innate. Actually, Locke proposed new theory of knowledge. Essay is an answer to the question: â€Å"Where do we get ideas which are the content of our knowledge? † The first chapter of the first book is named as â€Å"No innate speculative Principles†. It consists of twenty eights paragraphs. The name of chapter reflects its content. The chapter is opened with discussion â€Å"how men, barely by the use of their natural facilities, may attain to all the knowledge they have without the help of any innate impressions†. Locke wrote about the importance of speculative and practical principles and gave examples of them to show that â€Å"universal content proves nothing innate†. He used humor to show that nothing on the mind is naturally imprinted when speak about children understanding. To show impossibility of innate concepts and sensations he used dialectic that helped reader to understand that only experience could generate ideas. Just some examples of his logic. In the paragraphs 6-12 he explained that if all people have innate ideas but later they will come to know things upon the use of own reason then innateness is loosing its sense. He wrote about peculiarities of child’s mind: â€Å"after they come to the use of reason, those general abstract ideas are not framed in the mind, about which those general maxims are, which are mistaken for innate principles, but are indeed discoveries made, and verities introduced, and brought into the mind by the same way, and discovered by the same steps, as several other propositions, which nobody has ever so extravagant as to suppose innate † In 15th section of the chapter author outlines his theory of knowledge origin. He showed the sketch of new theory and how it could be applied to the particular and general ideas, to the memory, names, abstraction and language. He noted that universal concepts came from self-evidence, not innateness (Ch. 1, 18) and that less general ideas (he called them â€Å"propositions†) are known â€Å"before. universal maxims. He insists that theory of innate ideas is fruitless because innateness cannot be applied to mathematics and other complicated fields of human knowledge. In 24-27th sections he wrote that ideas cannot be innate because they are not â€Å"universally assented to†. In the last paragraph of the chapter Locke wrote: â€Å"Upon the whole matter, I cannot see any ground to think †¦ speculative Maxims innate: since they are not universally assented to; and the assent they so generally find is no other than what several propositions, not allowed to be innate, equally partake in with them: and since the assent that is given them is produced another way, and comes not from natural inscription, as I doubt not but to make appear in the following Discourse. And if these first principles of knowledge and science are found not to be innate, no other speculative maxims can (I suppose), with better right pretend to be so. † Locke is a propagator of ideas that abstract speculative principle cannot be innate. He attacked the theory that human mind is born knowing certain things. It was revolutionary for the late XVII century and John Lockes Essay Concerning Human Understanding have had great impact on the history of philosophy and society. His studies of the nature and grounds of knowledge especially with reference to its limits and validity and his polemics with adherents of stagnant views on the nature of knowledge stimulated development not only of epistemology but all fields of science. Lockes ideas played at least some part in the formation of revolutionary thought in France and American colonies. Of course, not only â€Å"Essay Concerning Human Understanding† influenced on social history of those and many other countries but this trait liberated mind of other researchers. References 1. Essay Concerning Human Understanding http://oregonstate. edu/instruct/phl302/texts/locke/locke1/Book1a. html#Chapter%20I 2. Johne Lock Wikipedia on-line http://en. wikipedia. org/wiki/John_Locke 3. Stanford Encyclopedia of Philosophy http://plato. stanford. edu/entries/locke

Benefits of Seaweed Enhancement for Crop Growth

Benefits of Seaweed Enhancement for Crop Growth CHAPTER 1 INTRODUCTION Background Soil enhancement with organic materials is a common component of soil fertility management for crop production, with the aim of providing essential plant nutrients and improving overall soil physical, chemical, and biological quality (Diacano and Montemurro, 2010). Marine macro-algae, or seaweed, has been historically used as a soil enhancement material, and may have application for modern agriculture as a low cost source of nutrient-rich biomass (Angus and Dargie, 2002; Cuomo et al., 1995). While seaweed compost and extract products have been widely evaluated for agricultural applications (Woznitza and Barrantes, 2005; Khan et al., 2010), evaluation of unprocessed seaweed biomass as an enhancement material is limited, particularly with regard to soil quality. Application of seaweed material may uniquely affect soil quality parameters as a result of its chemical characteristics, including carbon (C) and nitrogen (N) composition, and salt, sulfur (S), heavy metal, and trace element co ntent. In this study, the putative benefits of seaweed enhancement for crop growth and production were assessed on various crops in field experiment, including analysis of soil physical, biological, and chemical properties. 1.2 Historical use of seaweed in agriculture. In coastal regions, collection and application of seaweed is a traditional soil fertility management strategy, especially where agriculture relies on use of local resources (Cuomo et al., 1995). As a readily-available, low-cost material to supplement soil fertility, application of seaweed biomass is often an integral component of traditional, small-scale, diversified agriculture (Angus and Dargie, 2002). For instance, agriculture in the Machair region of the Scottish Outer Hebrides Islands involves a rotation-intensive system that integrates the application of locally available seaweed biomass (Angus and Dargie, 2002; Kent et al. 2003). Traditional agriculture of the Machair, practiced for at least 1,000 years before present (YBP), relies on a â€Å"crofting† system that generally includes an intensive rotation of livestock grazing, field crop cultivation, and two years of fallow, with hypothesized effects on soil biodiversity (Angus and Dargie, 2002; Vink et al., 2009). Soil fertility is still largely maintained by the traditional practice of application of manure and seaweed, primarily the brown alga Laminaria digitata (Angus and Dargie, 2002), which is collected and piled onshore for 1-2 weeks prior to application. Promotion of seaweed application as a part of sustaining small-scale, diversified agriculture is supported by Scottish Natural Heritage, a governmental conservation organization, as well as local conservation group efforts (Angus and Dargie, 2002).In addition to the Machair region, historical accounts of seaweed use in agriculture range from the British Isles, to coastal mainland Europe, to the northeastern region of the United States, including New York, Maine, and Rhode Island (Fussel, 1973; Smith et al., 1989; Cuomo et al., 1995). For example, prior to the adoption of synthetic fertilizer, potato production in Rhode Island incorporated seaweed collection as a means of maintaining soil fertility, including for agricultural research at the University of Rhode Island Agricultural Experiment Station (R. Casagrande, personal communication). Seaweed in the modern agricultural context In organic or reduced-input cropping systems, both in the U.S. and worldwide, seaweed-based agricultural products (e.g. extracts for foliar application and composts) are commonly employed (Khan et al., 2009). However, application of unprocessed biomass is less prevalent. To reduce dependence on application of inorganic fertilizers, make use of an abundant (sometimes over-abundant) resource, and improve soil quality, the traditional practice of seaweed application may have modern application in coastal regions. Because adding seaweed to soil can increase plant macro and micronutrients, and may improve soil biological, chemical and physical properties (Khan et al., 2009), the practice may be an additional strategy to manage soil fertility and quality that addresses the dual problems of reliance on inorganic chemical fertilization and wasting o f valuable, nutrient-rich biomass. Inorganic fertilizer inputs account for a large fraction of conventional farm expenses, energy consumption, and carbon emissions (Lal, 2004). Application of inorganic fertilizers without addition of organic enhancements, cover crop use, or use of alternative tillage practices can result in depletion of soil organic matter (SOM), with concomitant negative effects on many soil properties important for crop productivity (e.g. nutrient retention, moisture-holding capacity, aggregate formation, and microbial activity) (Brock et al., 2012; Franzluebbers, 2012). Furthermore, levels of nutrient elements other than N, P, and K (e.g. Ca, Mg, Mo, B, and S) are generally low in inorganic fertilizers, and are of increasing concern for crop quality and nutritional value (Welch and Graham, 2012). Consequently, reliance on inorganic fertilizer as a sole source of fertility is often questioned as a sustainable management strategy, and 4diversification of inputs is encouraged, particularly inputs that provide not only primary nutrients (i.e. N, P and K), but also organic matter and trace elements (Lal, 2004). Organic enhancements used to improve soil fertility include traditional (e.g. animal manure) and non-traditional (e.g. industrial by-products) materials (Power et al., 2000). Seaweed, which contains primary nutrients, organic C, and other nutrient elements, is thus a good candidate organic enhancement material as part of a diversified soil fertility management strategy. In addition to the potential crop nutrition benefits of seaweed enhancement, the prevalence of seaweed biomass in coastal areas as a result of both natural phenomena and anthropogenic impacts may allow for use of seaweed with minimal cost. Nutrient (N and P) enrichment of coastal waters – sometimes attributed to fertilizer runoff from agriculture and home use – can cause excessive seaweed growth (Morand and Merceron, 2005). In addition to detrimental ecological impacts (e.g. oxygen depletion), the accumulation of seaweed biomass on beaches can have negative economic consequences (RI DEM, 2010). For instance, in the summer of 2012,  accumulation of the red seaweed Polysiphonia sp. on Massachusetts beaches required mechanical removal and disposal in order to maintain beaches for public use, costing money for equipment use and labor, as well as preventing beach use. Beach-cast biomass is often removed and disposed of in landfills. Although the species composition and pro perties of beach-cast seaweed varies based on location and environment (e.g. estuarine vs. marine), the coordination of accumulated seaweed biomass removal with agricultural application may provide a low-cost, locallyavailable resource for soil fertility management. To initiate this arrangement for 5 coastal regions, characterization of seaweed biomass in terms of location and abundance, species composition, and chemical characteristics relevant to soil quality and plant nutrition is required. Additionally, quantification of seaweed biomass effects on soil quality and crop production is required to validate putative benefits or negative effects of seaweed enhancement practices 1.2.3 Scope Marine algae is estimated to contribute about 70 % to 80 % of earth’s atmospheric oxygen, amounting to about 330 billion tonnes of oxygen per year (Hall, 2008). This is an indication of how important algae are to the environment. Algae are simple, autotrophic organisms that are either microscopic or macroscopic. Specifically, seaweeds are macroscopic algae that thrive in benthic marine waters. Just like terrestrial plants, these groups of multicellular organisms are autotrophic and thus have the ability to carry out photosynthesis. However, they do not posses several distinct organs such as true leaves, roots, flowers and seeds that typify terrestrial plants (Sumich Morrissey, 2004). There are roughly 10000 different species of seaweeds recorded. Generally, seaweeds can be divided into three groups, namely Rhodophyceae (6000 species), Chlorophyceae (2000 species) and Phaeophyceae (2000 species) based on their colour pigment (Guiry Guiry, 2011). The genus being studied,  Sar gassum, belongs to the group Phaeophyceae, which obtains its distinctive brown colour from the xantophyll pigment of fucoxanthin. Cell walls of these algae are mainly composed of cellulose and alginic acid, a valuable component that adds commercial value to Sargassum species. In Asia, seaweeds are commonly used as fertilizers and as food for both humans and animals. Trono (1999), McHugh (2003) and Phang (2006) are among the many authors who have listed down the beneficial usages of seaweeds which include Sargassum as raw products for cosmetic and pharmaceutical industry.

JFK Assassination Conspiracy Theory

JFK Assassination Conspiracy Theory The events that occurred on November 22, 1963 have invoked more intrigue than any other assassination of the twentieth century. Fortunately, because of the advances in technology, the assassination of President Kennedy was recorded in film both with motion and still photography. These graphic souvenirs have been the subject of much research and inquiry. More time has gone into investigating the two minutes surrounding the firing of the fatal shots than any other time period (Arnold, 1997). The assassination of arguably one of the greatest presidents of the United States was seen by hundreds of eyewitness spectators who all qualified as first-person witnesses. The debate that encompasses the assassination includes the dispute whether President Kennedy was the victim of an assassination conspiracy. As one examines the contradictions, eyewitness accounts, and support evidence, various the conclusions may be reached, the main notion that Lee Harvey Oswald may have not been solely respons ible for the assassination of John F. Kennedy, but acted simultaneously with other unknown conspirators. On Nov. 22, 1963 President Kennedy and his wife were in Dallas, Texas trying to strengthen his political campaign for his upcoming election. While in his motorcade, President Kennedy was fatally shot from a sixth floor warehouse window. As the shots were being fired, a member of the Secret Service jumped on the back of the car and dove  on top of the president, shielding him (Groden, 1993). During the shooting, Governor Connally suffered injuries to his right side. Although the Governor was badly wounded,  he survived. At 1:00 p.m. President Kennedy was pronounced dead at the Parkland Hospital. Later that afternoon aboard Air Force One, Vice President Lyndon Johnson was sworn in as President of the United States of America (Groden, 1993). As President Kennedys motorcade turned left onto Elm Street a series of gunshots rang out. Kennedy was struck twice and Governor Connally was struck once. The public was outraged that President Kennedy was murdered and wanted an explanation. President Lyndon B. Johnson set up the Warren Commission, lead by Earl Warren, to head investigation. The Warren Commission concluded that Lee Harvey Oswald was the lone assassin in the murder of John F. Kennedy. According to the official report from the Warren Commission all three shots came from the sixth story of the Texas School Book Depository (Kallen, 2003). Thus, the Commission surmised that Oswald had been completely responsible. Lee Harvey Oswald was claimed as the sole assassin of President Kennedy. Oswald had been very disgruntled with the government ever since he had been discharged from the United States Marine Corps. Following his discharge, he moved to the Soviet Union attempting to acquire citizenship and after being denied citizenship, he returned to the United States (Newman, 1995). The year Oswald shot and killed President  Kennedy, he moved to Dallas, Texas where he plotted the assassination of the president with numerous co-conspirators (Newman, 1995). The angle of the bullets caused a lot of controversy. After the assassination, the first official autopsy on the human body took place on President Kennedy. There were two autopsies on President Kennedy, one in Bethesda Naval Hospital, and another in Parkland Hospital in Dallas. In Bethesda, the doctors said that the bullets had entered President Kennedys body in this upper portion of the neck, and emerged out of the neck about 2 centimeters above his bow tie (Kallen, 2003). However, the doctors at Parkland Hospital said that the back wounds were lower, and had different modes of entry. Parkland doctors found that the bullets entered about 2 centimeters above the Presidents bow tie, and emerged out of his lower back, about 14 centimeters below the entering wound (Kallen, 2003). With that trajectory, the gunman would have to have been situated well above the President, an impossible shot. The Warren Commission completely ignored these findings and did not make mention of them in the official report (Kallen, 2003). The Warren Commission also ignored the opinions of experts as well as eyewitness accounts and the sounds coming from police radios. The latter of these proofs were the recordings captured on the radio traffic of the Dallas Police Department. These radios were in the possession of police officers who were positioned close to the motorcade and adjacent to a railroad yard and a grassy knoll. The first two gunshots could be heard faintly in the distance while the third was noticeably louder and presumably fired closer to where the officers were stationed (Prouty, 1992). The recordings were analyzed by experts and a joint conclusion was made. In December of 1963, two of the expert investigators, Mark Weiss and Ernest Aschkenasy, testified before the House Assassination Committee. In their conclusion Professor Weiss stated that with the probability of ninety-five percent or better the third shot came from the grassy knoll (Arnold, 1997). Furthermore, several innocent bystanders also confirmed that gunfire came from the grassy knoll. These witnesses included six railroad workers who confirmed reports of smoke being seen in the area surrounding the grassy knoll immediately after the shooting stopped (Prouty, 1992). Additionally, several onlookers heard the sharp crack of a rifle report behind them as they observed the Presidents motorcade (Prouty, 1992). Perhaps the most compelling account is the description given by Senator Ralph Yarborough who  rode in the motorcade a few cars behind President Kennedys limousine. The Senator stated that after driving by the grassy knoll you could smell [gun] powder on our car nearly all the way to Parkland Hospital (Prouty, 1992). The common link between the assassination of President Kennedy and Lee Harvey Oswald was Jack Ruby, the man who killed Oswald in the basement of the Dallas Police Department Headquarters. Many people questioned why Jack Ruby shot Lee Harvey Oswald. Was this a cover up to keep him from talking about his part in this tragedy? Ruby was a nightclub owner and a local strongman with strong ties to organized crime (Lindopy, 1992). His associates included Joseph Campisi, a top-ranked  Dallas Mafia member and Carlos Marcello, the head of the New Orleans crime family (Arnold, 1997). According to eyewitness accounts and swore affidavits, Ruby met with these men and other Mafia members in several meetings in the period of time leading up to the assassination of President Kennedy (Arnold, 1997). Also, numerous phone calls  including long-distance calls were placed between Ruby and his Mafia associates before the assassination (Arnold, 1997). In fact Ruby was so involved with organized crime t hat he was referred to as one of our boys by the Mafia leadership (Prouty, 1992). When the United States House of Representatives issued their final report in the spring of 1964, they reported that the logical and probable inference of the assassination of President Kennedy was that the President was killed as the result of a conspiracy (Prouty, 1992). This conclusion was in direct disagreement with the Warren  Commissions presumption of Oswald as the lone gunman. There is strong evidence to suggest that the Mafia ordered the death of President Kennedy as a penalty for meddling with the affairs of organized crime. Jack Ruby was simply used as a pawn by murdering the only suspect. By 1963, the Kennedy administration had become much evolved and somewhat successful in its attempts to prosecute the Mafia. This was evident though the Justice Departments triumph in sending several Mafia leaders to prison and dismantling its control over some parts of its realm including illegal gambling and loan sharking (Lindopy, 1992). President Kennedys brother, Robert Bobby Kennedy, was the Attorney General of the United States and largely responsible for these Federal indictments and prosecutions. Bobby Kennedy could have overlooked the destruction of organized crime but instead chose to target the Mafia from the highest levels of its organization (Lindopy, 1992). Additionally, the Mafia had set a precedent of killing or removing from power those opposed to their agenda. Examples of this treachery include the assassination of Chicago Mayor Anton Cermak, United Auto Workers President Walter Reuther and UAW-AFL President John Kilpatrick (Lindopy, 1992). Each of these men was murdered for opposing the Mafias plans or speaking out against them. Thus the stage may have been set for the assassination of President Kennedy. The second major theory surrounding the assassination of President Kennedy involves the United States primary spy network, the Central Intelligence Agency (CIA). During the Second World War the Central Intelligence Agency possessed much power. Their policy and decision making affected nearly every aspect of the war from key military offences to the decree to drop the atomic bomb on Japan (Newman, 1995). After the War, the CIA continued planning governmental strategies and exercised great power until the failed attempt to overthrow Fidel Castros Cuban government at the Bay of Pigs. Deeply angered by this CIA disaster, President Kennedy and his advisors decided that Allen Dulles, the Director of the CIA, and other top level staff must go (Prouty, 1992). In  fact, President Kennedy was so angered by the botched maneuver that he vowed to shatter the CIA into a thousand pieces (Prouty, 1992). In November of 1961, President  Kennedy fired Director Dulles and his top aides throwing the CIA into a state of semi-disarray (Prouty, 1992). Furthermore, President Kennedy was determined to remove all United States military personnel from Vietnam, effectively ending U.S. involvement in Asia. This move worried the CIA in addition to several large companies providing armaments for the war effort (Newman, 1995). The CIA felt that while the ending of the war may have economic implications, the main fault of this idea was that it would leave American interests vulnerable having no visible military presence in the Far East (Prouty, 1992). The CIA was resolute to reverse the Presidents plan no matter what the cost (Newman, 1995). In August through October of 1962, the CIA met with the President and his advisors to attempt to change his intentions in Vietnam. When President Kennedy refused to negotiate with the intelligence community the stage was set for his assassination (Newman, 1992). After Kennedys assassination and despite the overwhelming evidence of multiple shooters, the news reports spoke only of Oswald as the lone assassin. This lack of information to the public was the brainchild of the CIA in its attempt to cover-up the facts (Newman, 1992). This craftily constructed plot was carefully monitored by skilled agents who could control certain key facets of the bureaucracy, the Warren Commission and the news media (Prouty, 1992). This activity caused J. Lee Rankin, the commissions general counsel to say, Part of our difficulty in regard to the assassination in that they  have decided that it is Oswald who committed the assassination.  They have decided that no one else was involved (Prouty, 1992). Perhaps the most compelling evidence for the CIAs involvement in the assassination of President Kennedy was the quick reversal of Kennedys policies by Lyndon B. Johnson, the man who followed John F. Kennedy in the Presidency. Whether for political reasons or for self-preservation, President Johnson both supported the Warren Commissions findings and reversed the course of Kennedys Vietnam policy (Newman, 1005). Perhaps Johnson too, feared for his life and would not oppose the effective power of the CIA (Prouty, 1992). In any case, a strong argument exists to support the theory that the CIA was involved in the assassination of President Kennedy. There is no serious question that Lee Harvey Oswald shot President Kennedy and Governor Connally. Oswald took a rifle to work, claiming the long package contained curtain rods (Semple, 2003). There was no eyewitness to him shooting the rifle from inside the building, though a witness saw him from the street and gave a rough description to the police. The rifle was found hidden on the sixth floor. It was the same gun Oswald had ordered through the mail and it had Oswalds fingerprints on it (Kallen, 2003). The bullets causing the wound to President Kennedy and Governor Connally were matched to this gun. Boxes used to make the snipers lair had Oswalds prints on them as well (Aynesworth, 2003). Oswald fled the scene and later shot a police officer who had stopped him for routine questioning. While in detention, he told numerous easily-discoverable lies to police interrogators (Aynesworth, 2003). For many countries around the world, November 22, 1963 is just another date on the calendar. But for America, it represents one of the darkest days in the history of this still very young nation. It represented the end of Americas innocence. It forced America to wake up, rub its virgin eyes and experience the world for what it really is: a cold, harsh reality that we were not ready to deal with. There is no question that Lee Harvey Oswald was directly involved in the shootings of President Kennedy and Governor Connally. But  overwhelming evidence and contradictions support the theory that the assassination of President John F. Kennedy was much more then just a lone attack, giving way to one of the greatest conspiracies ever imagined and changing America forever.

The Practice of Law Will Allow Me to Mobilize Individuals and Communiti

The Practice of Law Will Allow Me to Mobilize Individuals and Communities Rowing is God's sport. The crisp early morning air, mist-shrouded hills, shells gliding silently on the glassy surface, oars slicing in unison. For casual observers, time slows and they become immersed in art. An ardent rower, I experience this beauty, but I also know that strength, courage and endurance command the shell, as in life. Silence. White knuckles and callused palms suffocate the oar. In anticipation, my breathing, even my pumping heart stops. Then the horn sounds. Adrenaline rips through my torso. I pull, and keep pulling, sinews stretched to breaking, every muscle screaming to quit. Concentrating only on the starting dock, I surge forward relentlessly. That dock is my beacon. I left home at sixteen. My single mother's drinking had become intolerable. Regina, my twin, was pregnant; her drug-addict boyfriend moved in. The starting horn had sounded. High school races by when you have to study, make a living, do chores, play guitar in a band, and still maintain a social life. But the independence gave me strength. There were some ironies. I had no curfew, but there wasn't much to do in Artesia, New Mexico. As my own guardian, I could sign sick slips and grade reports, and attend PTA events. I earned two varsity letters, the maximum AP credits, and enough wages to escape debt. Disregarding warnings that "fifty cents and a humanities degree could only buy a cup of coffee," I selected political science and economics, impelled by a seemingly instinctive curiosity to study the two edifices of our society. Taking to reading like breathing, I devoured Marx, Mill, Keynes, and Smith, oblivious to my r... ...ities, and setting mechanisms for coordinating these efforts nationwide, so that populations can pull themselves up by their bootstraps. I want to fight poverty and social inequity on a large scale. My plans include obtaining a law degree with a concentration in public interest law, gaining broad policy experience as a legislative advisor and eventually leading my own anti-poverty agency. But I dream of running for elected office, and winning-politics has the power to mobilize individuals, communities and nations. But who am I to dream such things? Why will I succeed? Because I am passionate? Maybe. Because I live my life like I row? Possibly. The real reason is that there will always be a part of me, Regina cleaved from the same flesh, for whom poverty is a daily struggle. Regina is my beacon. I see her in the eyes of every person I try to help.

Harry Potter: Books and Merchandise :: Harry Potter Essays

Harry Potter: Books and Merchandise With the rising popularity of the Harry Potter books, there is an increase in production of Harry Potter merchandise that both Hasbro and Mattel are taking full advantage of. Warner Bros. Worldwide Consumer Products has announced that Hasbro has received the license to create Harry Potter games that involves the first two books in the series, Harry Potter and the Sorcerer’s Stone and Harry Potter and the Chamber of Secrets. Some of the Hasbro divisions including, Wizards of the Coast, Tiger Electronics and OddzOn, are also going to create some Harry Potter products. These companies are worldwide leaders in the products that they make, some of the products that they are known for are, the Pokemon Trading Card Game and Magic: The Gathering. There are trading cards, candy, youth electronic video games, and role playing games. Cap Candy will have interactive candy including the magical Bertie Bott‘s Every Flavor Bean and Tiger Electronics will introduce handheld electronic games, personal radios and recorders, diaries, kids messaging systems and voice changing devices. â€Å"The millions of Harry Potter fans around the world are going to love seeing literary references to things like cards and candy come alive through our exiting range of offerings,† said Alan G. Hassenfeld, Hasbro’s chairman and CEO (About). Mattel, however, has the rights to Harry Potter toys. They have produced action figure trivia games, and collectible figures. Some of the collectible figures will only be offered in specialty stores. Most of these toys became available during the first part of the 2001 (Find Articles). There have already been over five hundred toys and gimmicks in stores, including dolls, puzzles, castles, broomsticks, and do-it-yourself magic. With the holiday season coming up, the Harry Potter products will be selling out fast. Mattel expects certain items to be sold out by Thanksgiving. Storeowners are happy to see the rise in sales with the merchandise and have had a hard time keeping products in the stores (CNN.com). The popularity of J.K. Rowling’s Harry Potter series has helped Hasbro’s and Mattel’s sales go up. People, young and old, are buying up all of the Harry Potter merchandise and spending an enormous amount of money on the products. Along with the merchandise being sold in stores there is also a movie, â€Å"Harry Potter and the Sorcerer’s Stone† that came out November 16, 2001.

Comparing Machiavellis The Prince and Platos The Republic Essay

Comparing Machiavelli's The Prince and Plato's The Republic  Ã‚     Ã‚  Ã‚   Many people in history have written about ideal rulers and states and how to maintain them.   Perhaps the most talked about and compared are Machiavelli's, The Prince and Plato's, The Republic.   Machiavelli lived at a time when Italy was suffering from its political destruction.   The Prince, was written to describe the ways by which a leader may gain and maintain power. In Plato?s The Republic, he unravels the definition of justice.   Plato believed that a ruler could not be wholly just unless one was in a society that was also just. His state and ruler was made up to better understand the meaning of justice.   It was not intended to be practiced like that of Machiavelli's. Machiavelli, acknowledging this, explains that it is his intention to write something that is true and real and useful to whoever might read it and not something imaginary,"?for many have pictured republics and principalities which in fact have never been known or seen?(Machiavelli 375)."à ‚   Therefore, because one ruler is realistic and the other imaginary, the characteristics of Machiavelli's ruler versus Plato's ruler are distinctly different.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Machiavelli?s model for his ideal prince was Cesare Borgia, also known as Duke Valentino and son of Pope Alexander VI.   He believed Cesare Borgia possessed all the qualities of a prince destined to rule and maintain power in his state. He believed that politics has a morality of its own.   There is no regard of justness or unjustness, of cruelty or   mercy, of   approval   or   humiliation, which  Ã‚   should  Ã‚   interfere  Ã‚   with   the   decision   of defending the state and preserving its freedom.   Therefore, the ruler/prince's single responsibilit... ...ddle with each other (Plato 99).? In The Prince, Machiavelli was addressing a monarchical ruler and offering advice designed to keep that ruler in power.   He felt that Cesare Borgia was model for the perfect prince. He was able to give actual examples of how princes during his time ruled and how they failed or succeeded in doing so.   Plato, in contrast was perhaps unrealistic. His ruler and state could only be used to   better understand the meaning of justice. It could never be practiced in real life because he neglects the fact that everyone sins and fails to mention this in his ideal ruler and state.  Ã‚      Works Cited 1)  Ã‚  Ã‚  Ã‚  Ã‚   Marra, James L., Zelnick, Stephen C., and Mattson, Mark T.  Ã‚   IH 51 Source Book: Plato,   The Republic, pp. 77-106 2)  Ã‚  Ã‚  Ã‚  Ã‚   Nicole Machiavelli,   The Prince, pp. 359-386.   Kendall/Hunt Publishing Company, Dubuque, Iowa, 1998.   

Islamic Womens’ Rights Essay

Islam since its inception has maintained the claim of universality – a message and a way of life applicable and appropriate to all peoples in all places and times. Now more clearly than at any other point in the history of the Islamic tradition, this claim seems to be manifested through the presence of Muslim communities literally across the world. The Muslim population is estimated in the range of one billion, approximately half of whom are women representing a great range of cultures, racial-ethnic identifications, interests, attitudes, and aspirations. While it may be rather daunting to attempt to generalize about Muslim women, it is nonetheless true that certain themes emerge with some regularity when one looks across the Islamic world. Muslims struggle with and attempt to reconcile the affirmation of their heritage with the challenges of the modern world and the ongoing legacy of Western imperialism. Muslim women in all societies are key to these discussions, both subjects and objects in a very important and continuing debate about what it means to be a Islamic woman. Women’s rights (both Islamic and constitutional) are under constant debate, as are matters of seclusion and segregation, the relationship of women’s circumstances to fundamentalist religious pressures, and the role of women in political struggles for independence and economic advancement. Some countries such as Egypt have stressed the importance of women’s education for the better part of the century. Others like Saudi Arabia have only recently begun to work toward this goal. It is clear that overall there is increased attention to the importance of education for Muslim females both as a right and a value in and of itself, and as an essential ingredient in the advancement of nations. As in many areas, it is also clear that enormous differences exist educationally for women in urban and in rural areas, a dichotomy that at least in the short run probably will become even more pronounced (Carroll 85). There is also the major concern of women’s employment in Muslim countries and the debate over which occupations are considered proper for women to pursue. In many countries shortages in the labor force are making it imperative for women to work, but the tide of traditionalism tends to mitigate strongly in limiting those opportunities. In many countries increasing numbers of women are engaged as wage earners, but they are limited primarily to such occupations as teaching and medicine (Hussein and Radwan 12). The oil wealth of the Gulf states had led both to better education and to more work opportunities, although the conservative Islamic ethos has severely complicated the situation. Kuwait offers the greatest opportunities for women’s employment, and Bahrain with its economic diversification is opening new doors for female employment (Hussein and Radwan 12). Whether because of or despite Islam or government policies, women across the Islamic world are becoming more economically active. This does not necessarily mean, of course, that they are pressing for increased work opportunities. Many women would prefer not to work, doing so only because of economic necessities and happy that the extra money earned means a more comfortable life for their families. Enhanced professional opportunity for women is not without its down side. Women in a number of cultures have come to realize that along with the societal and familial strains that occur when women work outside the home (including perceptions that men cannot support their families) is the reality of women taking on added responsibilities without the expectation that they will be able to do less in other areas of their lives. And the relationship of economically and politically active women to the advancement of the state adds further strains for many women (Mintjes 17). In Iraq, for example, women’s liberation and full integration into society is a part of the Ba’th party platform. But reforms in personal status laws lag behind the political rhetoric, adding to the burdens of women (Sanasarian 124-125). This is generally true across the Islamic world, and it means that these burdens will continue as long as there is no real resolve in the tension between needing women for national development and not being able to accord them full status in society because of socio-religious restrictions (Rassam 99). The other issue is, undoubtedly, the question of women’s dress which is one of the most pressing concerns of Islamic societies today. Sometimes the government in allegiance with the religious establishment and seeking its support insists on women wearing â€Å"appropriate† covering. In other instances governments are making every attempt to discourage the wearing of Islamic dress precisely because they fear the rising power of extremist fundamentalism (Yeganeh 26-27). Today controversy over the government’s ban on students wearing Islamic dress at the universities has become a major ideological and political issue. Islamic conservatives say that the Quran dictates the wearing of the turban, preferably with a kind of long loose overcoat covering the body to the feet. The government’s supreme educational council has recommended disciplinary action for any female students appearing in such dress. The debate has become a major one in the struggle between secularist ideology and Islamic revivalism in that country (Bahry 502). Besides, the question of birth control is a matter of major concern to many Muslim families. While a few of the ulama, if supported by state efforts, are saying that there is Islamic sanction for some preventive measures, the majority oppose any such control as un-Islamic. When young Iraqi men and boys were being killed in the war with Iran, the government waged a campaign stressing the role of women as mothers. Contraceptives were no longer allowed at the same time that men were encouraged to take second wives for the purpose of having more children. Clearly there are differences in men’s and women’s attitudes on the issue of birth control. In Tunisia, for example, where legislation concerning women is generally seen to be more progressive than in many other countries, a survey showed that far more women than men favored the use of contraceptives. Where official policy does not support the possibility of contraception more subtle measures are sometimes used. In Bahrain housing projects limit the number of bedrooms so that they are available only to families with two children (Bahry 509- 511). Finally, a word needs to be said about Muslim women and the rise of feminism. It cannot perhaps be emphasized too strongly that whatever stand Islamic women may take on issues of education, employment, and equal opportunities in society, they have serious reservations about what they understand to be feminism in the Western context. For the most part they find it too individualistic, too removed from genuine cooperation between males and females, and too much tied to forms of Western colonialism and imperialism. â€Å"Sexual behavior that may strike an American feminist as liberated,† said one young Tunisian woman, â€Å"may strike me as just another form of slavery, and a rather neurotic form at that† (Megademeni 10). Muslim women and men together are still very much in the process of working out ways in which to affirm their Islamic identity as members of societies and nations moving into a new century. The issues they face will not be quickly or easily resolved. Women are not only faced by a number of conflicting pressures and claims on their allegiance, but find themselves speaking to a number of different audiences – their husbands and families, their Islamic sisters, their Western critics, the clerics or government agencies responsible for determining many of the circumstances of their lives, themselves. There is little question that many women across the Islamic world are becoming increasingly aware of the rights that belong to them within the Islamic system, as well as of themselves as key players in the movements that will continue to redefine the Islamic way of life. The responses they give to their own changing circumstances may vary with the different situations to which they are called to respond, and they may change fairly dramatically in the next few years. But it is clear that whatever solutions are found to the issues that they face, for most women they will be discovered in conversation with other females as well as males in the Muslim community, and they will be – in one form or another – Islamic solutions. Works Cited Bahry, Louay. â€Å"The New Saudi Woman: Modernizing in an Islamic Framework.† Middle East Journal. Vol. 34: 4, 2002. Carroll, Lucy. â€Å"Nizan-I-Islam: Processes an Conflicts in Pakistan’s Programme of Islamisation, with Special Reference to the Position of Women. † In Journal of Commonwealth and Comparative Politics. Vol. 20: 1992. Hussein, Freda and Radwan, Kamelia. â€Å"The Islamic Revolution and Women: Quest for the Quranic Model. † Freda Hussein, ed. , Muslim Women. New York: St. Martin’s Press, 1994. Megademeni, Negiba. â€Å"Muslim Women Developing a Theory of Islamic Feminism. † Unitarian Universalist World. Vol.16: 8, August 15, 1995. Mintjes, H. â€Å"The Doctor and the Ladies: A New Debate on ‘Women and Islam’ in Pakistan. † al-Mushir. Vol. 25: 1993. Rassam, Amal. â€Å"Revolution Within the Revolution? Women and the State in Iraq. † Iraq: The Contemporary State. New York: St. Martin’s Press, 2002. Sanasarian, Eliz. The Women’s Rights Movement in Iran. New York: Praeger, 2001. Yeganeh, Nahid. â€Å"Women’s Struggles in the Islamic Republic of Iran. † Azar Tabari and Nahid Yeganeh, eds. , In the Shadow of Islam: The Women’s Movement in Iran. London: Zed Press, 1982.

Research proposal Essay

Roselle Jardin Ranario, DPA look for AdviserOctober 2013ACKNOWLEDGMENTThinking that this was un view adapted to strive made us unclutter that e very(prenominal)thing would be possible especially with plentiful jock and take hold from people more or less us. Not besides incite us but in addition ten-spotdinged us to betroth our coating. They gave us the courage to do beneficial and channelise all by dint ofout. It is our pleasure to thank those who made this possible.To our Heavenly Father, for His divine thrift and for grownup us enough strength.To our fami consists, for their good and financial support especially during tricky times.To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and directional us all throughout. Thank you withal for the patience and superchargements.TABLE OF CONTENTSTitlePage descendINTRODUCTION rule4 Theoretical play down7Statement of the Problem13 signifi tail assemblyce of the topic14 l ink LITERATURE15RESEARCH METHODOLOGY22 query end inquiry Environment explore RespondentsResearch InstrumentSelected found on the writ of executionselective in stoolation gather Procedures23Treatment of selective informationDEFINITION OF TERMS24BIBLIOGRAPHY25APPENDICES28CURRICULUM VITAE29IntroductionRationaleThe love and eagerness to see is the commencement ceremony of a beautiful journey towards analyseing. The importee we want to know rough ever soy concept, we tend to gird attachment towards it. By whence, we would like to learn more astir(predicate) the concept and would do anything to know damp.Statistically, mathsematicss has been the donnish written report that has bowed the grea turn up repugn to many assimilators. Many investigateers suggest that big(a)ies in cultivation math begin as early as pre-school. They argue that light henchmanship and in powerful pedagogy by some teachers plant the seed for forthcoming(a) complications in the mat hs classroom.In an sudor to address the challenge of poor academic carrying into action in math, there is an rife standard of literature and look for on improvement in method actings of math course of memorize line. Since thence, teachers ar trying to utilize their creativity and endeavor to grasp more strategies on how to arrest the numeric cogency of savants centreively.The students start to shun math because they do not date. It builds up each gull direct to the stop that they hate it because they go for difficulty in encyclopedism. The learners were not able to master the readiness that they need to master each grade level. And because of this, learners develop side and solicitude towards math. calculator aid assertion organism utilise by many Asiatic countries in school especially in article of intuitive feeling math subject is of great help for both teachers and students. This derriere help learners understand hygienic the concept of numbe rs, symbols, and objects through wanton visual, accurate, and fast breeding process and develop more of their numerical ability. Through this, learners be now more confident to learn math and skill is more effective when tenet- acquirement method is incorporated with both oral and visual entity with the use of calculator take to hearted nurture.This concern draws an evoke to the researchers to know the Asiatic peoples math military positions and anxieties in computer assisted ways. The researchers attempt to help the learners to appreciate math more and with it, they entrust be able to start learning math better. In the long run, the learners pass on be able to develop their mathematical ability and be able to hasten use of it on their future chosen field. With the findings, theresearchers whitethorn in like manner be able to relate it to the math learners since the researchers themselves ar withal a math teacher in hotshot of the schools in Asia. The research ers whitethorn add together up with effective strategies in the pedagogy-learning surround with the learners to improve their math cognitive process.Theoretical BackgroundThis sphere is anchored by these both theories Banduras Social cognitive Theory and Vygotskys Social Constructivist Theory. Banduras Social Cognitive Theory is composed of foursome processes of goal existingization self-observation, self-military rating, self-reaction and self-efficacy. These comp iodinnts argon interrelated, each having an effect on motivation and goal deed (Redmond, 2010).Self-observationObserving wholenessself green goddess inform and touch off. It hobo be used to assess ones forward motion toward goal growth as rise up as motivate demeanoral changes. There ar two important factors with deliberates to self-observation regularity and propinquity. Regularity mover the behavior should be continually detect, whereas proximity means the behavior should be observed while it occur s, or shortly after. Alone, self-observation is wanting(p) because motivation depends on ones expectations of outcomes and efficacy (Zimmerman & Schunk, 2001).Self-evaluation Self-evaluation comp atomic number 18s an undivideds catamenia performance with a desired performance or goal. It is alter by the standards adapt and the importance of the goals. Goals must(prenominal) be specialized and important therefore, goals such as, do your best(p) ar vague and go out not motivate. Schunk and Zimmerman (1994) pass on that specific goals specify the amount of research laboratoryour required for success and rise self-efficacy because progress is easy to gauge. If one has flyspeck regard for his goal he go out not evaluate performance.There argon two types of self-evaluation standards absolute and normative. For example, a rate scale would be an example of a fixed or absolute standard. A tender comparison such as evaluating ones behavior or performance a conglomeratest othe r individuals is an example of a normative standard(Zimmerman &Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they ar more possible to prolong to exert a whirligigs level of front, since sub-standard performance ordain no overnight provide satisfaction (Bandura, 1989).Self-reaction Reactions to ones performance rat be motivating. If the progress made is deemed acceptable, then one bequeath have a feeling of self-efficacy with regard to continuing, and go out be actuate towards the achievement of their goal. A negative self-evaluation might likewise be motivating in that one may desire to move around harder provided that they flip over the goal to be valuable. Self-reaction as well allows a soulfulness to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are possible to re-evaluate and raise the standard (goal) whereas, i f a person has not achieved the goal, they are likely to re-evaluate and commence the standard (goal) to an achievable goal.Self-efficacy Ones flavour in the likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular parturiencys. Task-related self-efficacy ontogenys the effort and persistence towards challenging tasks therefore, increasing the likelihood that they get out be completed (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114).Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive maturation is a well-disposed activity. Every get going in the pincers cultural development appears twice first, on the social level, and later, on the individual level first, between people (interpsychological) and then inside the child (intrapsychological). girlishs develop their own thoughts and billets through social interaction a nd communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by find the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially.Realizing this forget help keep teachers aware of alone how meaningful their interactions and attitudesare to a student, and how what they rank and do can influence a student. Depending on the social scope of the classroom, a student may benefit from being able to interact stoply and socially with other students as they learn. The teacher may be socially less comprehendible in the classroom context. A ten year theater at Harvard (Crouch, & Mazur, 2001) showed that some students learn more from root word learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialog ue, rather than recite whatever condition explanation the teacher has told them, they more to the full engage their minds, using their own cultural tools and opening their own face-to-face beliefs to ultimate modification.Vygotskys important notion estate that students learn some effectively when they are pass onn tasks which are a poor too difficult for an individual to strain alone but can be mastered through social cooperation, is called teaching in the students Zone of Proximal phylogenesis (ZPD). What he means is that if the lessons and tasks given to a student are not tight enough proximal to what the student finds challenging, then the student exit not develop. niggling exercises result in mostly tediousness and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can bat together, then they will alone fail at it and also achieve little development. So there is an best zone, or magic mid dle, where students are challenged, but can cooperate socially to increase their program line of the task. Such a task is verbalize to be in spite of appearance the ZPD.The concept of a ZPD can also be applied to the elbow room adolescents think and develop. Most adolescents want to develop into adults and assemble adult society, perhaps to be complete from their diminished status below the adults in spite of appearance society, curiously in our culture. If we consider that operational within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and attend adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, & Wenning, 2006) on the implementation of new inquiry- ground lab activities, which are more challenging and more work forboth students and instructors, run aground that these new and difficult activities must be introduced gradually.The research group achieved great success when they began the execute with lab activities that were the easiest to understand within the pre-existing sustain (in this case, their educational background) and within the students ZPD. As the course progressed, the lab activities became increasingly complicated, but the students move to succeed and increased their skills and disposition. By functional within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this corresponding approach First I will have to investigate and identify my students ZPD, as they did in the Illinois study.(Wenning, & Wenning, 2006).Statement of the ProblemThis study repels to examine the affinity of maths attitude and foreboding of students in computer assisted instruction across Asiati c countries. Specifically, this study aims to know the following1. What is the math attitude of the learners across Asian countries? 2. What are the levels of math concern of the learners across Asian countries? 3. What are the types of computer assisted instruction in math across Asian countries? 4. What are the reach out of computer assisted instruction in maths attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of math perplexity of learners?Significance of the StudyThe results of this research study categorically benefited from many sectors of the educational knowledgeablenesss by providing information on the results of the performance in terms of students lyric poem achievement that will alter the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the follo wing To the principal concerned, the results of this researchstudy may give her insights which would encourage her to plan projects designed to improve the fictitious character of language teaching in the common school like Minglanilla field knowledge steep direct as the tinge school of all public lowly schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in face of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the entropy and information necessity for his experimental abridgment utilizing the macro-skills learning performance intended for lofty School students, particularly in science classes.This will help the English teachers in wisdom High School genuinelyize in station for them to understand the new approaches in teaching and to be able to use the proficiencys and procedures effectively. Thus, it is needed to bring their training up-to-date . They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers depute to teach pilot classes as plastic years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can immix with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach.The secondary freshmen as student entrants of Minglanilla National science High School will further ameliorate their intellect based on the structured lessons and disaccord mentally according to the departmentalized lessons, modernistic lessons presented, and universal learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, see and make-up as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level.REVIEW OF RELATED LITERATUREThe learning of maths is affected by the agency of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards maths (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou & Christou, 1998). For fear of embarrassment, many adults go to gre at lengths to avoid maintainting that they ascertain reading difficulties, yet it appears to be normal, even acceptable, in young life to readily admit to a despise and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from neglect of confidence to trouble and even fear.According to Banduras sociocognitive theory, students motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira & Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards math have better performance in maths.Latterell (2008) writes in her deem about the maths Wars that Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. Ones attitude and behavior must match the be lief that hard work leads to success (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students systematically outperform American students in mathematics (Latterell, 2008) and innumeracy. Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in ones ability to succeed.The factors affecting mathematics anxiety were mathematics achievement,attitude toward mathematics, trait anxiety, and debilitating anxiety. maths attitude, mathematics achievement, field indepedence, and the anxiety measures were set in motion to be significant predictors of level of mathematics anxiety. maths anxiety is a real worry facing students, teachers, an d parents. Teachers and parents that are dismayed of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety face real and long-wearing consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are plainly less competent at doing math (p. 224).Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical hassles are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including worki ng memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003).Students faced with the dual burdens of intractable depicted object and math-anxiety a posteriori tend to have languid or negative mathematics self-efficacy beliefs. Bandura (1986) define self-efficacy beliefs as peoples judgements of their capabilities to trick up and execute courses of action required to attain designated types of performances as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an scrutinise of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney & Schraw, 2003).Yksel-ahin (2008) said that maths anxiety has to do with a grit of discomfort while required to work on mathematical problems (Hadfield &Trujillo, 1999 Ma, 2003). Low grades or failure in mathe matics could also lead to mathematics anxiety or exasperate students existing levels of anxiety for mathematics (Ma & Xu, 2004 Norwood, 1994 Reynolds, 2001 Satake & Amato, 1995 Townsend, Moore, Tuck, & Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealings with mathematics problems.Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner & Duffy, 2002 Hopko et.al., 2003). Megan R. Smith (2004) said that math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students get over it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually sickening when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at contrastive ages in divers(prenominal) people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and fervency for teaching math (Jackson and Leffingwell, 1999).It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves.Math anxiety is a real problem facing students, teachers, an d parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxietyface real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math (p. 224).Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. calculating machine-assisted instruction (CAI) estimator help Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school decision maker in the management of the learner and instructional pro cess. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.Computer based instruction is a remediation or instruction presented on a computer according to the American shew of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the subdivision of reproduction is in the final item of completing the five year breeding and Communication Technology for reproduction Strategies proposal as Lapus (2008) puts it. Computer based instruction is a remediation or instruction presented on a computer, the Ameri can Institute of Research (2004) reiterated.CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learnersaccess to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the straightaway responsiveness of computer interactions and appreciate the self-paced and unavowed learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010).As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that tr aditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement.Research MethodologyResearch DesignThis study will lend oneself quantitative approach of data analysis and presentation. It utilizes descriptive correlational statistics method of filiation data from 4 different Asian countries namely Malaysia, Indonesia, capital of Singapore and Philippines.Research RespondentsThe respondents of the study will be selected using data excavation technique. The 4 to the southeast Asian countries including Philippines are among the many that joined the Trends In mathematics and Science Survey and based on the says, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philipp ines based on the 2003 TIMSS records.Research EnvironmentThe research will be conducted within the quadruplet Southeast Asian Countries namely Malaysia, Indonesia, Singapore and Philippines.Research InstrumentFor the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In mathematics and Science Survey (TIMSS 2003).Research ProceduresGathering of DataAcademic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South eastside Asian countries will be selected based on their performance in Math.Treatment of DataThe cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help control the relationship between Math anxiety and Math pose.DEFINITION OF TERMSFor a better and clearer understanding of this study, the following terms are operationally defined in the context of this investiga tion.Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process.Math Anxiety refers to the feeling of tension or fear in Math.Math Attitude refers to the behavior towards MathTRENDS IN multinational MATHEMATICS AND SCIENCE STUDY (TIMSS) world(prenominal) assessment of the mathematics and science knowledge of students from different grade levels across countries. entropy MINING TECHNIQUE getting information from a data set and makes it understandable for further use.BIBLIOGRAPHYCrouch, C. H., & Mazur, E. (2001). Peer Instruction decennary years of experience and results. American journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi10.1119/1.1374249Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, & M. Cole (Eds.), The Cambridge companion to Vygotsky. New York Cambridge University Press.Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students understanding of p rojectile motion concepts. Educational Research and Evaluation, 15(3), 203-222.Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of Freshman Physics Students Views on the temper of Science. diary of Research in Science Teaching, 46(3), 248264. Mason, A., & Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754.Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., & Solis J. (2007). Childrens development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization. New York Guilford.Pachler, Norbert, marrow of Excellence for Work-based Learning for Education Professionals, Dept. of learning, computer programme & Communication, Institute of Education, University of London. 2004.Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journa l of Scientific Research 13 (4) 568-572, IDOSCI Publications.Megan R. Smith. (2004). Math Anxiety Causes, Effects, and PreventativeMeasures. net income Sourcesglwhitcomb.iweb.bsu.eduTago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.phphttp//www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003.Chris.klingerflinders.edu.auhttp//www.icmeorganizers.dk/tsg15/APPENDIX EBUDGET SUMMARY1. SuppliesDrawing book P 46.00 Clear FolderP 16.00Cost of operatea. Print out P 30.00 come in P 76.00Prepared byARMESTIDES M. BARGAYO VIRESEARCH TEAM TREASURER curriculum Vitae personalised informationNameOdessa M. Bonjoc Avenido administerLuyang, Carmen, CebuBirthdayNovember 15, 1983Civil attitude espouseSexFemale eld29SpouseAriel B. Avenidoeducational earth unsubdivided Luyang principal(a) School division graduate 1996Secondary Cebu Academy class calibrated 2000Tertiary University of the Visaya s Main Campus social class graduated 2004 course of action Bachelor in simple(a) Education Area in Mathematics calibrate Studies Cebu Normal University gradatory posit division Master of Arts in Education Major in ELT interlocking Record range Teacher 2DesignationICT TeacherSchool Luyang bare(a) School DepEd ProvincePERSONAL DATAName Armestides M. Bargayo VI hatch start out Pakigne, Minglanilla, CebuBirthday October 22, 1981Civil Status angiotensin-converting enzymeSex MaleAge 31 years oldEDUCATIONAL play downElementary Minglanilla Central School grade ammonium alumd 1994High School virtuous Heart of Mary AcademyYear calibrated 1998College University of San CarlosYear refined 2002Course Bachelor in Secondary Education major(ip) in MathGraduate Studies Cebu Normal UniversityYear Graduated throwCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool University of Cebu Main CampusPERSONAL DATAName Jun Antoinette Z. NavajaAddress 4- E Gorordo Avenue, Kamputhaw,Cebu CityBirthday January 27, 1988Civil Status unmarriedSex FemaleAge 25 years oldEDUCATIONAL BACKGROUNDElementary Colegio de la Inmaculada ConcepcionYear Graduated 2001High School Colegio de la Inmaculada ConcepcionYear Graduated 2005College University of San CarlosYear Graduated 2009Course Bachelor of Education major in Special EducationGraduate Studies Cebu Normal UniversityYear Graduated generateCourse Master of Arts in Education major Special Education- moralRetardationEmployment RecordPosition Substitute TeacherSchool Barrio Luz Elementary School, DepEd CebuPERSONAL DATAName Angelie Lopez SenarosaAddress Catmaran, Basak, Compostela, CebuBirthday April 25, 1982Civil StatusSingleSex FemaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Panangban Elementary SchoolYear Graduated 2000High School Compostela National High SchoolYear Graduated 2003College Cebu Normal UniversityYear Graduated 2007Course Bachelor in Secondary Education major in MathGradu ate Studies Cebu Normal UniversityYear Graduated extraditeCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool Mulao National High School, DepEd Cebu