Top 5 Books on Typography Useful to Read before Getting Down to Your Own Piece

When you’re writing a paper, you usually have to refer to a great deal of literature to create a masterpiece. Once you’ve finished deciding on what information you’re going to use, you then have to find even more information on how to structure the paper. If you have a selection of the best typography books, you’ll be much better equipped to move quickly through whatever papers you are assigned. Here are some of the best books on typography for your perusal. 1. Thinking with Type by Ellen Lupton Whether you’re new to the idea of design or a seasoned professional, you’ll love reading Ellen Lupton’s work. If you are working with words and layouts as a student, you’ll appreciate how Thinking with Type helps you cope with the space and the typographic elements you’ve been given. The revised edition has almost 50 pages of the content helping the students effectively mix typefaces, and understand font licensing. Lupton will help you understand what the rules are, so that you can break them when invention calls for it. 2. American Typeplay by Steven Heller This book covers more than 150 different typefaces by a diversity of designers, all brought about by the advent of the computers. More than 400 images give you an amazing visual representation of the way that type is used in media, whether it is printed on a CD case, an invitation, or a book jacket. Thinking about the way type is used and the messages that it communicates can really help you as a student to understand what you are saying when you pick a specific typeface. 3. Just My Type: A Book about Fonts by Simon Garfield This is a great selection when you’re interested in learning about type; it’s perhaps even the best selection for gaining greater self-awareness. What does your favorite font say about you? What does your professor’s favorite font say about them? Historical, technical, and stylistic details are covered in the book as well, but the book’s introspective and clever questions are what students will really enjoy the most. It is subtle, it is smart, and it is going to become one of your favorites. 4. Stop Stealing Sheep and Find out How Type Works by Erik Spiekermann Erik Spiekermann’s bestselling book on designing with type has been fully updated with some new information on mobile and web typography. You will be able to express yourself more effectively in your writing as you consider what you are saying when you choose certain fonts. It is a fun, fast read, and you will be able to learn something that you didn’t pick up on before, every time when you open its pages. 5. Type Matters! by Jim Williams Think that you don’t really need to understand anything about type since you’re not a designer by trade? You might be surprised where and when you’ll need to understand what the particular type is all about. Since everyone today has access to hundreds of fonts and is constantly writing letters, emails, papers, reports, and many other documents, none of us is exempt from the need to learn more about typography. Type Matters! will help you solve all of your typography problems within a beautifully clear layout that you’ll enjoy looking at, every time you read it. It’s quite important to express the information in your paper correctly, both by using valuable sources as well as by using the proper type. Therefore, get these books at your desk, and use them when it is needed to create perfect papers.

The Sun Also Rises By Ernest Hemingway Essay - 2149 Words

Ernest Hemingway was one of America’s premiere authors during the early 1900’s. He brilliantly wrote a short story or novel in a fashion that was unconventional for the time period. While reading any work by Hemingway the reader has to keep in mind that what is written might be tied to some other part in the story. Hemingway many different writing strategies to keep the reader engaged throughout his stories. Ernest Hemingway is able to keep the readers engaged throughout this novel by incorporating symbolism in his writing such as water for cleansing the soul, color as a sign of purity, and elevation as a reflection of mood. The Sun Also Rises, a novel by Ernest Hemingway. The novel takes place in Europe in the early 1920’s after World War I. The narrator and main character Jake Barnes is a simple quite man; he is a foreign correspondent for a newspaper in the United States. A friend of Jakes is Robert Cohn a Jewish man from the states. Another friend of Jakes is Brett an English woman who by all accounts is pretty, outgoing, and flirtatious. The last of the characters that doesn’t arrive till later in the book is Bill; he is a really good friend of Jakes. The novel starts in Paris with Jake introducing Robert Cohn with his backstory. He was a good boxer and went to college at Princeton. His family was wealthy and lived in New York. He also talked about how Cohn felt out a place being one of the only Jews that went to Princeton. However, after this introduction Cohn entersShow MoreRelatedThe Sun Also Rises By Ernest Hemingway1649 Words   |  7 PagesThe Sun Also Rises Ernest Hemingway Introduction Ernest Hemingway’s The Sun Also Rises is a classic work of American prose, and is essential to understanding the social climate of the 1920’s, and the â€Å"Lost Generation†. Hemingway’s motley cast of star-crossed lovers, rabble-rousers, expatriates, gamblers, and burgeoning alcoholics reflect the excitement, loneliness, and disillusionment experienced by Hemingway and his contemporaries. In addition, the post-war angst of young people of the time isRead MoreThe Sun Also Rises By Ernest Hemingway Essay889 Words   |  4 Pages Books are long. While â€Å"The Sun Also Rises† by Ernest Hemingway is a relatively short book, it still contains a wealth of intricate detail. In any short analysis of such a work of literature, some detail is almost assuredly lost. Hemingway has a lot to say through this story, despite his brevity with words. While not necessarily the most important elements of the book, I shall cast our focus on what Hemingway says thr ough the characters alcoholism and personal relationships. These characters haveRead MoreThe Sun Also Rises by Ernest Hemingway656 Words   |  3 PagesErnest Hemingway is an American twentieth century novelist who served in World War I. During World War I, he served as an ambulance driver for the Italian army. He wrote the novel The Sun Also Rises in Paris in the 1920s. Hemingway argues that the Lost Generation suffered immensely after World War I because of severe problems with masculinity, alcohol, and love. Masculinity creates a strong tension amongst the male characters in The Sun Also Rises. The clearest example is the impotency of theRead MoreThe Sun Also Rises By Ernest Hemingway1169 Words   |  5 PagesThe Sun Also Rises, written by Ernest Hemingway, is a novel about a group of young expatriates, living in Paris after World War I and going on a trip to Spain filled with drinking, bullfighting, and much more. The protagonist, Jake Barnes, an impotent American WWI veteran and bullfighting aficionado, spends much of his time watching and sometimes helping Brett, the woman he loves, go off with other men. Most of the book takes place in urban areas like Paris and Pamplona is filled with drunken fightsRead MoreThe Sun Also Rises By Ernest Hemingway Essay1676 Words   |  7 PagesErnest Hemingway’s The Sun Also Rises presents an interesting commentary on the fluidity of gender roles and the effects of stepping outside of the socially constructed binary approach to gender. Jake’s impotence and his inability to win Brett romantically results in a struggle wit h masculinity and inadequacy. Brett, possessing many masculine attributes, serves as a foil and embodies the masculinity the men in the novel lack. The juxtaposition of Jake’s struggle and Brett’s refusal to adhere to conventionalRead MoreThe Sun Also Rises by Ernest Hemingway1195 Words   |  5 Pagespowerful aspects of a book. For instance, when a reader reads the title The Sun Also Rises, written by Ernest Hemingway, the reader is able to understand that the title of the novel is connected directly to the message that the author is attempting to convey. The title later brings forth much more significance towards the very end of the novel when the reader pauses and contemplates Hemingway’s motives. The title The Sun Also Rises has the ability to stimulate deep thought within a reader, thus forcingRead MoreThe Sun Also Rises By Ernest Hemingway1918 Words   |  8 PagesZach Ullom Eng-125F-SO2 Dr. Les Hunter December 3, 2015 Brett Ashley: Whore or Heroine in The Sun Also Rises After a thorough reading and in-depth analyzation of Ernest Hemingway’s riveting novel The Sun Also Rises, the character of Brett Ashley may be seen in a number of different ways. While some critics such as Mimi Reisel Gladstein view Brett as a Circe or bitch-goddess, others such as Carol H. Smith see Brett as a woman who has been emotionally broken by the world around her. I tend lean towardsRead MoreThe Sun Also Rises By Ernest Hemingway1245 Words   |  5 PagesThe writer of The Sun Also Rises, Ernest Hemingway was a short story writer, journalist, and an American novelist. He produced most of his work between the nineteen twenties and nineteen fifties. One of Hemingway’s many novels, The Sun Also Rises was originally published on October 22, 1926. In the novel, The Sun Also Rises, Hemingway uses the lead female character, Lady Brett Ashley to portray the new age of women in that time period. In the beginning of the novel when Brett is introduced, sheRead MoreThe Sun Also Rises, Ernest Hemingway1101 Words   |  4 PagesIn most cases all anyone needs in life is love. But what is love? In The sun Also Rises by Ernest Hemingway we get the sad truth about what love sometimes is in the real world and in some cases alike this novel, there are many reasons in which love is lost. One of the reasons for lost love is sex. Unfortunately the sexual drive of other characters in the novel dictates whether they love each other or not. Another factor that plays a huge role of leaving love hopeless is alcohol. In this novelRead MoreThe Sun Also Rises By Ernest Hemingway2494 Words   |  10 PagesThe theme of male insecurity is a prominent theme in Ernest Hemingway s novel, The Sun Also Rises. While many soldiers suffered from disillusionment with the Great War and how it was supposed to make men of them, Jake bore the additional burden of insecurity because of his war wound. Inse curity operates on several levels and surfaces in many ways through the characters we encounter in this novel. We learn from observing Jake and his friends that manhood and insecurity are linked sometimes unfairly

The Impact of Work-Based on our Identity Free Essays

In all modern societies, work fills a basic and central role in human life. The centrality of work is demonstrated by the personal responsibility individuals assume for their work, the amount of time they devote to it, and the significance it has within the general context of their lives. Work has important social and economic implications as well, on both an organizational and general social level. We will write a custom essay sample on The Impact of Work-Based on our Identity or any similar topic only for you Order Now Identities within society have been determined largely by the work that people do. It has a major part to play in shaping our sense of self and affects how we see ourselves and how others see us. It’s formatted by large number of influencing factors, like which are interpellated and which we make a conscious decision to choose or exclude. We all know the first question asked in many situations of primary social encounter: ‘What do you do? ‘ by which we really mean ‘What is your job?. ‘ we do not answer with our hobby, or with our religious identity, but with all the certainty in the world with our occupation: ‘skilled worker for ‘. If we know our interlocutor’s occupation then we think we know him or her. The occupation serves a mutual identification pattern, with the help of which we can assess personal needs and abilities as well as economic and social position. I will discus the story which written by john greaves, the coal miner and his identity’s change during the time, after that I will discus the employers of developing industrial country and how they work now, then I will compare between this two employer, and I will explain how work influences and shape people identity . Firstly, the coal miner, who spend most of his life and time working more that twenty years in this field, he was working and get up early every day, actively, satisfied and without any fear. His identity was as a coal miner as an individual and also a member of a community with a shared collective identity. His village, Goldthorpe, in South Yorkshire, revolved both economically andsocially around the pits. He did not think that he will be unemployed on day and he will lose it. And now, after all this years and after closing the mine, he talk about his feeling of uncertainty or the future, and he feel sad about losing his job, identity and the symbol that relate to his job. He say that he lose his powerful identity, he mean â€Å"collective identity† which can be found among workers whose lives are closely bound up with their involved in coal mining. this changes in the economy lead to considerable anxiety among white working class men. In other hand, developing industrial country is a major reason for increasing levels and number of service and employers that is largely part-time , such as â€Å"call center† , Which connects large computer and telephones together. We can find more that hundred of employers work there with different job titles and careers , like direct seller, customer services, managers and others. It’s described as white collar factories as the workload is constantly monitored and performance related pay is often used as an incentive. Now, if we compare between the coal miner that lost his work and his correlative identity and one of call center stuff, it would be clear to identify how work influences and shape our identity. There is little sense of community or collective identity. John Greaves was clearly interpellated into his role as a coal miner and his identity associate with his community, whereas call center staff work for instrumental purposes, define himself by what he purchase and his spending power. We are now more likely to identify ourselves through our income and spending power rather than job title. This is backed up through recently research that tell us we have leave our collective and occupational identities to more individual consumption based ones. Also our identities are shaped by our income. Income allows us to consume and depending on the amount of income we generate this results in what we consume and our ability to selectively purchase goods. Bourdieu (1977 pg 107/8) argued that people are able to express their identities through consumption and also that as taste differs between social class then consumption will also differ. People in different social classes are unlikely to have the same consumption patterns, which leads to a difference in the ability to portray identity. For example, the ability to purchase expensive ca and material goods such as cars from being in a well paid job will create an identity of a middle class citizen compared to coal miner wage on which limited items can be purchased. Consumption preferences and abilities are highly symbolic markers of status and dividers in social class. Some sociologists have argued that consumption has replaced class and that this now is the key factor in the structure of social division and identity. We can conclude that income, socialisation in the workplace, unemployment and social class. It is evident that work is a contributory factory in influencing and creating identities. Also identities which are created by work are not unfixed, it can change by economic changes. Change of work from collective community base to individual to and material one would be clear today . Like what â€Å"call centers† employers do, they don’t identify with their work, they define themselves by what they are spending and what they have. There is also an evident link between income and person, people’s behaviors in the way which identity is created. How to cite The Impact of Work-Based on our Identity, Papers

Dickens satirizes that respected Victorian figure Essay Example For Students

Dickens satirizes that respected Victorian figure Essay Hard Times is a novel about Victorian society, in particular the divisions in the newly formed industrial society between the upper and lower classes. Dickens message through the book is that while the ruling classes, characters like Gradgrind and Bounderby, have the money and power, they lack in themselves basic human components love, compassion, etc. Those who have far harder and more monotonous lives, such as Rachel and Stephen, are in effect far better people, prevented by those above them from making anything better of their lives. Dickens is very clearly on the side of the workers, and throughout Hard Times he develops those characters he sympathises with Sissy, Rachael, Stephen into very real personalities, while characters such as Gradgrind and Bounderby are purposefully presented superficially and in a very bad light. This is mainly achieved by his use of satire, and is used on Bounderby more that any other character.  Bounderby is first introduced to us as Mr Gradgrinds bosom friend, as a man perfectly devoid of sentiment can approach that spiritual relationship towards another man perfectly devoid of sentiment Immediately Bounderbys positional fate in the novel has been sealed Dickens first scathing remark puts his view of Bounderby across extremely clearly, and his criticism continues for a page before Bounderby first speaks. Even his name seeks to highlight his personality bounder, meaning a cheat and deceiver who seeks advancement at the expense of others. Thus, Dickens ensures that the reader has as much ammunition and reason for pre-judging Bounderby as possible, even before he has spoken. Bounderby is a self-made man, who has seemingly reached his position of banker, merchant, manufacture, and what not entirely through his own struggles and hard work, and he advertises this fact loudly whenever he can:   you may be astonished to hear it but my mother ran away from me How I fought through it I dont know, I was determined, I supposehere I am, Mrs. Gradgrind, anyhow, and nobody to thank for being here but myself.  He describes his career in his own words as being one of hardship and struggle, and one that culminates in the position that he is at today purely through his own perseverance: Vagabond, errand-boy, vagabond, labourer, porter, clerk, chief manager, small partner, Josiah Bounderby of Coketown I pulled through it, though nobody threw me out a rope.  He is an eminently hypocritical character, preoccupied with arrogance and being a publicist for his own achievement. As Bitzer states, the whole social system is a question of self-interest, and no-one is more interested in the self than Josiah Bounderby. His hypocrisy is shown in many ways. He avidly upholds Gradgrinds philosophy that one must always rely on fact, and yet is continuously lying about his own background, to the extent of making himself part of a myth. His view that the Hands only ambition is to eat turtle soup with a gold spoon shows how little he really knows of any kind of hardship, and it is clear that he himself lusts after that sort of life, to the extent of forcing his own mother into exile in order to prevent her from ruining his myth. And he is hypocritical about all those who presume to know hardship better than he does, even though he himself has never known it, as shown in a conversation with Mrs Sparsit: A hard bed the pavement of its arcade used to make, I assure you. People like you, maam, accustomed from infancy to lie on Down feathers, have no idea how hard a paving-stone is, without trying it.  His story of a bolter mother, a drunken and abusive Grandmother, and life on the streets is overturned upon the arrival of his mother, alive and loving, who quickly and firmly dispels what she presumes to be mistaken beliefs on Gradgrinds part, and shows that he is not as self-made as he purports himself to be:  I deserted Josiah! Now, Lord forgive you, sir, for you wicked imaginations Josiah in the gutter! No such a thing, sir. Never!a steady lad he was, and a kind master he had to lend him a hand.  Bounderbys reluctance to offer any explanation only helps to reinforce our view of him as a liar and hypocrite:  Those who expect any explanation whatever upon that branch of the subject, will be disappointed.

music project Essay Example

music project Essay Running Head: Music Project Name: Course: Instructor: We will write a custom essay sample on music project specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on music project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on music project specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Date of Submission: Music Project Introduction Music as an art form that is elicited through the sound medium is part of everyday life. Years of extensive research posit that music education as well as art education in general, is linked to all that is required from children including emotional and social development, academic achievement, equitable opportunity as well as civic engagement[1]. The learning of music in schools has been attributed to such positive attributes like enhancement of motivation, concentration, teamwork and confidence. Over the past few years, many school programs had to be cut down to reduce on the budget as well as providing the students with the chance to concentrate on the most important subjects. The most badly hit school programs include art, music and physical education classes. Although many schools would prefer to cut down on the school programs such as music, music is one of the subjects that build on skills that children acquire from other subjects. Discussion Although it might be hard to believe, music can be employed in the improvement of fractions and counting skills for most children. This is because music is written in form of measures that encompass a certain number of beats. A song might encompass ? times. This clearly indicates that per measure of the song should have 3 beats, where a quarter note counts as a single beat. In a setting like this, a child can learn both the fractions in terms of ?, while at the same time learning about counting in regards to the number of full beats and quarter beats required in the song. Mathematics might not be a very interesting subject for all students, but when the students are taught using the music medium, they might find it easier and more fun rather than learning mathematics in the normal manner in which it is taught. This ascertains that music should not be one of the school programs cut to save on money. Learning to read is the most fundamental foundation of the learning process. No child can be involved successfully in the learning process without prior reading knowledge. Music can form part of the integral parts of the learning process owing to the fact that before children can present music, they have to learn how to read and memorize music[2]. The children will not only employ these skills in the music classes, but in other classes as well. The memorizing and reading process in music does not only take place once but the students are required to repeat the process until they get it right. This asserts that the students will not only thrive in music due to the amount of practice put into memorizing and reading music, but they will also thrive in the other subjects that require intensive memorizing and reading. In this case, music should still be maintained in the school curriculum. When children are taken to school, they are not only required to achieve academic excellence but they are also required to acquire extensive social skills that can enhance their survival in many adverse conditions. For this reason, music is a very important subject for acquiring of the needed social skills. This is because creation of tunes in music requires total concentration and participation of students. In most cases, the students work in groups in which they are required to take turns to learn while listening for their cue before they can participate in the learning process. They are also supposed to respect each other and the personal equipment used in the music class. These valuable social skills can augment the overall development of the students in question. This is because music is an artistic expression that can enhance the confidence and self-esteem of students, hence augmenting the students’ social interactions skills where other students and the people surroundi ng them are concerned. In 2006, President Bush approved the signature education Law that translated into the No Child Left Behind theme. Under this law, all students had to improve their reading and mathematics testing through the reduction of time spent on such other subjects like Music and Art. The main reason behind this law was to enhance the academic prospects for all statements in America. What the president did not take into consideration was the impact this law would have on the students[3]. Most of the lowest performing students under the new law were not allowed to take any other subject except mathematics and reading so that they could improve their grades substantially. As per the research conducted, it was posited that instead of improving on their grades, the students felt intimidated and their grades fell even further. This is because the confidence and self-esteem built in the music classes lacked in the other classes. This means that the withdrawal of music can be detrimental especially fo r the lowest performing students. Not all students are born as academic geniuses. Some students exhibit superior creativity that can only be tapped through the provision of an adequate creative outlet. This is provided in the music classes in which the students are provided with the chance for self- expression through music. Scraping music from the school curriculum adversely affect the children whose parents cannot afford to pay for private music classes. Accessing these classes in public schools can go further in augmenting the self-expression of the students, which can be translated into academic excellence in the other school programs. Music is a crucial element of human existence. This is because music stimulates the functioning of the brain, hence improving the academic achievement prospects of the students. as per the Harris Interactive poll of 2006 on high school principals, those school curriculums that incorporate the music program posses an a higher graduation rate of 18 percent. Consequently, The Journal of Research in Music Education asserts that those students involved in high quality music programs possess the ability to score 21% higher in math and English standardized tests as compared to those engaged in low quality music programs[4]. It is depicted that in Seimens Westinghouse academic competition, close to 99% of the participants who won an award in science and math were involved in music, in that they played a music instrument. Additionally, music is utilized in most instances for the creation of an emotional outlet for those students with frustration and anger related problems. The research contained in Texas Commission on Drug and Alcohol Abuse Report asserts that those students involved in bands or music were at a lower risk of engaging in drug and alcohol abuse because they have an alternative and positive outlet for their anger and frustration. Essentially, the amount of time required for practicing music cannot accord the students with the idl e time to engage in social evils. Many people have provided different reasons linked to the fact that cutting music from the school curriculum might be beneficial to some extent. What these people have not done is conducting comprehensive research on the benefits of music to the students. Some depict that cutting music translates to cutting costs. Although, this point cannot be disagreed with, because the fewer the number of programs in the school curriculum the lower the costs, cost should not be the element to be capitalized on. The element that should be very important is the realization of the academic goals of all students, which can be enhanced when their brain activity is augmented by music culminating into better grades and better academic, prospected. Essentially, other people argue that music is a very difficult subject to learn, therefore it can deter the learning process of students especially the young ones. This point cannot hold any water because the learning process is not an easy process but ease can be inserted into it through music. Nothing good can be achieved through little effort. A lot of effort has to be incorporated into the learning process, and hence holding that music is very difficult and can interfere with the learning process of the students is misguided. Some parents hold that teachers complain of the noise that is elicited from the music classrooms when students are playing the music instruments. This might be true to some extent but in most schools currently, the music rooms have been separated from the other classes so that other students can learn without the distractions from the music rooms[5]. Most parents assert that music should be made optional. This might be advantageous to some extent, but in accordance to the stipulations of the Journal of Research in Music Education, those involved in high quality music programs have higher grades in math and reading as c ompared to those involved in low quality music programs. Conclusion Music is one of the programs in contention under the school curriculum. This is because preferences have been linked to Math and English under the No Child Left Behind law, while at the same time most schools aiming at cutting cost through the reduction of educational programs in the school curriculum. This is not a positive move because music is linked to increased brain activity that might culminate into better grades. Research shows that those students with no musical background have lower chances of graduating. Essentially, those students involved in music have lower chances of involvement in drug and alcohol abuse. This is because music provides an emotional outlet for anger and frustrations. Music can be used in learning counting and fractions in a fun way. Inherently, music builds the self-esteem and confidence of most students and hence providing them with the chance to excel academically. In conclusion, robbing students of the chance to access music in school translates to r obbing them the chance to excel academically and socially.

ACT Rules and Regulations What You HAVE to Know

ACT Rules and Regulations What You HAVE to Know SAT / ACT Prep Online Guides and Tips Because the ACT is such a high-stakes test, the folks at ACT, Inc. have implemented a series of rules to ensure that there is no cheating and that all students have as close to the same test-taking experience as possible. Before you take the ACT, you should familiarize yourself with these important rules. You don’t want to start using some scratch paper that you brought and then be dismissed from the test and have your score canceled. Know the rules so you don’t find yourself in such a situation. In this article, I’ll explain the rules for the ACT and the consequences for breaking them. The Purpose of ACT Rules There are rules for the ACT to prevent cheating and ensure the same test-taking experience for all students. Through these rules, the ACT folks are trying to create a fair, standardized test-taking experience for everyone who takes the ACT. If certain people are given an advantage, that could affect college admissions and future ACT scores. Now that we know why the rules exist, let's take an in-depth look at the rules you need to follow when you take the ACT. All the ACT Rules You Should Know You should review the prohibited behavior during your ACT. Also, these are the items you must remember on test day. Let's go over both sets of rules in depth.I'll emphasize the important regulations to make sure there's no confusion. Key Guidelines You Must Follow on Test Day Be on time! You won’t be admitted to the test if you're late. The reporting time is 8:00 AM, but I advise that you arrive at your testing center by 7:30. When I took the ACT, there was a long line that moved rather slowly to enter the testing center. I showed up at 7:30 and entered the room I took my test in shortly before 8:00. Make sure you're only working on the designated section. If you’re taking the math test and realize that you messed up on an English question, there’s nothing you can do at that point. Going back to a previous section or looking ahead in your test booklet is considered cheating. Don’t talk about exam content at any time.This is a tough rule to follow, but don’t talk about specific questions during breaks or after the test. The ACT doesn’t want you sharing information about test questions because questions are often reused. I know you’ll be tempted to talk about that annoying reading passage with your friend, but don’t, especially at the test center. A strict proctor can cancel your score for doing that. When you arrive at the test center, turn your phone off and put it in your backpack. If you look at your phone or if it makes any noise during the test, you can be dismissed and have your score canceled. You can post an Instagram pic of what you wore to the test after you get home. This is probably obvious, but don't do anything that can be considered cheating. Cheating isn't only unethical, but also you don't want to face the consequences if you get caught. What You Must Bring to the Test Admission ticket - You must have your admission ticket on test day. Photo identification- Make sure to bring an acceptable photo ID. You won't be admitted to the exam if you don't have your ticket and proper ID. Bring an acceptable ID to the ACT What You Should Bring No. 2 pencils with good erasers- On the ACT, you're not supposed to use mechanical pencils or pens. Don't be that person anxiously asking for a pencil right before the test starts. Also, a good eraser is likely to come in handy. A permitted calculator- You can't use calculators that make noise, have a QWERTY keyboard, or use a power cord. You can't use calculator apps on a cell phone or laptop. Check out this page for the specific ACT rules on calculators. A watch- I recommend using a watch to help yourself keep track of time on each section. The proctor may forget to remind you when time is running out on a section, and the clock in the room may not be working. However, make sure that the watch you bring doesn’t make noise and that the alarm is off. If an alarm goes off during the test, you can be dismissed and have your score canceled. Miscellaneous items- Here are some things you should bring that will make your test-taking experience more comfortable and less stressful:a backpack, snacks and water for breaks, extra batteries for your calculator, and extra pencils and erasers.You may not be allowed to eat in the testing room, but it’s a long test so it’s good to refuel during breaks. What You Shouldn't Bring Any electronic device other than your watch and cell phone- If you’re seen with a laptop or personal computer, that will be considered cheating. Make sure you’re not using any audio or video recording devices. That will also be considered cheating. (Also remember that your phonemust be put away.) Scratch paper- If an exception applies and you’re allowed to use scratch paper, you may only use paper that ACT has authorized or supplied to you. A dictionary or thesaurus- The only resource you're allowed to use is a permitted calculator to help you with math. Possible Consequences for Rules Violations The consequences for violating any of these rules can vary. Often the consequence will depend on the strictness of your proctor or test center. If you don't have proper ID or your admission ticket, you may not be admitted to the test. If you’re caught violating other rules, you can be dismissed from the test and possibly have your score canceled. In certain situations, you can have your score withheld if there is suspected cheating. In the most extreme cheating situations, the ACT can even take legal action. It's most definitely in your best interest to know and follow the rules. What's Next? Learn the 21 ACT tips you should be using and 14 last-minute ACT tips. If you want to get a perfect ACT score, instead of cheating, learn how to get a 36 on your ACT from a perfect scorer. Looking for practice ACTs?Taking practice tests is one of the best ways to study for the ACT, and we've compiled links to all the free and official ACT practice tests available online. Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Justin Berkman About the Author Justin has extensive experience teaching SAT prep and guiding high school students through the college admissions and selection process. He is firmly committed to improving equity in education and helping students to reach their educational goals. Justin received an athletic scholarship for gymnastics at Stanford University and graduated with a BA in American Studies. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Data analysis Assignment Example | Topics and Well Written Essays - 500 words

Data analysis - Assignment Example Here the word now can be said to serve no purpose as all we are concern with is that Dan is seeing better, now only brings the sense of time to the argument Simple present tense-Sentence 14 is highly accepted (88%) because it directly shows where Mary is at the present time inclusive of the word ‘now’ to bring out the effectiveness of the tense. Sentence 5 is also accepted highly but not as much as 14 because it implies what the function of the bridge is at the present moment and that is it connects Detroit to Windsor. Future tense-sentence 8 has a higher acceptability (86%) because it is expected that the next day the action of travelling to New York has a high a probability of happening and one can assume for a fact that it will take place. On the other hand, sentence 10 has a slightly lower acceptability (67%) because there is a probability that the bridge is existence but cannot be used as it is still in its new state. existing but still in its new state thus making the sentence slightly incorrect when put in future tense. The acceptability of the sentence in Spanish because it is Definitely incorrect based on the tense in which the word ‘travels’ is as it implies a habit hence it does not correspond with the ‘tomorrow’ in the same sentence since it is a future timing. This suggests that the interaction between the native language and the language universals are almost the same from different perspective as the tenses and timing are put into greater consideration. We find that in the correctly tensed and timed sentences, the percentage acceptability is higher in the native language than the wrongly phrased sentences. 5.Focus on the three verb aspect forms (1) Progressive (2)simple present (3)future, For each, order the sentences from those with the greatest percentage of â€Å"correct† judgments to

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 46

Philosophy - Essay Example In spite of the fact that the argument which was described may be rather convincing at first sight, if one carefully analyzes it, one may come up with various fallacies that can be found in its logic. To begin with, one should note that the very first premise is faulty. It is an exaggeration to state that all bodies act to a certain end. Indeed, there is a vast array of objects that do not perform any specific function and, therefore, are not able to have a suitable end for its activity. Of course, it is possible to state that inanimate object should be rejected and the analysis should be limited to animal; however, life of the latter also does not strive to achieve a certain end. While there may be some goals which can be identified, from a general perspective, life of a person, life of a lion, life of a plant and even life of a rock (meaning its existence in one piece before it crumbles) does not serve any purpose or are designed to achieve a certain goal. They might find one is th e process of living, but it surely was not predetermined. The second premise is faulty because it operates with a notion that is rather difficult to design. On the one hand, intelligence is truly a characteristic of a highly developed creature which draws a line between humans and other animals. However, one can not dismiss the fact that even the simplest microorganisms feature some kind of intelligence. Of course, they are not able to think or consider abstract matter, but they are surely active and independent from their perspective. In addition to that, there is no single agreed mechanism of identifying intelligence as the latter might manifest itself in different forms. That is why claiming that some natural bodies are not intelligence is oversimplification. If we accept the validity of the above mentioned statement then the third premise should also

Women in the Canadian Political System Essay Example | Topics and Well Written Essays - 2000 words

Women in the Canadian Political System - Essay Example For many years, the underrepresentation of women in the institutions that forge Canadian pubic policy has proved to be the subject of incredibly widespread discussion and debate, as have the various different manifestations of inequality that have been present on the laws and policies themselves of which are involved. The role and influence that women have played in the Canadian political system has been considered different by various personas, however regardless of this, the fact still remains that the role of women in the Canadian political system is incredibly important and significant. The aim of this paper is to not only discuss the actual role and influence of women in the Canadian political system, but as well discuss any and all other key and related issues in regards to this matter. By doing this, we will be able to gain a much more informed and knowledgeable understanding on the subject matter at hand. This is what will be dissertated in the following. Canada is known as being a constitutional monarchy and a Commonwealth Realm, with a federal system of parliamentary government, as well as incredibly strong democratic traditions. "Many of the country's legislative practices derive from the unwritten practices and precedents set by the United Kingdom's Westminster parliament; however, Canada has evolved variations. Party discipline in Canada is stronger than in the United Kingdom, and more of the votes are considered confidence votes, which tends to diminish the role of non-cabinet Members of Parliament (MPs). Such members, in the government caucus, are known as backbenchers. Backbenchers can, however, exert their influence by sitting in parliamentary committees, like the Public Accounts Committee or the National Defense Committee" (Wikipedia, 2007). Women made up about 21 percent of all elected politicians in Canada, in provincial and territorial legislatures and Parliament in the year 2006, however "their representation ranged acr oss the country, from a low of 10.5 percent to a high of more than 30" (CBC, 2007). Women were actually excluded in the negotiations that created Canada in 1867 and they have since been fighting the laws, government, and political system for the basic democratic right to do things such as vote, hold office, and participate equally in public life. Although women have definitely come a long way since then, they are still incredibly underrepresented in Canadian government and politics, and this undermines the democratic principles of the Canadian electoral and political system as a whole. The role that women play in Canadian politics is truly one of great complexity, and certainly one which has altered quite dramatically over time, particularly in more recent years. This issue is one which is drastically broad and widespread, and it involves theoretical, historical and practical issues; it addresses political inputs, political processes, and policy outputs, and it examines gender politics at both the mass and elite levels, and as well addresses the impact of multiple identities on women's movement and women's issues in general in Canada. There has always been an incredibly significant and obvious imbalance in politics when it comes to the

The Global Financial Crisis On Gcc Countries Economics Essay

The Global Financial Crisis On Gcc Countries Economics Essay The global financial crises that erupted in 2008 affected all countries, rich and poor, to varying degrees, worldwide (Iqbal 2008). Financial markets around the world became more volatile and the economic slowdown created a ripple effect beginning with the United States and Europe into several more economically integrated countries (Nabibi 2009). In a short span of time, severe economic losses were reported by banks, real estate, and equity markets. Blackstone chief executive officer (CEO) Steve Schwarzman stated in the Davos World Economic Forum that the global economic meltdown destroyed 40 percent of the worlds wealth (Conway 2009). The crisis began in September 2007 and concentrated in US real estate termed as the subprime crisis and eventually developed into what economists called the credit crunch in 2008 (Nabibi 2009). As American and European banks incurred losses because of exposure to sub-prime assets, their capital was reduced and affected their capacity to lend. Moreover, corporate and household borrowers began to deleverage (Al Maraj 2008). As major financial institutions went bankrupt and household wealth eroded, investor and consumer confidence went down significantly (Woertz 2008). Quick policy responses from governments of the West was able to prevent their economies from plummeting into depression, but the U.S. experienced one of its worst recessions since the Second World War (United Nations 2009a). While economists have said that no country was spared as a result of the global financial crisis, the effects were disparate among different economies. For instance, the more severe losses were exper ienced by highly integrated economies and had minimal impact on Arab economies which are less integrated (Behrendt, Haq and Kamel 2009). However, the global economic slowdown also resulted to the decline in demand for oil, which claims a significant chunk in the exports of countries composing the Gulf Cooperation Council or GCC (Nabibi 2009). The initial impact of the crisis was the sudden plunge of oil prices, coupled with the depletion of half of local stock markets by half, and the loss of value of investments in the global market. The decrease in oil prices affected the oil-exporting GCC countries which are also the most globalized in the region (Fakir 2009). The domino effect came later unemployment, decline in remittances, reduced government income, reduced trade and investment and reduced social service allocations (United Nations Development Programme [UNDP] 2010). On the other hand, GCC decision makers and finance ministers have reiterated that strict monetary oversight ha s shielded their economies from the worst effects of the global crisis (Tzannatos 2009). The finance ministers stated that the abundant liquidity is enough to assuage investor concerns and highlight the stability of the monetary system of the GCC (Al Jazeera 2008).   Nevertheless, these effects cannot be generalized for all the GCC countries given their diversity (Nabibi 2009). Countries that are more exposed to global capital, investment and consumption demand face a greater risk of being affected by the crisis than others. For instance, Dubai in the UAE, which depend heavily on international capital, tourism and real estate, seems to be more adversely affected than other countries. On the other hand, Saudi Arabia, which has only 25 per cent foreign workers compared to much higher proportions in the other GCC economies might be much less affected than others (Rajan and Narayana 2009). The crisis seems to have visibly hit the GCC economies in the beginning of 2009. However, both the depth and intensity of crisis and the possibility of turnaround are not clear. This paper examines the impact of the global financial crisis on the six countries who are members of the Gulf Cooperation Council (GCC): Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates (UAE). 2 Objectives This study seeks to: 1. Assess the impact of the recession on key industries in the GCC economies; 2. Assess the impact of the recession on employment and other social services; 3. Identify the measures undertaken by various stakeholders to mitigate the adverse effects. 3 Topic Area The central topic of this study is the 2008 global financial crisis, which is one of the most significant economic phenomena that caused turmoil in countries all over the world. To some economists, it demonstrated the volatility and instability of increasingly integrated economies under a globalized world. As many have observed, the countries which were greatest hit by the crisis were those which were highly globalized (Nabibi 2009).    The implications of the crisis for the GCC are significant. In the Arab region, GCC countries are the most globalized, so logically, the erosion of corporate wealth in the US and Europe would have an accompanying impact on the GCC economies. Indeed, as the World Bank (2009) and the International Labour Organization (ILO) studies have shown, stock markets in all of the GCC countries experienced a significant decline because of the withdrawal of investment from foreign financial institutions. Moreover, privately-funded and domestic projects have been cancelled or abandoned, resulting to a great number of people being laid off and without jobs (Tzannatos 2009; Rajan and Narayana 2009). Despite pronouncements from government decision makers, the effects of the downturn on GCC economies seemed evident (Woertz 2008). Many organizations such as the World Bank and the ILO conducted impact assessments to determine the effect of the financial crisis on trade and industry in the GCC (Iqbal 2008 ). Understanding how it impacts the GCC economies and determining the effectiveness of the policy responses by governments shed light on how best to strengthen economies to mitigate the effects of the global financial crisis. After all, it seems certain that the global financial crisis of 2008 was not the first to its kind and will not be the last. 4 Literature Review   Studies and statistics assessing the impact of the global financial crisis on Arab countries have mixed results. Some have stated that the impact, while present, has been minimal (Behrendt, Haq, and Kamel 2009; Khamis 2010) while others have hypothesized of a more lingering adverse impact for oil-exporting economies such as those in the GCC (Nabibi 2009; Bloomberg 2010). The initial pathway for the effects of the crisis to become transmitted into the GCC was its financial markets. It began with the regional stock markets characterized by high volatility. Financial institutions as well as real estate developers, which comprise among the largely publicly-listed corporations in the GCC were adversely affected, especially Dubai (Nabibi 2009). Moreover, due to real estate speculations effect of increasing defaults on mortgages, many commercial banks in the Middle East region were hurt. Despite having a limited exposure to the global financial markets, banks in GCC countries maintained large investments and loaned very large sums to private entities for the purpose of investment (Center for Strategic Research 2009). As stock prices plummeted, several banks experienced massive default loans and loss of asset values (Khamis 2010). Although the banking sector experienced shock waves, the Islamic banks on the other hand were insulated (Iqbal 2008). Because the y are protected from toxic financial assets and prohibit speculation, the first impact of the global financial crisis shielded them. In addition, sovereign wealth funds (SWFs) also suffered heavy losses as a result of the global financial crisis. The heavier losses were recorded by those which have significant investments in the US stock market, financial institutions, insurance companies, and banks. Estimates put losses at over 200b USD for the year 2008 alone (United Nations 2009b). Aside from the financial sector, the effects of the global financial crisis have also impacted the real economy (Woertz 2008). In real estate, projects which are ongoing or are in the planning stage are likely to be suspended because of financial squeeze. Financing for large construction projects will not be so feasible. This is why one of the largest-hit of the global financial crisis is Dubai where the real estate sector is heavily dependent on speculation and debt financing (Rajan and Narayana 2010). Revenue generation among countries has also generally decreased. Figures from the ILO in 2009 reveal that real GDP growth has shrunk from 6 percent in 2007 to 4 percent in 2009. There is great indication that the crisis will have a more sustainable effect on the region within the years to come. Moreover, due to high inflation, increasing national debt, and prolonged volatility of markets will render more GCC countries vulnerable to the economic slowdown (Center for Strategic Research 2009). Analysts have been keen to point out that the significant drop of oil prices and demand for oil will be the biggest obstacle for the GCC economies. From a barrel price of 140USD in July 2008, oil prices have dropped to merely 40USD per barrel in January 2009. This significant drop increases the threat of negative fiscal balances for Oman, Bahrain and Saudi Arabia due to losses in oil revenue. Hence, the projected growth among GCC countries may be set back a few years more because of downward trend of oil prices (Behrendt, Haq, and Kamel 2009). The slowdown of the European economy may also force GCC countries to reduce production, which will eventually lead to further decline of real GDP in oil-exporting countries (Bloomberg 2010). Saudi Arabia was also severely hit, with its GDP down from 4.2 percent in 2008 to 0.7 percent in 2009 (United Nations 2010a, p. 74).Moreover, without sound governance, the current practice of oil-exporting countries of maintaining high fiscal spending despi te declining oil revenues will further hamper growth (Nabibi 2009). Analysis and predictions over the impact of the global financial crisis on the GCC economies are mixed. While they unanimously state that the global crisis has had an adverse effect on GCC countries, some have stated that the impact is negligible (Khamis 2010) and is not adverse enough to threaten the stability of the region. Behrendt, Haq, and Kamel (2009) opined that the GCC economies are in a relatively well position and can ably cope with the challenges of the global economic turmoil because of many reasons. Firstly, the GCC region has abundant liquidity from incomes out of high commodity prices. Secondly, sound economic management has enabled GCC economies to weather the economic slowdown quite well. Thirdly, the economies of GCC countries are weakly integrated to the global economy as compared to other regions. Smith (2008) said that while there have been negative effects experienced by GCC economies, they are manageable compared to what has been suffered by other countries. The effects of the global financial crisis have also been diverse in degree. For instance, the Oxford Business Group (2009) opined that by and large, the banking sector in Saudi Arabia has demonstrated a high degree of resilience and was insulated from the problems which confronted commercial banks in other GCC countries. Moreover, the Saudi economy in general was found to better than other countries to avoid any negative impact (p. 61) on the following grounds. First, Saudis banks have focused on domestic demand, thereby keeping exposure to the US subprime assets at arms length. Second, Saudis mortgage industry is relatively underdeveloped, and therefore a minimal impact on its real estate sector was experienced in comparison to other GCC countries. Thirdly, the sector still maintains a large and underbanked deposit base to draw from (Oxford Business Group 2009). Among the GCC economies, the UAE has been the most affected by the crisis. Between 2008 and 2009, real GDP growth fell from 7.4 to 0.5 percent. This was due to a severe contraction in domestic demand, notably in Dubai. In the UAE, the real estate sector represents 16 percent of GDP, so the slowdown in this sector had a severe impact on growth. Around 80 percent of Dubais workforce is composed of expatriates, and due to the layoffs, consumption has been significantly reduced (United Nations 2010a, p. 73). GCC economies responded to the effects of the global crisis by adopting measures and policies to mitigate its adverse consequences. Most GCC countries reproduced the policy responses of Western governments such as fiscal stimulation and stricter financial guidelines and regulations. The responses varied relatively depending on the circumstances of their economy. As the first impact of the global crisis directly hit financial institutions and the stock markets, GCC countries first policy responses was directed at supporting the banking sector by providing liquidity and credit support. Oil exporters such as Saudi Arabia, Kuwait, and the UAE fortified their banking systems by providing deposit guarantees for commercial banks (Woertz 2008). The effects of the global financial crisis on the banking sector have been buffered by several policy measures undertaken by GCC governments and their central banks. Some of the key measures taken since early September 2008 are as follows: reducing the Repo rate four-fold from 5.5 to 2.5 percent, reducing capital reserve requirement for banks, and injecting 3bUSD to enhance liquidity (Saudi Arabia); reducing Repo benchmark to 1.5 percent, injecting 32b USD in the financial and banking sector to ensure liquidity (UAE); reducing discount rates by 50 percent and guaranteeing of deposits (Kuwait) (Iqbal 2008). 5 Research Questions   The central question which this study answers is: What is the impact of the global financial crisis on the GCC countries? The following sub-questions will also be addressed, to wit: 1. What effect did the global financial crisis have on the financial markets, export demand, and government revenue in GCC countries? 2. How did the global financial crisis affect social indicators such as poverty and unemployment in GCC Countries? 3. What policy responses were made by GCC countries to counter the effects of the financial crisis? Research Hypotheses 1. The global financial crisis had a negative impact on the financial markets, export demand, assets, tourism, and remittances in the GCC countries. The impact of the crisis however went at varying degrees across countries. 2. The crisis led to an increase in unemployment and to the decrease of budget allocation for social services. 6 Methodology Overview of approach   This study follows a mixed-methods approach combining qualitative and quantitative methods of data collection and data analysis in order to achieve its goals. Because this study wants to determine the impact of the global financial countries on the economies of the GCC countries, the use of statistics is indispensable. Hence, the use of statistical evidence and the analysis of statistical data will form the bulk of the quantitative aspect of this study. The use of quantitative methods will provide generalization and predictions which are important to this study. On the other hand, there is a need to give the study a more in-depth character in order to fully understand the impact of the global financial crisis in its own context (Strauss and Corbin 2003). It is assumed that statistical research may not be able to take into full account the effects of the financial crisis. In order to have the best of both paradigms, qualitative and quantitative approaches are combined in this research in order to provide insights that neither approaches alone can provide (Patton 2005). Data Collection   Qualitative and quantitative forms of data will be gathered for the purposes of this study. 1. Key informant interviews Key informant interviews are qualitative in-depth interviews with individuals who are knowledgeable about the topic of interest. The purpose of conducting key informant interviews is to gain access to information which people who have first-hand knowledge only possess. In the context of the research objectives already outlined, key informant interviews can provide information about how the global financial crisis has affected GCC countries from a limited number of economic analysis or experts who have been able to observe and track the consequences of the global financial crisis in their respective countries. In particular, five (5) key informant interviews will be conducted. Participants will be individuals who are highly qualified to provide information about the effects of the global economic crisis: professors, economic analysts, or business experts. Face-to-face interviews or Internet correspondence will be conducted. Interviews will be transcribed and interpreted accordingly. 2. Statistical reports and other documentary evidence As stated earlier, the use of statistical data is indispensable to this study. To track the effects of the global financial crisis on key areas of the six GCC economies, official reports and statistics from authoritative sources will be used such as the World Bank, International Labor Organization, the OECD, and International Monetary Fund. Moreover, secondary sources such as newspaper articles, in-house reports, and other pertinent documents will be used to verify or illuminate findings. Data Analysis   Data from the key informant interviews will be analyzed for recurring themes, patterns, and ideas. Statistical data from reports and documentary evidence will be analyzed using descriptive statistics. Interpretation   Because qualitative data tends to be subjective, findings from the key informant interviews will be cross-checked and verified with secondary sources. In order to reduce the probability of bias, results from the interviews will be substantiated with findings from statistical analysis performed on the reports and documentary evidence. 7 Expected Results   Out of the mixed-methods approach that this study will undertake in determining the impact of the global financial crisis, the following results are expected: 1. A detailed presentation of the key economic and social indicators in significant areas of six GCC countries highlighting improvement or decline; 2. An in-depth presentation of interview findings from well-known and expert informants that will substantiate or illuminate on the findings from statistical sources. 3. Key policy responses made by governments are identified and recommendations for improvement are also outlined.

Robert Browning Essay -- Essays Papers

Robert Browning Robert Browning was born on May 7, 1812 in a house on Southampton Street in Camberwell England. This was located in the new Suburbs of London. He was born to the parents of Sarah Anna Widerman and Robert Browning Senior. On the night of his birth a comet blazed over England. Browning had one younger sister born in 1814 named Sarina. Browning was born to very liberal art parents. His father loved painting and wanted to be an artist. He also loved to read and had a library of 6000 books. Some of these books were original editions. He turned down a sugar plantation that was left to him by his mother in India because they used slaves. Browning Senior became a clerk at the Bank of England. Sarah Browning was a typical Victorian wife and mother. She took excellent care of her kids and house. She loved gardening, was a good pianist, and would read to her kids when they were small. Browning had a very close relationship with his family and always had the deepest respect for his parents and family. His childhood is often described as very uneventful, his family lived in a country neighborhood and although they were not rich they were considered upper middle class. So they could indulge in giving their kid whatever education they desired. Browning’s parents were very supportive to the type of education their children received. No one knows when he started writing poetry his earliest attempts at writing mimic Byron or Wild Ossianic. But at about nine years old he wrote a poem on Napoleon Bonaparte, Browning’s father thought it to be a good poem for a nine-year-old to write. Browning was sent to school before he was five years old. He was eventually was removed from the school because he had learned all that... ...oems. Browning had been staying in Venice at his son’s house; he died the same day he received a copy of this work. He died from bronchitis and was buried in the Poets’ Comer of Westminster Abbey. Browning never received the acclaim that he wanted till he wrote his most popular poem, The Ring and the Book. As popular as the poem was it is not read often today. Now looking back on Browning’s work it is seen that the public and the critics misunderstood his poetry. Works Cited Cohen, J.M. Robert Browning. London: Longmans, Greenland Co. Ltd., 1952 Gridley, Roy E. Browning. London: Routledge and Kegan Paul Ltd, 1972. Roberts, Adam. Robert Browning Revisited. New York: Twayne Publishers, 1996. Sharp, William. Life of Robert Browning. London: Walter Scott, 24 Warwick Lane, 1890. Sprague, Rosemary. Forever In Joy. Philadelphia: Chilton Company, 1965.

Research proposal Essay

Roselle Jardin Ranario, DPA Research Adviser October 2013 ACKNOWLEDGMENT Thinking that this was impossible to achieve made us realize that everything would be possible especially with enough help and support from people around us. Not only motivating us but also helped us to pursue our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible. To our Heavenly Father, for His divine providence and for giving us enough strength. To our families, for their moral and financial support especially during difficult times. To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements. TABLE OF CONTENTS TitlePage Number INTRODUCTION Rationale4 Theoretical Background7 Statement of the Problem13 Significance of the Study14 RELATED LITERATURE15 RESEARCH METHODOLOGY22 Research Design Research Environment Research Respondents Research Instrument Selected based on the performance Data Gathering Procedures23 Treatment of Data DEFINITION OF TERMS24 BIBLIOGRAPHY25 APPENDICES28 CURRICULUM VITAE29 Introduction Rationale The love and eagerness to know is the beginning of a beautiful journey towards learning. The moment we want to know about any concept, we tend to  develop attachment towards it. By then, we would like to learn more about the concept and would do anything to know better. Statistically, Mathematics has been the academic subject that has presented the greatest challenge to many students. Many researchers suggest that difficulties in learning mathematics begin as early as pre-school. They argue that inadequate knowledge and ineffective teaching by some teachers plant the seed for future complications in the mathematics classroom. In an effort to address the challenge of poor academic performance in math, there is an abundant amount of literature and research on improvement in methods of math instruction. Since then, teachers are trying to utilize their creativity and initiative to grasp more strategies on how to develop the mathematical ability of learners effectively. The students start to dislike math because they do not understand. It builds up each grade level to the point that they hate it because they have difficulty in learning. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and anxiety towards math. Computer assisted instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. Through this, learners are now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computer assisted instruction. This concern draws an interest to the researchers to know the Asian people’s math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they will be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, the  researchers may also be able to relate it to the math learners since the researchers themselves are also a math instructor in one of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance. Theoretical Background This study is anchored by these two theories; Bandura’s Social Cognitive Theory and Vygotsky’s Social Constructivist Theory. Bandura’s Social Cognitive Theory is composed of four processes of goal realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-observation–Observing oneself can inform and motivate. It can be used to assess one’s progress toward goal attainment as well as motivate behavioral changes. There are two important factors with regards to self-observation: regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on one’s expectations of outcomes and efficacy (Zimmerman & Schunk, 2001). Self-evaluation– Self-evaluation compares an individual’s current performance with a desired performance or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important; therefore, goals such as, â€Å"do your best† are vague and will not motivate. Schunk and Zimmerman (1994) state that â€Å"specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge.† If one has little regard for his goal he will not evaluate performance. There are two types of self-evaluation standards: absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A social comparison such as evaluating one’s behavior or performance against other 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 are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989). Self-reaction– Reactions to one’s performance can be motivating. If the progress made is deemed acceptable, then one will have a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work harder provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal); whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal. Self-efficacy– One’s belief in the likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). â€Å"Self-efficacy refers to people’s judgements about their capability to perform particular tasks. Task-related self-efficacy increases the effort and persistence towards challenging tasks; therefore, increasing the likelihood that they will be completed† (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114). Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a social activity. â€Å"Every function in the child’s 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).† Adolescents develop their own thoughts and attitudes through social interaction and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing 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 will help keep teachers aware of just how meaningful their interactions and attitudes  are to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less approachable in the classroom context. A ten year study at Harvard (Crouch, & Mazur, 2001) showed that most students learn more from group 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 dialogue, rather than recite whatever â€Å"correct† explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own personal beliefs to eventual modification. Vygotsky’s important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students’ Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough â€Å"proximal† to what the student finds challenging, then the student will not develop. Trivial exercises result in mostly boredom 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 work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or â€Å"magic middle†, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be within the ZPD. The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating 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 imitate 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-based lab activities, which are more challenging and more work for  both students and instructors, found that these new and difficult activities must be introduced gradually. The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students’ ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and increased their skills and understanding. By working 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 same 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 Problem This study aims to examine the relationship of Math attitude and anxiety of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the following: 1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiety of learners? Significance of the Study The results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students’ language achievement that will enable 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 following: To the principal concerned, the results of this research  study may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High School as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been pro vided with the data and information necessary for his experimental analysis utilizing the macro-skills’ learning performance intended for High School students, particularly in science classes. This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary 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 assigned to teach pilot classes as formative 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 integrate 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 savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general 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, reading and writing 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 LITERATURE The learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (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 great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike 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 lack of confidence to anxiety and even fear. According to Bandura’s sociocognitive theory, student’s 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 Mathematics have better performance in Mathematics. Latterell (2008) writes in her book about the â€Å"Math Wars† that â€Å"Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. One’s attitude and behavior must match the belief 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 consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. â€Å"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 one’s ability to succeed. The factors affecting mathematics anxiety were mathematics achievement,  attitude toward mathematics, trait anxiety, and debilitating anxiety.^ Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldn’t be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems 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 working memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003). Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as â€Å"people’s judgements of their capabilities to organize 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 inventory 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). Yà ¼ksel-Åžahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield &  Trujillo, 1999; Ma, 2003). Low grades or failure in mathematics 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 dealing 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 overcome 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 nervous when in mathematics class. Math anxiety hinders students’ working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructor’s interest in and enthusiasm 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, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety  face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldn’t 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. Computer-assisted instruction (CAI) Computer Aided 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 administrator in the management of the learner and instructional process. 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 Institute 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 Department of Education is in the final stage of completing the five – year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer – based instruction is a remediation or instruction presented on a computer, the American 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 learner’s  access 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 immediate responsiveness of computer interactions and appreciate the self-paced and private 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 traditional 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 Methodology Research Design This study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Respondents The respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records. Research Environment The research will be conducted within the Four Southeast Asian Countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Instrument For 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 Procedures Gathering of Data Academic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their performance in Math. Treatment of Data The cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude. DEFINITION OF TERMS For a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation. 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 Math TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries. DATA MINING TECHNIQUE getting information from a data set and makes it understandable for further use. BIBLIOGRAPHY Crouch, C. H., & Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi:10.1119/1.1374249 Daniels, 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 projectile 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 Nature of Science. Journal of Research in Science Teaching, 46(3), 248–264. 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). Children’s 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, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum & Communication, Institute of Education, University of London. 2004. Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4): 568-572, IDOSCI Publications. Megan R. Smith. (2004). Math Anxiety: Causes, Effects, and Preventative Measures. Internet Sources glwhitcomb.iweb.bsu.edu Tago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.php http://www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003. Chris.klinger@flinders.edu.au http://www.icmeorganizers.dk/tsg15/ APPENDIX E BUDGET SUMMARY 1. Supplies: Drawing book P 46.00 Clear FolderP 16.00 Cost of Services: a. Print out P 30.00 Total P 76.00 Prepared by: ARMESTIDES M. BARGAYO VI RESEARCH TEAM TREASURER Curriculum Vitae PERSONAL DATA Name:Odessa M. Bonjoc – Avenido Address:Luyang, Carmen, Cebu Birthday:November 15, 1983 Civil Status:Married Sex:Female Age:29 Spouse:Ariel B. Avenido EDUCATIONAL BACKGROUND Elementary: Luyang Elementary School Year Graduated: 1996 Secondary: Cebu Academy Year Graduated: 2000 Tertiary: University of the Visayas – Main Campus Year Graduated: 2004 Course: Bachelor in Elementary Education – Area in Mathematics Graduate Studies: Cebu Normal University Graduated: Present Course: Master of Arts in Education – Major in ELT Employment Record: Position: Teacher 2 Designation:ICT Teacher School: Luyang Elementary School – DepEd Province PERSONAL DATA Name: Armestides M. Bargayo VI Address: Lower Pakigne, Minglanilla, Cebu Birthday: October 22, 1981 Civil Status: Single Sex: Male Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Minglanilla Central School Year Graduated: 1994 High School: Immaculate Heart of Mary Academy Year Graduated: 1998 College: University of San Carlos Year Graduated: 2002 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: University of Cebu – Main Campus PERSONAL DATA Name: Jun Antoinette Z. Navaja Address: 4- E Gorordo Avenue, Kamputhaw, Cebu City Birthday: January 27, 1988 Civil Status: Single Sex: Female Age: 25 years old EDUCATIONAL BACKGROUND Elementary: Colegio de la Inmaculada Concepcion Year Graduated: 2001 High School: Colegio de la Inmaculada Concepcion Year Graduated: 2005 College: University of San Carlos Year Graduated: 2009 Course: Bachelor of Education major in Special Education Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major Special Education- Mental Retardation Employment Record: Position: Substitute Teacher School: Barrio Luz Elementary School, DepEd Cebu PERSONAL DATA Name: Angelie Lopez Senarosa Address: Catmaran, Basak, Compostela, Cebu Birthday: April 25, 1982 Civil Status:Single Sex: Female Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Panangban Elementary School Year Graduated: 2000 High School: Compostela National High School Year Graduated: 2003 College: Cebu Normal University Year Graduated: 2007 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: Mulao National High School, DepEd Cebu