Gay Rights Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Gay Rights - Research Paper Example child of Florida Citrus Commission and furthermore generally known for her top of the line pop collections had loaned a solid voice against gay activism and fought by expressing that the predominance of this development was genuinely hampering her fundamental right as a mother and making obstructions in the â€Å"moral atmosphere† that is viewed as appropriate for the kids (Gillian 127). There are colossal explanations behind a few divisions of sentiment among individuals in regards to same sex marriage in spite of the fact that they have not been put with validated tenets or rules that would get the job done the reason for relinquishing such relationships. A dominant part of against gay activists have not had the option to refer to some other explanation than the standards of the Holy Bible and their observations have focused on the way that equivalent sex marriage challenges the request for God, which is by and large counter tested by the gay individuals who have over and over expressed that the individuals who have advanced their suppositions may not be fit or capable for opposing the privileges of gay people. In actuality, such choices must be taken by the individuals who can conceive gay rights with reason and sound judgment as indicated by the gay rights activists. Then again, the examination investigations of Regenurus took an unexpected way in comparison to t he past examinations led on same sex relationships. This exploration depended on an example of youthful American grown-ups and contrasted and a gathering that was naturally unblemished. The boundaries that were planned to be estimated through this examination included crime percentages, inclination of explicitly transmitted diseases and chronic drug use. The aftereffect of this examination was very frustrating as the greater part of the youthful grown-ups whose fathers were associated with same sex relationship were bound to consume medications than others. The young ladies with lesbian moms were multiple times more inclined to flourish with open assistance than the offspring of typical organic guardians or even single parents (Ponnuru 29). In spite of the examinations that uncover such frustrating reports, gay activists have

Argumentation of Mark Twain in The Adventures of Huckleberry Finn

Argumentation of Mark Twain in The Adventures of Huckleberry Finn Free Online Research Papers Right up 'til today, The Adventures of Huckleberry Finn is known as one of Mark Twain’s most prominent perfect work of art. This book is around one young man and the entirety of the insane experiences that he has with his companions. The perusers are compelled to search internally and see that, despite the fact that Huck doesn't understand what he is doing, he makes society see the main thing throughout everyday life. Imprint Twain, using parody and incongruity, powers the peruser to choose for themselves what is correct and what's up, regardless of what society lets them know. The Adventures of Huckleberry Finn is set in a period where claiming a slave isn't just adequate, however empowered. Indeed, even his own received family has a slave named Jim. He sees nothing amiss with claiming a slave, until Jim flees and Huck is compelled to choose whether or not to adhere to the law and turn Jim in to the police or follow his heart and keep Jim safe. Huck chooses to take Jim and says that, individuals would call him â€Å"a lowdown abolitionist and loathe [him] for keeping mum† (Twain 74), yet he doesn’t care. The writer, Mark Twain, caricaturizes the circumstance that Huck and Jim are in by pushing the way that Huck can’t educate anyone concerning Jim in light of the fact that Huck should be dead, to the rear of the reader’s mind. He is ridiculing the way that harboring a slave is most noticeably awful than faking a passing with the goal that the peruser will understand that servitude was a serious deal in those days. This places the peruser into the psyche of Huck, and makes them consider what was increasingly significant in those days. Toward the finish of the novel, Jim is found when he attempts to spare Huck and is placed in a stopgap prison until his proprietor can come to guarantee him. Tom Sawyer thinks of a detailed arrangement to break him out; total with burrowing a channel, writing in a diary with his â€Å"own blood† (Twain 415), and uncovering a passage from underneath there. At long last, the peruser discovers that Jim was free only several days after he fled. Ironicly Jim is free yet keeps on acting like a slave. Their excursion toward the north, and the entire book, is tied in with liberating Jim so des not need to stress over being gotten and sent back to subjugation. At the point when he at long last arrives, he finds that he has been free this entire time, so the entire excursion was silly. The purpose of this incongruity is to make the peruser consider what they would do on the off chance that they were placed into this equivalent circumstance. Imprint Twain’s contention in this part of the novel is that it is important to take a gander at one man’s battle for opportunity to completely comprehend that this battle is purposeless; that all men ought to have their opportunity from the earliest starting point. Imprint Twain had a dream. He needed to change the way that individuals saw subjection, and needed to cause his perusers to understand that Jim is an individual; not simply property. At the time this book was composed, anyone could claim a slave, and they did. They utilized slaves for everything from cleaning the house, to viewing and additionally bringing up their kids, to reaping their harvest with the goal that they could acquire a benefit and not need to accomplish any work. Imprint Twain composed that novel The Adventures of Huckleberry Finn to cause his perusers to plunk down and really consider why subjection wasn't right. It made a guiltless man and a young man run for their lives. His utilization of parody and incongruity motivate this sort of reflection all through the entire novel. Research Papers on Argumentation of Mark Twain in The Adventures of Huckleberry FinnComparison: Letter from Birmingham and CritoMind TravelThe Hockey GameCapital Punishment19 Century Society: A Deeply Divided EraHarry Potter and the Deathly Hallows EssayHip-Hop is ArtPersonal Experience with Teen PregnancyThe Spring and AutumnEffects of Television Violence on Children

Inbox Outbox May 12, 2017

Inbox Outbox May 12, 2017 I have been drowning in amazing books lately. Every time I tell myself Im going to work through the mountain I already own, I get a beaut in the mail or get the overwhelming urge to go to the library. So heres whats going on in my book world this week. Inbox (books acquired) Gracious: A Practical Primer on Charm, Tact, and Unsinkable Strength by Kelly Williams Brown. Its possible that Kelly Williams Brown is going to keep writing books I need to read the moment I need to read them. Remember Adulting? That was her. Shes back with this gorgeous little gem about politeness, thoughtfulness, good manners, etiquette, the whole shebang. Im so excited to start this one. We are Never Meeting in Real Life. by Samantha Irby. I was drawn in by the bright yellow cover and the snarling kitten. This is a collection of fabulous essays about culture and dating and bodies and life and all sorts of things, with biting wit and a dash of heartbreak. I love it. Daily Rituals: How Artists Work by Mason Currey. The people around me have really solid rituals and routines, and I am jealous of their dedication to them. This book is that, but with people like Franz Kafka, Jane Austen, and Agatha Christie. Gimme, gimme, gimme. Outbox (books finished) Hunger: A Memoir of (My) Body by Roxane Gay (June 13, HarperCollins). A fellow Book Rioter said they felt spoiled by the honesty in this book, and its the only way I can describe it now. Roxane Gays writing is so gorgeous and breathtaking. And her story is painful and sharp. You should get this  on your summer TBR right now. In the queue (What I’m reading next) An Age of License: A Travelogue by Lucy Knisley. I met Lucy last week and Im even more in love with her and her work now. I think this is the last of her books I have yet to read, and Im torn between speeding through it and savoring it. Its her thoughts and journals from a book tour through Europe, which she hoped would take her mind off heartbreak and real life. And its just gorgeous. A Good Country by Laleh Khadivi. This showed up in my mailbox months ago, and the world made me scared to read it. The blurb: An achingly timely novel about the radicalization of a Muslim teen in California â€" about where identity truly lies, and how we find it. Teen surrounds himself with sex, drugs, and rock n roll, then finds a new group of friends who are aware of the state of the world around them and finds himself. Yes, please. My Life with Bob: Flawed Heroine Keeps Book of Books, Plot Ensues by Pamela Paul.  The editor of the New York Times Book Review keeps a notebook of the books shes read (Bob. Book of books. Ha!). Since she was 16. How neat is that? This is a look at her life story told through the books she read. Because the books we read and when we read them say a lot about who we are as people. Ive been keeping this as a treat to read before bedtime. Whats your book life look like this week?

Holly Golightly as an existential protagonist Essay

Who is Holly Golightly? Socialite? Opportunist? A Lost Soul?-a free bird not to be caged?....no, she is an existential rogue. Truman Capote carefully handled the creation of this character and through her was able to elaborate on major existential themes. She is clearly one of Capotes most intricate characters and possibly, the greatest existential icon in both American literature and classical, American cinema . With this analysis, Holly Golightly must be broken down to obtain a further glance into the numerous existential elements she inhibits. It may be normal darling: but Id rather be natural-Golightly. From the get go, Golightly expresses herself to the narrator like an open book. Her fears, insecurities, and wants are†¦show more content†¦In relation to Fitzgeralds excerpt on existentialism , the narrators take is that the key flaw of both Golightly and Grossman is their extremes-the all or nothing mentality. This being due to the circumstances set before her, (poverty, social norms, and a naiveness due to both), Golightly develops a misconstrued view on life (lost illusion) which interferes with her innate existential beliefs. Of course, redemption makes itself present towards the culmination of the novella. Honesty, in spite of every comment, action, and obstacle Holly faces, she is a firm believer that she is an honest individual. Though both sides of this spectrum are discussed in the novella/film, even those doubtful of her stance also share a form of agreement with her. Youre wrong. She is a phony. But on the other hand youre right. Shes not a phony because shes a real phony. She believes all this crap she believes. You cant talk it out of her- Oj Berman. As an existential rogue, Golightlys personality is layered in numerous ways. Her honesty derives partially from her atheistic views towards life. The atheistic existentialist believes that there is no inherent meaning to things, but that life itself and its many outcomes is determined by the choices one makes. Holly is presented with opportunities to mold her manner of speaking, acting, dressing,career path she chooses, and the whom is worthy as a potential suitor in accordance to societys

Game Over Effects Of Video Game Use Essay - 1294 Words

Game Over: Effects of Video Game Use Clint Glover Professor Robert J. Dougherty LSTD 4953-Study in Depth 12/14/2015 I certify that I have read A Student s Guide to Academic Integrity at the University of Oklahoma, and this paper is an original paper composed by me for this course. Except where properly cited and attributed, it has not been copied or closely reworded from any other source and has not been submitted as a whole, or in part, for credit in any other course at OU or any other educational institution. It has not been created or submitted for any other purpose such as a job assignment at my workplace or any other agency. Game Over: Effects of Video Game Use â€Å"Video games are a ubiquitous part of almost all children s and adolescents lives, with 97% playing for at least one hour per day in the United States.† (Granic, Lobel, Engels, 2014). Video gaming is a billion dollar industry and its growing popularity with adolescents and young adults is becoming a part of everyday life for a majority of children in the modern era. Video games can have immense value and opportunity. They can be enjoyable and useful when used appropriately for entertaining or learning experiences. Society today seems to put an emphasis on the consequences of gaming. Gaming has even made national news when discussing the possibility that a violent video game can influence violent behavior. For the last decade, video game use has been researched more and more. With this newShow MoreRelatedThe Effects Of Playing Video Games On Adolescents1554 Words   |  7 PagesAdolescents Playing Video Games An Issue Analysis Essay Introduction: Are there people who have never played video games at least once in their adolescence? You might recall some happy memories of playing video games with your best friends or that your parents punished you because you spent a lot of time playing video games. Most school teachers and parents are apt to think that playing video games in adolescence might only have negative impacts on adolescents. Playing video games is considered oneRead MoreVideo Games Help The Mind Process Faster1607 Words   |  7 PagesVideo games have been around since the late 1950’s with the first game being a simple tennis match. Fast forward fifty years and we reach the creation of the PlayStation 2, Game Boy Advance, and the Xbox. It is now 2016 and the future of gaming is here. Video games have created a huge market for technology and business. Since the first video game being invented in 1958, there have been eight generations of new consoles created. Video gaming is a fanatic for people and it still is continuing to growRead MoreVideo Games : Video Game Violence Essay1693 Words   |  7 PagesVideo Game Violence Blood and gore, intense violence, strong sexual content, use of drugs. These are just a few of the phrases that the Entertainment Software Rating Board (ESRB) uses to describe the content of several games. The future of entertainment revolves around technology. Along with the evolvement of technology, video games are also changing. More ways of playing violent video games are created each year, but most of us have this question in mind; do violent video games influence peopleRead MoreThe Effects of Violent Video Games on the Young1575 Words   |  6 Pageslike the bad reputation rock and roll music received in the 1950’s, violent video games have been questioned and looked down upon as a newer form of influential media. Violent video games have been blamed for bullying, school shootings, increasing rape, and increasing the amount of women being abused. Despite the popular belief that video games can be very harmful to a child’s mind and cause violent behavior, video games don’t cause as much psychological damage to children as people have been tryingRead MoreVideo Games and Violence1011 Words   |  4 Pagesare probably millions and billions of video games sold every year to people. Some people seem to believe that violence correlates directly with video games. Video games are something that is usually a big interest in people at the ages of 13 to 19 years old. Video games usually start off as a little fun and then turn into a major hobby for some people. Emotions change based on whatever happens while a person is engaging in these games most of the time. These games are another way to observe how peopleRead MoreGame over: the Effects of Violent Video Games on Children Essay1416 Words   |  6 PagesGame Over: The effects of Violent Video Games on Children Seven hours. That is the amount of hours a day the average American child plays a video games (Anderson 354), and with technology advancing and games becoming more graphic, the concern over a violent game’s effect over a child’s development is growing. What does playing video games for seven hours do to a child’s development? Violent, role-playing video games adversely affects a child’s development and causes aggression in children and adolescents;Read MoreBanning Violent Video Games On Children1545 Words   |  7 Pages Banning Violent Video Games A child is killing police officers. A teenager is hiring prostitutes to potentially kill them. He is using weapons such as guns, chainsaws, and knives to kill and commit horrible crimes. Thousands of children and teens participate in these actions daily. How? Violent Video games such as Doom, Call of Duty, and Grand Theft Auto are just a few of the games that are full of these awful actions. The Harvard Mental Health Letter states, â€Å"The Pew Research Center reportedRead MoreThe Effects Of Video Games On Children And Society1523 Words   |  7 PagesMario Kart, Call of Duty, and Grand Theft Auto, are all wildly popular video games. Whether you are killing monsters or trying to amass as much gold as possible, people play video games as an escape into a virtual world from the reality we live in. Over the years, video games have acquired a tainted reputation for the violence often found in many popular titles. Although people view video games to be destructive to children an d society, studies have shown numerous medical, social, as well as psychologicalRead More video games Essay1559 Words   |  7 Pages The Effects of Video Games on the Body nbsp;nbsp;nbsp;nbsp;nbsp;In households with children, sixty seven percent of them own a video game system. The game industry’s worldwide video game annual sales reached over 25 billion at the end of 2004. So the concern for the health of video game players is increasing. Video games have many different effects on the health of people. Some experiments have found video games to have a dramatic effect, while other experiments have found them to have littleRead MoreEffects of Violent Video Games on Children Essay1660 Words   |  7 PagesEffects of Violent Video Games on Children The use of video games has become tremendously popular among children and adolescents in the past decade. In fact, â€Å"Sixty-eight percent of U.S. households play computer or video games.† (David Jenkins, 2009) This statistic reveals how important it is to understand the effects that these games can have on individuals and more specifically, children. Over the years, numerous studies have been conducted investigating whether video games have positive

A Strong Coding Foundation Free Essays

The healthcare field involves the use of medical language in note taking and diagnosis. For a professional in this are it is necessary to have the coding skills. This paper will look at importance of understanding medical terminology and anatomy in attaining these skills. We will write a custom essay sample on A Strong Coding Foundation or any similar topic only for you Order Now Effective Coding The most significant step in a health care profession involves learning the common medical terminology and understanding the code’s meaning. This helps in correct diagnosis and performance of procedural codes written in medical language as in a physician’s notes, thus building the coder’s confidence. The American Academy of Professional Coder’s (AAPC’s) offers essential courses like Medical Terminology and Anatomy, for medical coding and billing and career preparation in a non-clinical medical profession. It uses the coder’s view to introduce students to the human body in a medical coding and reimbursement profession language. It also provides the certified professional coder (CPC) exam to assess this knowledge requirement. The seriousness It is important to take the medical terminology course seriously in order to gain a strong medical knowledge base by avoiding the rush through text, smash through quiz and cramming for exams to ensure long term retention of information. Alternatively, different study methods such as chunking, making mental notes, creating flash cards for a chapter and memorizing by association can be used. In addition, one can also focus more on challenging areas. Application to CPC Exam The CPC exam’s open book is a great resource for preparation as it contains anatomy images which offer more understanding. Additionally, while taking the exam, confidence and quick movement through questions is of importance. An understanding of medical terminology and anatomy is also essential in the implementation ICD-10-CM and ICD-10-PCS which is more detailed and involves consistent terminology. Conclusion Due to the importance of knowledge terminology and human anatomy all coders and medical records professionals should ensure that they possess it. References Ericson, B., 2009. A Strong Coding Foundation: Build upon Medical Terminology and Anatomy for CPC Success. Retrieved from http://healthinformation.advanceweb.com/Student-and-New-Grad-Center/Certifications-and-Credentials/A-Strong-Coding-Foundation.aspx on 10th July, 2010. How to cite A Strong Coding Foundation, Papers

Impact of Virtual Private Networks †Free Samples to Students

Question: Discuss about the Impact of Virtual Private Networks. Answer: Introduction In this fast moving and constant changing world, where the preferences and needs of customers change at a high rate, only firms that can withstand the innovations updating and adapt to the customer's requirement adjustments can maintain their performance high and competitive in the market (Sarkar, 2011). The success of any enterprise is highly related to the level and quality of technology that the firm uses. The internet has greatly evolved since the introduction of computers in 1969. Studies show that the number of people who had access to the internet by the year 2010 was 1.7 billion. This number has almost tripled to date as many people have become conversant with the internet and millions of enterprises Management that use technology established. Many businesses depend and act upon real-time information gathered via the use of technology (Kordi?, 2014). The implementation of Internet VPN is much cheaper than other types of private means of communication and more flexible. This reason has constituted to many businesses adopting VPN in their information systems. The necessity of information systems has majorly grown in the modern world market leading to a high number of businesses embracing them. Jumia being an online shop has implemented VPN that enable them to run their activities at cost effective prices. Jumia was established by a group of entrepreneurs who spotted a niche in the online market about five years ago. The company uses information systems that are well structured to and interconnected systems that collect, organize, process and communicate information that helps in the decision making of the enterprise by the top executives. By using VPNs, its business branch offices can get a similar type of secure private connection regardless of their type of equipment, their location and connection speed. Jumia has established numerous branch offices all around the African region. The enterprise started by offering mobile phones and other electronics. Due to the numerous opportunities that present themselves in the modern world, Jumia has expanded and deals with a wide range of products. The organization offers clothing products, furniture, and many other products. The company uses a VPN that uses encapsulated internet packets to transfers data in created tunnel (Aminu, 2013). The virtual private network facilitates sending and receiving of information from clients and employees in different locations of the firm. Jumia started in northern Africa and later spread its network to the rest of the continent with the aid of VPN. The company developed branches within the region and linked them to the main center network through virtual networks (Genge Siaterlis, 2013). The firm then launched its products in a website developed by its IT human resource. When a customer is interested in purchasing items from Jumia, he visits the firm's site views the product of his interest and then adds the item(s) in a cart where he has to log in using his account details with the firm and then places his order. The company confirms the customer's order by reaching out to him. In the event where the clients confirm that he placed the order, the company processes it, packs and the delivery are done (Kihuha, 2012). The customers are then contacted on arrival to the pick-up station he had indicated. Main technologies Jumia online shop uses different technologies to ensure a complete and successful network for its operations. Some of the technologies that the firm has used are highlighted below. The tunnel is a virtual pipe that makes the actual physical network. The tunnels are either permanent or temporary. Permanent tunnels usually require high network resources. Virtual private networks are more efficient when used temporarily. Jumia uses different VPN technologies to facilitate its operations. VPNs extend company's' LANs without the need for owned private lines. Jumia uses VPN to provide remote and mobile customers with access to their networks (Zhu Wang, 2012). Virtual private networks use encapsulated internet packets to transfer data through the created tunnel. A VPN is termed as private because the application first encrypts the packets that are being transferred to ensure that the data arrives safely. After encryption, packets are encapsulated and sent on their way via the dynamically created tunnel. Voluntary tunnels are those created upon user requests. They have the advantage of enabling the user to open secure tunnel and access other internet sites without tunneling. To back early tunneling of virtual private networks two protocols which are point-to-point tunneling protocol (PPTP) and Layer 2 Tunneling Protocol (L2TP). These protocols were later surpassed by IPSec. IPSec ensures increased security to the IP/TCP networking. PPTP virtual private networks PPTP is the most common and much used VPN protocol. They facilitate authorized remote users to access the company's VPN network by use of the present internet connection and then log in to the VPN by use of password authentication (Da-ji, 2011). PPTP are less expensive and don't require additional hardware. However, they have a drawback which is the lack of encryption hence no security measures are ensured. IPSec is a tried and trusted protocol which sets up a tunnel starting from the remote area to the user's central site. IPSec is designed for IP traffic. It includes protocols for starting a personal authentication between clients before the start of every session. IPSec guarantees data security between a pair those who are using it (Uskov, 2013). IPSec supports data integrity, replay protection, and data confidentiality. However, it has a disadvantage in that it is expensive and client installations are time-consuming. State of the present technologies Jumia has witnessed great development in its productivity through adopting these modern technologies which make it accessible to people in all localities (Protection, 2015). This is facilitated by the VPN that the shop has developed to launch and sell its products. Jumia uses VPN tunnels to encrypt clients' information. Through this encryption, customers are assured of data security. Jumia has created VPN tunnels that enable data transfer between the firm and its customers. Customers make their purchases online, and the can also make their payments online or after delivery is made. PPTP enables customers to create their personal accounts with Jumia. This protocol authorizes clients to log in to these accounts and make their purchases. For a client to make purchases from Jumia, he has to confirm with the firm before uploading items in his cart. PPTP also makes it possible for buyers to get to Jumia's portal and view products even when one doesn't have to buy. IPSec, on the other hand, ensures data security and confidentiality. Jumia uses IPSec to ensure that customers who make orders are the ones to receive them on delivery. The firm requires one's identification before picking an item from them. The above-mentioned technologies have positively influenced the performance of the Jumia shop. These technologies will stand out to be the pillar for Jumia successful future as people are embracing technology day to day life. Jumia needs to keep these technologies upgraded as time goes by and through this, the firm will be sure of a successful future in the online market since people a deloping the culture of online shopping since it does not require one to be physically present where the products are sold (Ntetha, 2010). The three technologies will magnify Jumia's network in more countries thus the shop will have a promising future in the market. Market share for top 3 leaders Top 3 vendors by number of items shipped, 2016 in Africa Rank Company Market share 1 Amazon 20.7% 2 Jumia 19.4% 3 Ebay 14.6% Table 1: Top market leaders Amazon retained the number one spot in the Online shop market in Africa and the globe at large (Dessart, 2011). Maintaining this position is witnessed as a result of using integrated VPNs and offering affordable products at affordable prices. Jumia has increased its popularity and overtaken other online vendors. The shop shipped a total of over 20 million units which was a 4% increase from the previous year (Mshangi, et. al). Ebay manage to retain its spot among the top three online shops in Africa and the entire world. The firm shipped 45 million units which were a decrease of 6% from a year ago. This constituted to Jumia going above it to claim the second position due to its advanced VPNs which facilitate faster delivery. Conclusion Using a VPN can lead to result into increased network load and reduced time delays in a firm's operations. VPN ensure a versatile and secure communication over long distances. Therefore, firms that are operating an online business over large regions like Jumia should consider using virtual private networks in its operations. References Aminu, S. A. (2013). Challenges militating against adoption of online shopping in retail industry in Nigeria.Journal of Marketing Management,1(1), 23-33. Da-ji, X. I. E. (2011). Researches on VPN Technology Based on PPTP [J].Sichuan University of Arts and Science Journal,2, 018. Dessart, F. (2011).U.S. Patent No. 7,921,215. Washington, DC: U.S. Patent and Trademark Office. Genge, B., Siaterlis, C. (2013). Analysis of the effects of distributed denial-of-service attacks on MPLS networks.International Journal of Critical Infrastructure Protection,6(2), 87- 95. Kihuha, C. K. (2012).Network intrusion monitoring and reporting using e-mail and sms(Doctoral dissertation). Kordi?, N. (2014). The extent of e-commerce presence in developing countries.Sinteza 2014- Impact of the Internet on Business Activities in Serbia and Worldwide, 313-317. Mshangi, M., Nfuka, E. N., Sanga, C., Kilima, F. T. M., Sife, A. S., Mlozi, M. R. S., ... Tumbo, S. D. International Journal of Computing and ICT Research. Ntetha, M. A. (2010).The access, interaction, use and impact of information And communication technologies among civil servants In the Umhlathuze area: a social informatics study(Doctoral dissertation, University of Zululand). Protection, I. S. R. (2015). Internet.Un anno in dieci punti,6. Sarkar, A. (2011). Impact of utilitarian and hedonic shopping values on individual's perceived benefits and risks in online shopping.International management review,7(1), 58. Uskov, A. (2013, June). IPsec VPN-Based Security of Web-Based Rich Multimedia Systems. InIIMSS(pp. 31-40). ZHU, Y. J., WANG, B. J. (2012). Design and Realization of Multi-VPN Tunnels System based on 3G Communication Networks [J].Netinfo Security,6, 026.

Mark Twain And Herman Melville Essays - Sagebrush School, Lecturers

Mark Twain and Herman Melville The purpose of this research paper is to compare and contrast between Mark Twain and Herman Melville, comparing and contrasting their backgrounds, writing styles, and their writing techniques. In this paper, a thorough look at their past will be taken. It is important that the past of their lives will be looked at because then their writings became. Their past describes how their stories came about. Knowing all about their lives, one would know why their stories are like what they are, First, Mark Twain will be looked at. Mark Twain was born on November 30th, 1835, in the almost invisible village of Florida, Monroe County, Missouri. The village contained one hundred people, but gradually grew. Mark Twain is a pseudonym for Samuel Longhorn Clemens. Mark Twain became famous worldwide really early in his career. He was a famous author, lecturer, satirist, and a humorists. Most of his ideas for his stories came about through his experiences and observations from his childhood, which he transformed into some of his famous stories. After the death of Mark Twain, his works became even more famous. A couple of author helped him and his increasing fame. The two authors were Ernest Hemingway and William Faulkner. Mark Twain starts working out at a newspaper as a kid. Twain had started work after the death of his father in I857. He started out in writing, and after coming accustomed to a printer, he soon joined his brother Orion's Hannibal 6 Journal. Working at his brother's company, he soon started supplying copy and becoming familiar with much of the frontier humor of the time, Some examples are George W. Harris's Sut Lovingood Yarns and other works of so-called Southwestem Humorists. When he was growing up he was influenced by many different works.

Belief, Doubt and modern mind

Belief, Doubt and modern mind One of the oldest and most influential beliefs in human history and in the creation at large has been the belief concerning the origin of life and universe and the different theories that tried to give an explanation to the origin of life and the universe.Advertising We will write a custom essay sample on Belief, Doubt and modern mind specifically for you for only $16.05 $11/page Learn More With the efforts to try and find solutions to one of the greatest mysteries, the ancient societies tried to come up with different suggestions that became a foundation for the creation of religion and religious beliefs, since most of the mysteries could not be easily explained and hence the human race hose to believe that there must have been an existence of a different and more powerful being that was involved in the creation and the presence of life and the universe. From the different scholars who have laid their views on the trends that have been taking place concerni ng religion and the beliefs, there are a lot of issues that may be noted, especially the fact that there have been a lot of changes in the beliefs, a factor that has led to a separation in humanity resulting to two different groups in the line of religious beliefs. One of the groups has chosen to allow change take its effect by arousing a lot of doubt in them towards religion. The other group, however, chose to stand for their religious believes irrespective of the changes around them. For example, Freud totally opposed religion stating that it is just a form of mental and psychological delusion and that there is actually no proper basis for religious beliefs. He argues that humans are not willing to go an extra mile to explain their world so they have come up with different beliefs to try and stop them from going through the pain of the explanations and hence rely on religious beliefs that are quite baseless and unfounded. However, he tends to believe that there is a lot of evidenc e to support the facts that oppose religion since there are a lot of inventions and discoveries that have been made to explain the world as it is rather than relying on beliefs. He is hence one of the main proponents of the doubt against religion and the integration of the modern mind into life (Freud 17-45). In the same way, Russell argues that religion is founded on myths rather than on facts and that there is no need to stand so strongly for what you cannot prove. Most of the arguments in the religious beliefs concerning explanations relating to the world and life are actually baseless and seem to be just a way of escapism from the reality and from trying to explain better the issues being considered.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, traditional beliefs are viewed as being outdated and irrelevant in the modern life. Therefore, there is a need to embrace moderni ty and facts that have been proven beyond doubt by scientific and technological inventions. Russell is hence a great proponent of the embracing of the modern mind that is totally opposed to the traditional ways and beliefs in religion to explain life and the world. He hence believes that the worlds may be able to run better and with more organization and coordination if all the traditional ways were evaded and new ways were adopted. The new methods would more specific and reliable as they would include scientific and technological facts that have been tested and approved (Russell 36-103). Similarly, another strong opponent of religion is Nietzsche who believes that religion is just a baseless platform that is only enjoyed by the weak and those of little understanding. This scholar argues that the only people who stick with old and outdated beliefs are those who have somehow lost and are relatively disadvantaged in the society and hence they try to use religion as a way of escape fro m the reality. However, there is a need for people to seek more knowledge and understanding of different aspects of life so as to be able to embrace life and all its occurrences in a more positive and clear manner. There is therefore no need to keep on with beliefs that have no foundation but rather there is a need to go for more elaborate and clear facts that have found proof in the modern world (Henderson 61-121). On the other side, there are many scholars who have experienced the effects of modernity in different ways and have acted under different designations in the world and yet they have given religion a consideration in their lives. Malcolm, for example embraces religion and state that it should be given its due place in life irrespective of all the changes and inventions that have been made in the world. Religion is actually a part of the society and humanity and not necessarily a theoretical approach to try and explain the world. He also states that religion is a fundament al part of humanity and that not only are human beings social beings but also spiritual beings and hence there is a need for them to believe in a supernatural, spiritual being that is in control of the universe and life and hence to be able to be fulfilled socially (Malcolm 1). In a similar manner, Joyce argues that life is more baseless without religion and that religion has a very relevant and fundamental place in the society. Modernization cannot be used as a scapegoat from religion. Scientific inventions and technology has a limit beyond which it cannot be able to explain the world and life and hence the facts indicated in religion as being the ultimate explanations to the universe still stand.Advertising We will write a custom essay sample on Belief, Doubt and modern mind specifically for you for only $16.05 $11/page Learn More Therefore, there is a need for the society to embrace religious beliefs and still maintain a place for religion even as it emb races modern life and the modern mind. Actually, there is no need to avoid implicating the whole issue on religion since there is no good reason for there to be any doubt concerning religion. Therefore, modernity is actually supposed to compliment religion rather than supplementing it (Joyce 45-83). Also, according to Lewis, religion is inevitable since life is full of conflicts between the good and the evil and that only by embracing religion can a society be able to live with soberness and order. Without religion, there would be chaos and a lot of disorderliness and life would be without meaning (Lewis 24-59). In the same way, Luther portrays a lot of religious belief in the aspects of his livelihood and his faith. He is a very influential and popular leader yet he gives religion its rightful place irrespective of the occurrences and happenings around him especially due to scientific and technological inventions. He believes that these factors should be integrated with religion so as to have a fulfilled life (Luther 1). In general, even with the many scientific inventions and the technological advancements, there is a need for there to be a consideration of the basic factors in life, of which religion is one. Religion has stood the test of time and irrespective of the changes in life and in the world, there is a need to give it a place in the society so as to have order, soberness and even factors that unite and identify the society. With these factors in place, the society is bound to be united as one and to progress even as the world progresses. Without this factor of belief, there will be a lot of advancements in the world but unfortunately the society will crumble and disintegrate under these very same forces of change. I have observed that though there have hence been a lot of changes in the society which have resulted to a lot of doubts and uncertainties on beliefs and left many confused on the issue of religion and the associated beliefs leading many to seek to apply the scientific knowledge and facts in explaining life rather than sticking with what they see as traditional and outdated, other have stuck with religion and opted to integrate modernization with their beliefs. In the same way, I propose that for the sake of the unity of the society, there should be a way of integrating religion with modernity so as to allow a multifaceted progress and development.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Freud, Sigmund. The Question of a Weltanschauung, 17-45. New York: ACM, 1932. Print. Henderson, Bobby. Open Letter to Kansas School Board, 61-121. London: John Willey Sons, 2005. Print. Joyce, James. Araby, 45-83. London: John Willey Sons, 1914. Print. Lewis, C.s. The Screwtape Letters, 24-59. London: Prentice-Hall, 1941. Print. Luther, Martin. Letter from Birmingham Jail (1963). Web. Malcolm, X. Letter From Mecca (1964). Web. Russell, Bertrand. Why I am Not a Christian, 36-103. Thousand Oaks: Saga Publications, 1957. Print.

Business Ethics Case Study Example | Topics and Well Written Essays - 750 words

Business Ethics - Case Study Example s ethical dilemma has to do with meeting the needs of its affected customers as well as the public at large while also maintaining or preserving its good name. This is almost impossible to accomplish because informing the public about the risk of consuming its products would naturally negatively affect the organization’s reputation. However, informing the public about the danger of consuming other foods until they are further tested would be the ethical or moral thing for the company to do even if it would result in the damage of the company’s organizations. Naturally, the Nutrition Foods Inc. has to come up with ways of dealing with this ethical problem before it degenerates any further. In the first place, the organization’s executives have to conduct assessments into determining how its products are being handled (Willenken, 2012). In such organizations, the process of product distribution is where employees are most likely to infect the produce unintentionally. The organization also has to make immediate moves that show customers that they remain the main and first concern of the organization (Vickers, James, Smallbone and Baldock, 2005). To implement these principles, the Nutrition Foods Inc. has to come up with contingency plans that will address this issue while also preventing the possibility of such an ethical dilemma arising again. There are different theories that can be used in determining the steps to be taken in order to deal with this problem. Ethical theories of teleological nature are usually consequentialist (Ridge, 2009). This means that they tend to emphasize the importance of taking ethically correct actions which will create a balance that will re-instate good actions over the bad (Worsfold, 2005). To use this theory in making decision, the Nutrition Foods Inc. will have to consider different possibilities in dealing with the ethical problem if faces. For example, when considering whether to clean up the scandal internally without

Uganda Essay Example | Topics and Well Written Essays - 2000 words

Uganda - Essay Example The Resident District Commissioner monitors and inspects Government services and may sensitize the populace on government policies and programs; advise the District Chairperson on matters of national nature that may affect the district; draw the attention of the Auditor General to the need for special investigation audits etc. The local government system is based on the district as a unit under which there are lower local governments and administrative units. Local government councils in a district are the District or City Council, the Municipal Council, the City Division Council, the Municipal Division Council, the Sub-County Council, the Town Council. The administrative unit councils in a district are the County Council, the Parish or Ward Council and the Village Council. Indigenous Communities are distinct tribal groups indigenous to a particular area. In Uganda there are Sixty-five indigenous communities in Uganda. These are the Acholi, Aliba, Alur, Aringa, Baamba, Babukusu, Babwisi, Bafumbira, Baganda, Bagisu, Bagungu, Bagwe, Bagwere, Bahehe, Bahororo, Bakenyi, Bakiga, Bakonzo, Banyabindi, Banyabutumbi, Banyankore, Banyara, Banyaruguru, Banyarwanda, Banyole, Banyoro, Baruli, Barundi, Basamia, Basoga, Basongora, Batagwenda, Batoro, Batuku, Batwa, Chope, Dodoth, Ethur, Gimara, Ik (Teuso), Iteso, Jie, Jonam, Jophadhola, Kakwa, Karimojong, Kebu (Okebu), Kuku, Kumam, Langi, Lendu, Lugbara, Madi, Mening, Mvuba, Napore, Ngikutio, Nubi, Nyangia, Pokot, Reli, Sabiny, Shana, So (Tepeth) and Vonoma. (The Constitution of Uganda – Schedule 3) There are diverse ethnic groups in Uganda who are mainly Bantus and Nilotes. The nilotes include the Lango and the Acholi, Iteso, and Karamojong who occupy the Eastern and the Northern part of the country. Lake Kyoga forms the northern boundary for the Bantu speaking peoples. The main Bantu speaking communities are the Baganda, Ankole, Toro, Banyoro, Basoga and the Gishu among

The Ancient Indian Educational System Education Essay

The Ancient Indian Educational System Education Essay Ancient Indian educational system focused on building a disciplined and values-based culture. Human values such as trust, respect, honesty, dignity, and courtesy are the building blocks of any free, advanced society. The convocation addresses from ancient time throws significant light on the qualities required to be developed in the students which are not very different from the qualities that modern educational systems are trying to impart. Discipline like character is an essential quality for personal as well as social life. It consists in obedience to laws, rules and decisions. In this regard we must admit that ancient Indian system of education played a major role in making students realize their duties and responsibilities and emphasized on the necessity of discipline for an orderly social life. Character and discipline cannot be imparted to an individual by preaching or through speeches. While students can be imparted with the knowledge of what is moral and what is immoral, what is discipline and what is indiscipline, what is character and what is characterless, they can be made to act in conformity with the required standard of behaviour, only through personalexample. These qualities are acquired by emulation in addition to education. 3. The modern school education system in India comprising primary, middle and secondary levels vary considerably across the states since education is primarily the responsibility of the state governments. Most states follow five years of primary, three years of middle and two years each of secondary and higher secondary levels shown in appendix Q. In the public schools, the lessons are taught mostly in regional languages and English is learned as second language while private schools use English to teach most of the subjects. The system of higher education is however more or less uniform across the country and taught mostly in English. The first level degrees in non-technical subjects usually require about three years while the technical degree courses span over four years. 4. Indian Constitution directs the State to provide free and compulsory education for all children upto the age of 14. This goal has been pursued by the country for nearly six decades through successive development plans. The last two decades have witnessed significant improvements in childrenà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s participation in schooling, accompanied by substantial increase in investments. The recent effort to raise resources for the sector through imposition of an education cess is major effort in that direction. Even though school education has traditionally remained a subject for action by State Governments, Government of India has, during the last two decades following the National Policy on Education à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 1986, begun to play a leading role. This culminated in the launching of the national programme of Sarva Shiksha Abhiyan in 2001. Despite all these efforts, the final goal of providing quality education for all has eluded the country. 5. Urgency of reaching the goal has been heightened in recent years due to several national and international developments, including commitments made under the Dakar Framework for Action for providing quality Education for All by 2015  [ii]  , which not only covers primary education but also focus on literacy goals, gender equality and quality concerns.  [iii]  The Dakar Framework of Action listed the following six specific goals to be achieved by all countries. a). Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. b). Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. c). Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. d). Achieving a 50 per cent improvement in levels of adult literary by 2015, especially for women, and equitable access to basic and continuing education for all adults. e). Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girlsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ full and equal access to and achievement in basic education of good quality. f). Improving every aspect of the quality of education, and ensuring their excellence so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. 6. The National Plan of Action for Education for All (2002) in India reflects this sense of urgency felt within the country by proposing to reach the targets much ahead of the international dateline. At the national level, the Constitutional Amendment in 2002 declaring education in the age group 6-14 which corresponds to the elementary education stage of schooling a fundamental right has brought the issue of universal elementary education (UEE) to the centre stage of public discourse. The country is in the process of drawing up the legislation for effective implementation of the right for translating the constitutional provision into reality. With the progress made in recent years the goal seems to be achievable by the international time frame of 2015. But this requires systematic assessment of the various goals the present exercise is one such effort. 7. Looking from different perspective institutions of higher learning and universities flourished in India well before the Common Era, and continued to deliver education into the Common Era. Secular Buddhist institutions cropped up along with monasteries. These institutions imparted practical education, e.g. medicine. A number of urban learning centres became increasingly visible from the period between 200 BCE to 400 CE. The important urban centres of learning were Taxila and Nalanda, among others. These institutions systematically imparted knowledge and attracted a number of foreign students to study topics such as logic, grammar, medicine, metaphysics, arts and crafts. 8. With the arrival of the British Raj in India a class of Westernized elite was versed in the Western system of education which the British had introduced.  [iv]  This system soon became solidified in India as a number of primary, secondary, and tertiary centres for education cropped up during the colonial era. Between 1867 and 1941 the British increased the percentage of the population in Primary and Secondary Education from around 0.6% of the population in 1867 to over 3.5% of the population in 1941.  [v]  However this was much lower than the equivalent figures for Europe where in 1911 between 8 and 18% of the population were in Primary and Secondary education. Additionally literacy was also improved. In 1901 the literacy rate in India was only about 5% though by Independence it was nearly 20%.  [vi]   9. Following independence in 1947, Maulana Azad, Indias first education minister envisaged strong central government control over education throughout the country, with a uniform educational system. However, given the cultural and linguistic diversity of India, it was only the higher education dealing with science and technology that came under the jurisdiction of the central government. The government also held powers to make national policies for educational development and could regulate selected aspects of education throughout India. 10. The central government of India formulated the National Policy on Education (NPE) in 1986 and also reinforced the Programme of Action in 1986.  [vii]  The government initiated several measures the launching of DPEP (District Primary Education Programme) and SSA (Sarva Shiksha Abhiyan, Indias initiative for Education for All) and setting up of Navodaya Vidyalaya and other selective schools in every district, advances in female education, inter-disciplinary research and establishment of open universities. Indias NPE also contains the National System of Education, which ensures some uniformity while taking into account regional education needs. The NPE also stresses on higher spending on education, envisaging a budget of more than 6% of the Gross Domestic Product.  [viii]  While the need for wider reform in the primary and secondary sectors is recognized as an issue, the emphasis is also on the development of science and technology education infrastructure.

The 2nd Battle of Ypres, April 1915

The second battle of Ypres, Belgium April, 1915 involved the allied troops and the German Troops. Faltenhayn (German chief of general staff) had a big hand in starting this battle. Poison gas was introduced in this battle by the Germans against the Allied troops. Canada‘s bravery in the battle made a good reputation for itself. In 1915, Faltenhayn had planned to be defensive in the west, but decided to be offensive near Ypres. This is what caused the 2nd battle of Ypres. He wanted to pre-empt any coming Franco British attack in the west (Duputy 217). This means that Faltenhayn wanted to attack the Allied troops before they attacked Germany. In the battle the Germans attacked with artillery, after the attack was done the Allied troops waited for Germany‘s first wave but Germany surprised the allied troops by doing something totally unexpected. Poison gas was used by the Germans in this battle against the Allied troops. Faltenhayn agreed to use poison gas in the attack even though in 1907 Germany signed a treaty forbidding the use of poison gas. The German army filled poison gas into canisters and brought it to the front line. If the wind was heading in the right direction they would open the canisters and the gas would drift across no-man's land to the Allied troops. But the allied troops decided to fire artillery to the front line of Germany so the canisters would break and the Germans would die (Duputy 218). Germany used the poison gas against two French colonial divisions, which caused the French army to run away. Canadians were not affected by the poison gas because they used wet (with water) cotton bandoliers to cover their mouths and noses so they counter-attacked on the same day, which made a good reputation for the Canadian army. â€Å"On April 22nd 1915, the 1st Canadian Division has just arrived at the front which was located just outside the city of Ypres, near Belgium. Here they achieved recognition for holding their ground against the new weapon of choice in modern warfare known as chlorine gas†. (vac) Canada entered the battle because it was one of the colonies of Great Britain. The Canadians withdrew from the battle on May 3rd, where they were relieved by British forces† (vac). Canada was sympathized for its bravery, thankfulness, and its efforts during this battle. The 2nd battle of Ypres also gave Canada a good reputation in the world. This battle involved the Allied troops and Germany. Faltenhayn decided to be offensive near Ypres in 1915. Poison gas was used by the Germans against the allied troops. Canada, being one of the colonies of Great Britain was involved in this battle and set a good reputation for itself in the battle for its hard work, and bravery.

Action Research Essay

Abstract This paper reports the results of an action research (RA) on the effectiveness of teaching stories in a new way â€Å"Teaching Stories without Telling Them†. The purpose of this research was to justify that how interactive ways of teaching stories enables students to perform better in the classroom, how the interactive teaching expands the knowledge of both teachers and learners, and how the teacher, at the same time, is teaching and drawing on and learning from the knowledge and experience of the students. That creates an ideal teaching cycle, a self-reinforcing teaching and never ending learning process. Introduction The teacher can choose particular designs and techniques for teaching a foreign language in a particular context. No quick fix is guaranteed to provide success for all classroom situations. Every learner is unique; every teacher is unique; so is every learner-teacher relationship. The teacher’s key task is, therefore, to understand the properties of these relationships and set the classroom environment accordingly. In other countries such as Nepal, students are taught to view their teachers  as an authority and a knows-everything person in the classroom, and this value-based relationship hinders the learners from freely expressing themselves in the classroom. In this firmly established teacher-centered system, it is often offensive for the students to contradict the teacher’s point of view. This unequal classroom relationship is often seen as a cultural disposition. I believe that this is not a new issue. Many published writings have critically looked at it. However, a teacher can always adopt various strategies to increase students’ participation in the classroom activities. In order to justify this possibility, I used a technique that I have termed as â€Å"teaching stories without telling them†. If the stories are carefully chosen, students feel what they do in the classroom is relevant and meaningful to their lives. Moreover, when asked to respond personally to the texts, students become increasingly confident about expressing their own ideas and emotions. The stories involve emotions as well as intellect, which adds to motivation and contribute to personal development. This is in particular very useful where the classroom is often only source of English. Background I’m a new English Teacher at Kaunlaran High School but I have been teaching English for the last four year. The pre-requisite to join this programme is School Leaving Certificate (SLC). Practically, the students who join this course range from SLC graduates to University graduates. I also work at â€Å"English Speaking and Research Club† that runs classes for those who want to improve their speaking skills. Interestingly, the members coming to this Club include school students to professionals and businesspersons. Certainly, the classes in both settings are multilevel in nature. I would like to refer to Hess’s (2002) definition – multilevel class is the class in which students vary considerably in their language and literary skills. In my case, students not only differed in language level, but also in age, motivation, expectations, attitude and interest. The Procedure In both places, I began with a pre-test in order to diagnose the learners’  level of English. The candidates were tested all their skills – first day reading and writing and the second day speaking and listening. Later they were divided into three groups named as triple five (those scoring less than 50%), triple seven (those scoring between 50-60 %) and triple six (those scoring 60% above) according to their test results; but they were not informed about it. Action plan teaching process Selecting a story: (I selected stories from books available in the market. I purposely chose books that had an appropriate level of difficulty and length.) Briefing the students about the different nature of class: (I told my students that they would have to read the text and be able to answer the questions I would ask them in the class. I did not read the story. My role as a teacher and facilitator was to ask questions very carefully so that I would be able understand the story and students’ role was to make me understand the story.) Giving students the story to read at home as reading assignment: (I gave each student a copy of the same story to read at home.) Grouping the students according to their language proficiency level and carrying out the class: (I asked simple factual questions to below average group i.e. 555; reflective questions to average group i.e. 777; and interpretive and judgmental questions to above average group i.e. 666. This actually engaged every student in the classroom activity. Moreover, they were very attentive when someone was speaking. This various types of questions actually motivated all level students to participate in the classroom activity.) Carry out discussion: (I was very careful while carrying out the discussion. Sometimes the students gave contradictory answers to the same question I asked. In such situation I played a very careful role – I gave the students equal opportunity to justify their answers. My job was to facilitate them to come to an agreeing point.) Giving home assignment: (I gave different tasks to different group – I asked the below average group to write a summary of the story, I asked the average group to imagine one of the characters in the story and write the story from their own perspective. For example, imagine that you are the Brahmin in the story, write a paragraph how these three thieves cheated you. I asked the above average group to interpret t he story using their own feelings and emotions. For example, do you think you would punish these thieves if you  were a judge? Write a very logical paragraph of your argumentations. The students at the beginning were little puzzled but did not express openly. However, they participated very actively in the classroom activities. My primary aim was to promote learner autonomy, by encouraging them to take charge of their own learning (Nguyen, 2005). This became even more interesting as I purposely did not read the story to create a real information gap. If I had read the story, I would already have known everything and then the questions I asked in the classroom would have been merely mechanical ones. For this reason, I claim that the classroom language was authentic. Classroom activity In the classroom, I asked four different types of questions: factual, reflective, interpretive, and judgmental. It is vital that we understand the nature of the different types of question. I have briefly described what they mean and quoted some sample questions I used in my classroom and their respective answers that students gave. They are as follows. a) Factual questions: the questions are very simple and they can pick up the answer from the text very easily such as: T: what is the title of the story? 555: Brahmin and thieves (they can pick from the text) T: How many characters are there? 555: There are four; one Brahmin and three thieves. b) Reflective questions: the types of questions are related with peoples’ emotions, feelings and associations for which the students have to use their won feelings to characters, event and plot of the story such as: T: What could be another suitable title? 777: Brahmin and the goat (they have to associate with the text.) T: why did they try to fool the Brahmin? 777: because they want the goat. c) Interpretive questions: the types of questions are related with meaning,  purpose and values such as: T: Why do you think the title should be Brahmin and goat? 666: Because the goat also has main role in the story. d) Judgmental question: these sorts of questions allow the students to decide their feelings, emotions and response to the topic and discussion they have had together such as: T: Write a very logical description, why do you want to punish one? 666: I should judge very carefully. We all know that if we miss judge then there is no one to help poor people. In this case, any way the Brahmin is (sis) victim †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. In this way, every learner participated in the class. Though the class was multilevel, the task designed for different levels was really challenging. The classroom rule was that only the group was supposed to answer the question, in case they did not answer then other group would answer. As far as the error correction concerned, I did not correct all the errors they made in the discussion. It does not mean that I ignored all the errors. I corrected only global error not the local error. I agree with Brown’s (2000) definition that the local error is clearly and humorously recognized and recommended that they may not be corrected as long as the message is understood and correction may interrupt a learner in the flow of communication. The global error needs to be corrected in some way since the message may otherwise remain unclear and rather ambiguous. I have corrected the errors watching the situation without disturbing in their attempt to produce the language. The result I found a dramatic change in the classroom atmosphere: all trying to say something, listening to others what they say. In fact, I had never had such satisfaction in my class before even though I used pair work, group work and role-play. In this sense, I agree with Nunan’s (as cited in Hiep 2005) suggestion that the teacher should use such activities that involve oral communication, carrying out meaningful tasks and using language which is meaningful to the learners and as well as the use of materials that promote  communicative language use. Such activities helped the learners to find the ways of helping them to connect what is in the text to what is in their minds. One of the major advantages of this approach is that texts can be selected based on the richness and diversity of the language and on the relevance to the English learners who should find them both meaningful and motivating. I refer Nguyen (2005:5) â€Å"Exposing students to varieties of stories let them experie nce not only the beautiful language but also something beyond, such as sympathy with characters and engagement with emotional situations that relate to their actual lives.† As a result, I found the activities vital for progress in language learning process. Such discussion certainly enhances students’ ability to pay attention, remember new grammar and vocabulary, process ideas and response appropriately. Moreover, students get enough chances to express their own ideas and opinions and discuss the opinions and ideas of other students. I agree with Byrd and Cabetas (1991:9) ‘by discussing these differences students learn to use English more clearly and to understand it better.† Moreover, they learn to clarify their own ideas, values, perspectives, and learn from others. A major innovation that I have noticed about this technique is to systematically build students’ ability to present their own ideas, opinions and feelings – both accurately and confidently. I have particularly focused on maximizing student-talking time and minimizing teacher-talking time in the classroom setting. This action research proved the idea of Breen and Candlin (as cited in Byrd and Cabetas 1991) that the teacher has two roles: the first role is to facilitate the communicative process and to act as an independent participant within the teaching-learning process; second role is that of researcher and learner. Action Research Essay Abstract This research is conducted to find out whether the use of CALL can boost students’ level of confidence in learning English. CALL is one of the methods used by teachers to facilitate students learning. Quantitative approach is selected to conduct the study. Survey is distributed to form four 15 male and 15 female students of SMK Sultan Abdul Aziz. CALL is proven to help students increase their level of confidence in learning English. Therefore, teachers can maximize the use of CALL in their teaching. Keywords: Computer-assisted language learning, confidence, English Chapter 1:Introduction 1.1 Introduction The development of technology has given huge impact to the advancement of instructional technology in education. Therefore, many researchers have been conducted to investigate the effectiveness of computer usage in teaching and learning process. In this 21st century, most of the teachers use Computer Assisted Language Learning (CALL) as one of the teaching pedagogy to facilitate students’ need in learning second language. Students especially in rural areas have lack of confidence in using English as their second language. One of the major concern is they are afraid of making mistakes either in speaking or written language. So, teachers should use different kinds of approach to overcome this issue. One of the approaches is by using CALL during teaching and learning process. Therefore, the need of this study is to find out the usage of CALL in boosting students’ confidence level. 1.2 Background of the study In learning second language, it is essential to have high confidence in using the language. According to a school teacher of SK Dato’ Laksamana Raja Mahkota in Teluk Intan, the biggest problem faced by her in teaching English is lack of confidence among students. Students are reluctant to communicate in English, especially in conducting activity that requires them to use the language. Without confidence, students may have difficulties in using English either in speaking or writing. Students with low confidence level  need new methodology to motivate them do well in learning English. According to Liton Weili Xu (n.d), the usage of CALL indicates that second language students can benefit from greater confidence and motivation given the opportunity to communicate with varied audiences. 1.3 Statement of the problem Many researchers have mentioned about the usage of CALL to boost students’ confidence level. However, there was little empirical study on the usage of CALL to boost confidence level among secondary school students. Advances in technology now allow students in secondary schools to be connected to one another beyond the four walls of the classroom. Students can interact through online discussion with other students from around the world. They can access huge amounts of information in seconds. They can share experiences through video, still image, online blogs, chat rooms and messaging sites by using English language. It is such a waste if teachers miss out on opportunities to motivate the students unless they take advantage of the use of technology in the classroom. The more students can share real experiences in the target language, the more their confidence will grow. 1.4 Research Objective For this study, the objectives are as follows: 1. To identify preferred platforms used by the students in learning English. 2. To investigate the role of technology in boosting students’ confidence level in learning English. 3. To find out the difference between male and female students’ confidence level in using CALL. 1.5 Research question For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 1.6 Significance of the study Many students find it hard to learn English because it is not their mother  tongue. They are also not confident to use the language and participate in class activity. The teaching of English language should be in a way that can boost their confidence and interesting. Therefore, this study regarding the use of Computer-Assisted Language Learning (CALL) in teaching English might help students to build their confidence in using the language. 1.7 Limitations The limitations of this study are as follows: 1) This study will involve limited number of students from one of the schools in Teluk Intan, Perak. 2) This study will be conducted in limited time which is only two months. 3) The questionnaire will be distributed online through Facebook message which may create a barrier between researcher and respondent. 1.8 Definition of terms In this study, there are several terms that have been used which are: Computer-Assisted Language Learning (CALL) Michael Levy (1997) defined Computer-Assisted Language Learning (CALL) as â€Å"the search for and study of applications of the computer in language teaching and learning† (p. 1). CALL involves the use of computer as instructional technology to teach students. Jones and Fortescue (1987) also mentioned in their study that computer is a flexible classroom aid which is very useful for both teachers and learners (as cited in Nzh Gunduz, 2005). The usage of CALL in classroom can help students to learn the language better in a different environment. Teachers can apply interesting approaches or strategies while teaching with the help from computer. Confidence Sieler (1998) defined confidence as an individual’s feature (a self-construct) which leads a person to possess a positive view of themselves or situations that they are in (as cited in Maizam Alias &Nurul Aini Hafizah Mohd Hafir, 2009). Every student has different level of confidence in their learning process. Some of them may have high confidence and some have low. As mentioned by Stevens (2005), self-confidence refers to â€Å"a person’s expectation of his or her ability to achieve a goal in a given  situation† (p.1). Therefore, in order to learn better, students need to have a good expectation of themselves which means to have great confidence. 1.9 Conclusion This chapter elaborates background, objectives, significance and limitation of the study. This chapter also addresses on the importance of using CALL in language teaching and learning. It is hoped that the usage of CALL will help students to overcome their problems in gaining self-confidence in learning English language. The next chapter will discuss on the findings from previous researchers. Chapter 2: Literature Review There are vast opportunities for the use of computer assisted language learning (CALL) to assist second language (L2) learners in the classroom. Lee (2000) noted that â€Å"Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which links between technology and TESL have already been established†(p.1). Learning another language is a difficult task and advances in slow, steady increments. Almekhlafi (2006) investigated student attitudes with regard to the effectiveness of CALL. He found: CALL users had a positive attitude toward using CALL and had a high intention and satisfaction to use it in the future due to their perception of its utility and educational benefits. Results also showed a high self-perception of knowledge gain as a result of using CALL (p.134). Furthermore, it is suggested by Trites (2006) that asynchronous communication activities such as email, blogs and key-pal activities can boost student confidence by providing them the opportunity to slow down oral-like exchanges. Students can self-correct, use dictionaries, and take time to search for the right words or for reflection. In addition, most language teachers face the same big problem, which is to get students to respond in a classroom, perhaps because they have no confidence in responding to the teachers and afraid of making mistakes. Therefore, CALL is used to enhance  confidence level of the students. According to Ducate & Lomicka (2005), he concluded that shy students may feel more comfortable in the relatively anonymous and equalizing environment of blogs and may therefore be more willing to share their comments with classmates. It is supported by Hata (2003), who claimed that CALL â€Å"allows collaborative learning activities, encourages participants to take active roles in communication, allows participants to have control over their learning, facilitates negotiation of meaning between students and encourages students to be less self-conscious of their language†(p.117). McIntosh (2005) experimented with an action research project designed to test whether techniques in information and communications technology (ICT) could provide more extension for stronger pupils, to stretch their abilities in language. McIntosh indicates, â€Å"Several new ‘social technologies’ can improve writing and reading skills, as well as encouraging higher order thinking skills† (Personal blog, September 30, 2005). Studies have shown that students are comfortable using CALL technology and feel that it is beneficial to their learning. Many of the applications create an environment where language production and analysis are slowed down, thereby giving students more opportunity to self-pace and self-correct. Furthermore, CALL technology provides a venue where shy students have equal opportunity for participation and do not have to be aggressive to be heard. Students may be more likely to be active participants in the learning process. As a result, they will have more confidence in using English Language in their daily life. Wen-chi Vivian Wu, Ling Ling Yen and Michael Marek (2011) mentioned in their research paper that technology such as computer helps people to interact wherever they are. It just depends on the willingness of people to either use it or not as for example in the world of education where educators can use part of technology as a learning tool. Fresen (2007) also supported the idea of using technology in teaching by stating that the choices of technology is one of the factors in fostering students’ active learning (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). The use of computer assisted language learning (CALL) such as video conferencing can help students to have real communication which can make them use English regularly (Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). This can  make students to feel confident in using English language. It has been supported by Ortega (2009) in which he mentioned that the use of CALL for learning boost students’ confidence in using English (as cited in Wen-chi Vivian Wu, Ling Ling Yen & Michael Mare, 2011). As Reza Dashtestani (2012) said in his journal, there have been changes in educational context whereby students have great interest in the application of computers and technology. With the developments of educational tools, language teachers are trying new ways to integrate technology into teaching methodology. Over a certain period, computer assisted language learning (CALL) become one of the method to replace traditional method of teaching. However, the question is whether the use of CALL is beneficial to boost students’ confidence level. Many studies have examined CALL as an approach to second language instruction. Basically, learners are more motivated in learning when they the process or lea rning is enjoyable. Students’ confidence level can be seen whether they are willing to communicate in using English language. Often time, learners refused to use English language because of embarrassed about making mistakes and lack of fluency. According to Lee (2000), Warschauer and Healey (1998) in research done by Ferit (2013), using CALL in teaching can support learning in variety of ways, enable pair and group work, promote global learning, enhance students achievement and confidence, create opportunities to treasure from various sources and motivate learners. However, to achieve positive result of using CALL, competent teachers that are equipped with skills and strategies were needed to integrate the used of CALL in the classroom. In the research, the respondents got excited and motivated when the teachers introduced blogs and wikis to them in learning writing skills. They felt confident to write and express themselves using English language and willing to correct the mistakes done. The teacher used Voice Thread website by recording voice to teach speaking skills. This method encouraged the learners to speak rather than speaking in front of the class. They refused to use English language in front of their friends because lack of confidence and they think their friends will laugh at them. So, the teacher shifted to new method to boost their confidence in using English language. As mentioned by Kung (2002), it has been recognized by educators that utilizing Computer Assisted Language Learning (CALL) programs can lead to  independent and collaborative learning environments as well as allow students to have language experiences as they acquire their second language which consists of different stages. Computer technology or computer assisted language learning programs can be stimuli for second language learning where it can promote learning motivation (Lee, 2000; Taylor, 1980). It was proposed by Cheng-Chieh Lai and Kritsonis (2006) that â€Å"through various communicative and interactive activities, computer technology can help second language learners strengthen their linguistic skills, affect their learning attitude, and build their self-instruction strategies and self-confidence† (p. 2). Computer technology nowadays provides many benefits for second language learning where it allows learners to become independent and work on their learning material by themselves (Rost, 2002). According to Robertson, Ladewig, Strickland, and Boschung (1987), participants who are involved with computer assisted language learning programs had significantly higher self-esteem ratings than regular students. With the rapid development of technology in this globalized era, Cheng-Chieh Lai and Kritsonis (2006) also stated that: Computers can capture, analyze, and present data on second language students’ performances during the learning process. As we know, observing and checking students’ learning progress are very important activities to help students achieve their second language acquisition (p. 3). Furthermore, technology helps students to learn grammar and writing. According to Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012), the researchers claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. They also claimed that students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. But, as for Abeer H. Malkawi (2010), the students did not depend much on tape recorder to learn English language skills. According to the researcher, the presence of a teacher in a classroom is considered among the most important and they did not put technology as the main source of learning English. Moreover, Lenka Temerovà ¡ (2007) claimed that the students did not feel confident to speak in English even after they listen to different accents of the language. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. Some studies were conducted to see the difference of level of confidence between male and female in using CALL. There is a study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 3: Methodology 3.1 Introduction The purpose of this study is to find out the usage of CALL in boosting students’ confidence level. For this study, the researchers seek to answer these research questions which are as follow: 1. What are the preferred platforms of technology used by students in learning English? 2. Do students find technology helpful in boosting their confidence in learning English? 3. Is there any difference between male and female students’ confidence level in using CALL? 3.2 Research Design This study will be conducted using quantitative method. Researches will distribute questionnaires to secondary school students to know whether the usage of CALL can increase their confidence level in learning English Language. Researchers plan to use this method because it involves numerical data which later can be calculated easily. 3.3 Population and sampling The researchers use non probability sampling; which is convenience sampling. The sample of this study consists of 30 Form Four students of Sekolah Menengah Kebangsaan Sultan Abdul Aziz, Teluk Intan Perak. 3.4 Method of data collection The questionnaires were distributed through online, which is Facebook private message. Researcher used Facebook because it saves time, energy and cost. Besides, researcher found that it would be easier for respondents to answer the questionnaire through online. 3.5 Instrumentation Researcher used a set of survey for this study. It was adapted from various researchers; Jenny Brooks, Jia-Chyi Chu, Laura Marquez, Leticia Parsons & Nan Zhang (n.d.) and Dogan Bulut & Ali Farhan Munify Abuseileek (2007). According to Moras (2001), as cited in research done by Sanja Seljan, Norbert Berger, Zdravko Dovedan, there are three phases of CALL. In this study, the researchers adapted questionnaires from various researchers that only focused on two phases, which were Communicative approach and Integrative approach. The Communicative approach focuses skill practice in a non-drill format, such as language games, reading, and text reconstruction. Meanwhile, the Integrative CALL approach is based on multimedia computers and the Internet that combine text, graphics, sound, animation and video. The survey used consists of three sections which were demographic background, section A, and section B. Demographic background is a survey on respondent’s information. Items that had to be filled by respondents are age, school and gender. Section A consists of five general questions about Computer-Assisted Language Learning. Meanwhile, in section B, respondents were required to make a choice based on the level of their agreement. The level of agreement comprised of five stages, 1-strongly disagree, 2-disagree, 3-average, 4-agree, and 5-strongly agree. Section B consists of four questions for each skill in language (reading, listening, speaking, and writing). The questions in this survey were designed based on research questions. 3.6 Validity and Reliability This research used a new developed questionnaire whereby the researchers look into few aspects which are listening, speaking, reading, and writing. The validity of the questionnaire was tested in terms of face validity. Face validity involves process of survey pre-testing to avoid misunderstanding and misinterpretation of the items. The pre-test was conducted and the  result showed that the items do not violate face validity. This proves that the respondents did not misunderstand the questionnaire. So, this research survey was shown to have high validity. Meanwhile, the reliability of the questionnaire was measured by conducting a pre-test survey to students. A set of questionnaires was distributed to examine the reliability of the items which consists of items that are similar but have different wording. The result of the pre-test was found to be incoherent because the respondents gave different answers for the similar items. Therefore, the items were reviewed and modified in order to increase the reliability of the items. 3.7 Pilot Study The questionnaire was piloted to ten students from Kuliyyah of Engineering in IIUM. The respondents were briefed by researchers about the purpose and way to answer the survey. They were given 15 minutes to complete the survey. The survey was conducted at Kuliyyah of Architecture and Design cafe during lunch hour. The data collected from the survey was tabulated and analyzed using SPSS to determine the validity and reliability of the questionnaires. Due to small sample size of respondents, the Cronbach Alpha was found to be 0.6ÃŽ ± 3.8 Data Collection Procedures and time frame The research began in April until June 2014. It took approximately two months to complete this research. This research used survey as the instrument for data collection. It took several procedures which were getting consent from respondents, briefing about the details of the survey, distributing the survey through online and collecting the data. 3.9 Data Analysis Plan This research consists of three research questions. The first research question is â€Å"What are the preferred platforms of technology used by students in learning English?† The data was analyzed by using Microsoft Excel to see the highest percentage of platform preferred chosen by the respondents. The data was visualized by using bar graph. The second research question is â€Å"Do students find technology helpful in boosting their confidence in learning English?† The items which addressed this research question were constructed  using Likert scale ranging from one to five (strongly disagree to strongly agree). For this research question, the researcher focused on the answer from the respondents which range from four to five because the researcher want to know whether CALL helps to boost students’ confidence level in learning English. The data was illustrated in bar graph by using Microsoft Excel. The third research question is â€Å"Is there any difference between male and female students’ confidence level in using CALL?† The data was analyzed according to gender to see the differences between male and female students ‘confidence level in using CALL. The researcher used the same result from second research question and observed if there is any difference between male and female respondents of their preference in answering the items given. The result that was shown in the bar graph will determine their level of confidence. Chapter 4: Findings Research Question 1: What are the preferred platforms of technology used by students in learning English? Figure 1 Figure 1 showed that 20 out of 30 respondents chose Facebook as their platform in learning English. That took up 66.67% of the respondents. Skype and other platform took up the least number of respondents, with one respondent respectively, which carried 3.33 % of the sample. Research Question 2: Do students find technology helpful in boosting their confidence in learning English? Figure 2 Figure 2 showed three items in the survey which addressed the research question two. The first item is â€Å"I feel confident to use tape recorders in listening classes†. As for the first item, 13 out of 30 which is 43.33% of the respondents agreed that tape recorders help them to be confident in listening class. That was the highest number of preferred answer by the respondents. Meanwhile only seven respondents did not feel confident using tape recorders in listening class that comprises 23.33% of the sample. The second item is â€Å"I feel confident to speak after listening to different accents from English movies†. As for the second item, 20 out of 30 which is  66.67% of the respondents agreed that they feel confident to speak in English after listening to different accent of English native speakers. Meanwhile only four respondents did not feel confident to speak after listening to different accent of English native speakers that comprises 13.33% of the sample. The third item in the survey is â€Å"Chatting using social network helps me write better in English†. As for the second item, 24 out of 30 which is 80% of the respondents claimed that chatting helps them to write better in English. Meanwhile only eight respondents which is 26.67% disagree that chatting helps them to write better in English. Research Question 3: Is there any difference between male and female students’ confidence level in using CALL? Figure3 Figure 3 showed the difference of answers given by both respondents male and female. According to the figure, 27 male respondents agreed that they had high level of confidence in using CALL. Meanwhile, 7 of them did not have the confidence in using CALL. As for female respondents, there were also 27 of them who had high level of confidence in using CALL. Meanwhile, there were 6 female respondents who did not have the confidence in using CALL. So, the level of confidence between male and female was slightly different because there was more number of male respondents who disagreed that they had confidence in using CALL. Chapter 5: Discussions The research showed that the respondents’ preferred platforms of technology in learning English is Facebook. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). They claimed that the students in Thailand had positive attitudes toward using Facebook as a means of learning grammar and writing because Facebook provided them a convenient and attractive means to engage in discussions with the teacher and other users who had better grammatical knowledge. This research also proved that students find technology helpful in boosting  their confidence in learning English. They felt confident to use tape recorder in listening class. This result contradicts with the previous research done by Abeer H. Malkawi (2010). According to her research, the dependence on tape recorder to learn English language skills is low. The author believes that these statistics are disappointing as the percentage of those using tape recorder should be higher since this method is easy to use, has low cost to own, and it can be easy moved from one place to another. Moreover, using the tape recorder can help students record their own statements and hear again. It is unfortunate that the methods of radio and tape recorder are not well-used although they have so many benefits in helping students improve their listening comprehension. The presence of a teacher in a classroom is considered among the most important. Besides, the respondents felt confident to speak after listening to different accents from English movies. This result contradicts with the previous research done by Lenka Temerovà ¡ (2007). According to the researcher, the students did not feel confident even after they listen to different accents of English. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. The respondents also agreed that chatting using social network helps them to write better in English. This result is parallel with the previous research done by Thanawan Suthiwartnarueput and Punchalee Wasanasomsithi (2012). According to the researchers, students can construct new knowledge after they interact with other people on Facebook. When students receive comments and suggestions, they can use the information given to improve their language skills. The findings also suggested that there is a slight difference between male and female students’ confidence level in using CALL. There was more number of male respondents who disagreed that they had confidence in using CALL. This was contradicted with the previous study done by Comber, Colley, Hargreaves, and Dorn (1997) where they found out that male possessed more positive attitudes and confidence more than female. Chapter 6: Conclusion In conclusion, CALL is proven to be helpful in boosting students’ confidence level in learning English. Although this research was limited by the small convenience sample and time constraint, the information about the use of CALL could be important for educators who develop educational programs also for students to perform better in English language. The findings of this study suggest that additional works needs to be done on to replicate and extend the study on CALL and students’ confidence level in learning English in other schools. Even if the current finding was stronger, it would be difficult to generalize the finding to other schools. References Cheng-Chieh Lai &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), p.2. Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender, and computer experience upon computer attitudes. Educational Research, 39(2), pp. 123-133. Dashtestani, R. (2012). Barriers to the Implementation of CALL in EFL courses: Iranian EFL teachers’ Attitudes and Perspectives. Jalt Call Journal, 8(2). Gunduz, N. (2005). Computer Assisted Language Learning .Journal of Language and Linguistic Studies, 1(2), pp. 193-214. Kung, S. C. (2002). A framework for successful key-pal programs in language learning. CALL- EJ Online, 3(2). Retrieved March 7, 2014, from http://www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.htm Lee, K.W. (2000). English teachers’ barriers to the use of Computer assisted language learning. The Internet TESL Journal, Retrieved June 25, 2006, from http://www.4english.cn/englishstudy/xz/thesis/barrir Maizam Alias &NurulAiniHafizahMohdHafir. (2009). The relationship between academic self-confidence and cognitive performance among engineering students. Academia.edu Share Research. Rost, M. (2002). New Technologies in Language Education: Opportunities for Professional Growth. Retrieved March 7, 2014 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf Robertson, E. B., Ladewig, B. H., Strickland, M. P., &Boschung, M. D. (1987). Enhancement of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80(5). Sanja Seljan, N. B. (n.d.). Computer assisted Language Learning. Retrieved March 12, 2014, from http://dzs.ffzg.unizg.hr/text/call.pdf Sieler, A. (1998). Self-confidence. Retrieved March 15, 2014,from http://www.newfieldaus.com Stevens, T. G. (2005).Self-confidence. RetrievedMarch 15, 2014, from http://www.csulb.edu Taylor, R. (1980). The computer in the school: Tutor, tool, tutee. New York: Teachers College Press. Wu, W.-C. V., Yen, L. L., & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability.Educational Technology & Society, 14 (3), pp. 118– 129. Xu, L. W. (n.d.). Using CALL to Enhance the Confidence of Foreign Language Learners. p.8. Action Research Essay The English Language dominates a higher prestige in the Philippines just as it enjoys a higher part in the Philippine Education System. Thus, authentic English Language teaching and learning environment should be given a full blast attention naturally and effectively. In this age of globalization, where society is being transformed and is transformed by technology, so too are innovative ways in teaching and learning the English subject. It should be noted that as time flies, the number of Filipino English Language Learners has rapidly increased. These learners are full of hopes and dreams to learn the language of the world that every English subject is accountable for. Yet, he/she needs not to be idealist to expect that by the end of the academic year, learners will be great English speakers, readers, spellers, writers and listeners. There may be some variables that may hamper the learning process however this should not block the goal of English teacher to bring the English language in the open. Furthermore, the spread of English as instructional language and the emergence of technology as a fast learning channel should be mutually enforced. Indeed, technology has revolutionized the teaching of the English subject, as the last few decades have affirmed the role of English as â€Å"Lingua Franca† which means any language for communication between groups who no other common language (Matthew, 2009) from this context, the researcher takes the challenge to lead an action in finding out the most effective way to create a better if not the best intervention material in teaching English subject so as to improve the performance of the students. MULTIMEDIA TECHNOLOGY is the answer. The researcher believes that the ability to incorporate educational opportunities that multimedia technology promises will tremendously be the key ingredients in making it possible for English Teachers to address core educational challenge. Moreover, multimedia technology is utilized for the upliftment of modern styles. It somehow satisfies both visual and auditory sense of the students. With the spread and development of English around the world, it has been learned and used by more and more learners. Nonetheless, multimedia technology applies interactive computer elements such as graphics, text, video, sound and animation to deliver a message. On the wings of change the use of multimedia technology should be a must for English teachers because in using such, pictures and images enrich the content of the subject matter. Through the whole interactive process, it can be visibly experienced that using multimedia is effective in nurturing students in learning the English subject at the same time enhances the teacher’s interest in teaching English. As Zhang (2010) points out, multimedia offers students rich resource materials-both authentic and instructional as well as attractive and friendly interface, vivid pictures, pleasant sounds which to a large extent overcomes the lack of authentic language environment and arouses students intense in learning the English subject. By far English teachers should already give walls to traditional teaching as it only gives the class monotony and boredom. They should try something new and different, something that captivates pupils’ attention and interest and that is MULTIMEDIA TECHNOLOGY. Come to think of this, traditional English teaching allows the teacher spend time on writing the vital language points and important information on the chalkboard. While, with the use of MULTIMEDIA TECHNOLOGY, the class becomes more attentive, more active and the teacher just uses the button and keyboard to show significant content in a few seconds. Moreover with the same courseware, the English teacher does not need to write some notes several times in different classes, hence saving time and energy. The researcher observes that pupils tend to be preoccupied with things not connected with the English subject, thus affecting their performance. Nonetheless, the pupils lack learning competencies especially in their grammar skills, noting details, sequencing events, and getting the main idea from a selection being read. Hence, MULTIMEDIA TECHNOLOGY is highly suggested as it increases students motivation to learn. (WanZek et. Al. 2008). With the above literature, the researcher aims to find out the effectivity of multimedia technology in improving the performance of Grade Six section 5 pupils of Mandaluyong Elementary School. Statement of the Problem This action research seeks to find out the effectiveness of multimedia technology as an intervention tool in improving the performance of Grade Six-5 pupils of Mandaluyong Elementary School. Specifically, the study aims to answer the following questions: 1. What is the extent of performance of Grade Six section 5 pupils before and after the use of multimedia technology? 2. Is there a significant difference between the extent of performance of Grade Six section 8 pupils in their English class before and after the use of multimedia technology? Significance of the Study The primordial objective of this study is to provide complete, balanced and modern concepts on the effective use of multimedia technology. Essentially, the researcher believes that result of this study will be significant to the following people: To the Pupils – they will be the direct recipients of the study, they will be more enthusiastic in the English subject upon experiencing multimedia technology in the classroom. To the English Teachers – they will have a better understanding on the use of multimedia technology thus enabling them to adopt such tool thereby improving their skills and strategies in teaching English. To the School Administrators – this study will be of great help as it will create a milleu of awareness about multimedia technology so that they can assist their teachers on the modern teaching of thupplement classroom activities. e English subject. To the Future Researchers – this will serve as a springboard for further research activities on the use of multimedia technology with the purpose of using it to s Conceptual Framework The use of multimedia technology is one effective tool in teaching English. It has to be affirmed that it really enhances pupils comprehension on the subject matter thus improving their performance. Expert and scholars say that multimedia assisted instruction certainly improve learning motivation and attention of learners increases interactivity, satisfies individualized demand and monitors the learning condition of the learner. The researcher will make use of a flow chart that will serve as his road map in coming out with the desired result. It will describe how he will introduce the use of multimedia technology as an intervention material in improving the performance of students in English. The flow chart shows how the result of pre-test will serve as a guiding factor for the researcher to think of the multimedia technology. From this, the improved performance of the pupils should be visibly reflected in their post test. Figure 1 shows the conceptual framework of the study.