Re-rite this thesis as a research paper, instruction in assignment Paper

Re-rite this thesis as a , instruction in assignment criteria - Research Paper Example higher costs and complications in mining operations which may require improved systems; the regulatory element is based on the changing legal elements which are shifting towards stricter environmental regulations; and the reputational driver covers the higher pressure from investors and the public on mining firms to cover issues of sustainability. Due to the issue of water scarcity in Chile, the need to evaluate the environmental sustainability of the mining industry became part of the business challenge. The government of Chile has made the necessary changes in order to support sustainability and other mining companies have also recognized the importance of reducing the impact of their actions on the environment. With these elements in place, investments and technological improvements in the mining industry are to be expected. The major pathway through which Veolia can validate its entry into the Chilean market is that of water scarcity. This challenge has the potential to harm the growth and productivity of Chile’s mining sector. It is important for Veolia to generate integrated solutions that can minimise water use, increase water reuse and improve water quality. There are two avenues through which Veolia can pursue its selling proposition. The first suggests that Veolia promotes rigorous environmental standards to leverage a conversation with clients. The second avenue suggests that Veolia develops and uses a multi-stakeholder engagement strategy both at the project and market level. Rigorous implementation of this two-pronged strategy will assist in building a strong source of competitive advantage, and will help it to maximise the value of its services. This paper is underpinned by a three-pronged research objective which called for examination of the way in which mining is regulated in Chile; the possibility for Veolia to use high environmental standards to leverage a conversation with clients; and the importance of a stakeholder engagement

Music Essay Example | Topics and Well Written Essays - 2000 words - 2

Music - Essay Example dentify his place in the society and makes him realize what role he is actually playing or being a part of the society what role the society expects him to play. However, such perception or gaining of experience is always not very positive, as, a human being, due to various socio-cultural turmoil as well as personal level hostility, perceives the society and its inhabitants essentially hostile. Due to development of such conception he also assumes that the basic requirements to live as a Human Being are not been provided to him by the social institution. Consequently, he rebels against all those systems as well as attempts to assert himself as a separate identity that is engaged in an eternal quest to gain his rights and rightful place in the socio-cultural backdrop. In the eyes of the society he becomes, thus, an outlaw, a misfit but deep inside his heart he believes that what he is doing is right because he is fighting not only for his place in the society as an individual but his rebellion is actually voicing position of several other people who also are engaged in the same quest to recover their rightful place in the society. Judging this position, such a person can be equaled with the character of Satan in Paradise Lost (Book I) where Satan wages immortal battle against God, who becomes representative of the social institutions, restraining basic rights and freedom of the common people. Such essence of hope for a better future, fused with the spirit of rebellion can best be perceived in music. Whenever it has come to social dynamism, radical change into the existing socio-cultural structure, and change into the cultural perspective of the existing social form, music has always voiced the reflection of common people, their perception about society and the spirit to rebel that would finally help in constructing and deconstructing the thought pattern for a better future. Such phenomenon is true in case of every society, if we make an evaluation of music from

Japanese traits Essay Example for Free

Japanese traits Essay In short, the characters of anime show the Japanese who so aspire to Western traits as they would like to see themselves. It is an effect that cannot possibly be duplicated by live actors, who — being alive — can never really change the physical characteristics determined by their genetic makeup. They can dye their hair and even change their eye color with contact lenses, but they cannot fundamentally alter their skin color, facial features, or physique. And even if they tried, using special make-up effects or plastic surgery, the result would be unnatural. Only anime, and its cousin manga, can convincingly meld Japanese and Caucasian attributes into a natural-looking human being. This is because the upside of these genres inherent lack of realism is their unique ability to exploit the appeal of and fascination for the unreal. And that is why manga and anime have attained such a high status in the popular culture of Japan, compared to that of other countries. These are the only two media capable of portraying reality the way Japanese feel it should be. By comparison, live-action films sacrifice appeal from the outset simply because they feature Japanese actors. Fashion illustrator Nagasawa Setsu expressed the feelings of many Japanese in an essay he wrote in 1983 for the Japanese playbill of the British film Dont Look Now: With their sharp-featured faces and long-limbed bodies, Westerners (read Caucasians) are physically suited to the movie screen; everyone looks almost too beautiful, down to the minor characters . .Japanese are just the opposite. Even people who appear delicately beautiful in person look round and dumpy and totally unstylish on camera. The reason many people today say they dislike the ugliness† of Japanese films — content notwithstanding — is that the looks of Japanese screen actors put domestic films at a crucial disadvantage. Period pieces at least allow one to cover up these failings with elaborate costumes. But when they take off their clothes for bedroom scenes, even the most glamorous Japanese actors and actresses look hopelessly unattractive — which is why you cant pay me to watch Japanese porn. That Nagasawa is not alone in his preference is attested to by the growing number of animated pornographic videos that have been produced in Japan since the mid 1980s. Thus, the history of the past twenty years, during which anime has pushed live-action to the side and emerged as the face of Japanese cinema, has in essence been the history of ethnic bleaching in Japanese film. Incidentally, it was also during the last two decades that manga, originally regarded as kids stuff, truly came into its own as adult entertainment. In contrast to ideologies of American communities being portrayed as great melting pots, Americans have historically aligned themselves along racial and ethnic divisions. This has flourished in stereotypes of practically all non-majority members in the media. Japanese-Americans have been no exception. Characterizations of Japanese-Americans in the media often fail to make distinctions between Japanese, Japanese-Americans, Asians and Asian Americans. Consequently, attitudes towards Japanese-Americans have been heavily influenced by portrayals of all Asians. The first Asians to come to America in significant numbers were Chinese laborers. The early depictions emphasized slant-eyes, buckteeth and yellow skin. This representation reinforced the notion of â€Å"otherness. † Anti-Asian bias was a major reason behind immigration exclusion acts directed first at he Chinese, then the Japanese. Rather than the media acknowledging the difference between Asian cultures, American representation of Asians often borrowed indiscriminately from all cultures. All the dozens of Asians and Pacific Island cultures are lumped together into one homogeneous group identity. Even the Korean and Vietnamese women in the late 1950’s-70 were commonly called â€Å"Mama San† despite the Japanese American origins of the term. Characterizations of Japanese-Americans (and all Asians) in the media of the 1920’s and 1930’s as â€Å"vicious, rat-like sneaks, part of a world-wide â€Å"yellow peril† appears to have been one of the reasons for the internment. Amy Kashiwabara in â€Å"Vanishing Son: The Appearance, Disappearance, and Assimilation of the Asian-American Male in American Mainstream Media (1996) states â€Å"The visceral hatred of the Japanese inevitably tapped into yellow peril sentiments before the turn of the century which had been directed mainly against the Chinese†. In early movies, attached to the assignation of being Japanese came the implication of duplicity, violence and untrustworthiness appearing as Japanese traits, thus, sending the message that Asians, particularly Japanese men could not be trusted, no matter how Americanized they seem. This furthered the notion that Japanese-American men were even more dangerous than unassimilated ones because they could deceive people into trusting them. Persistent in early media was the idea of the diabolical Japanese that continually plotted the destruction of America in general and white women in particular. The 1946 film, â€Å"The Yellow Menace,† showed attempted Japanese domination. The 1940’s images on film were rife with scenes of Japanese torturing and abusing white people. The majority of Americans in the ‘40’s were intimately introduced to the Japanese in the context of war and violence at the movies, newspaper editorials, propaganda posters (*scan example) and later on in the 1950’s on television. Films from 1942 included â€Å"Prisoner of Japan,† â€Å"Remember Pearl Harbor,† and â€Å"Secret Agent of Japan. †

An Overview Of Critical Legal Studies

An Overview Of Critical Legal Studies The given quotation in question is by Robert Gordon, in Law Ideology as featured in Lloyds Introduction to Jurisprudence by MDA Freeman where he has touched upon critical legal studies. For our purposes, my answer will provide a short explanation of what the critical legal studies is about, then it will feature how law maintains inequality according to critical legal scholars, and what techniques are adopted in response to the inequalities and finally how effective these techniques are. Critical legal studies (hereinafter referred to as the CLS) grew out of a dissatisfaction with current legal scholarship.  [2]  As Raymond Wacks  [3]  put it the most important feature of CLS is its rejection of what is taken to be the natural order of things, be it free market or meta-narratives, or the conception of race. Law based on reason is what attract the scholars of CLS the most. For the scholars of CLS it is to doubt the prospect of uncovering a universal foundation of law based on reason. The myth of determinacy is a significant element of the critical assault on law.  [4]  To the scholars of CLS, law is far from being a determinate, coherent body of rules and doctrine, the law is portrayed as uncertain, ambiguous and unstable.  [5]   If American legal realism was jazz jurisprudence, Critical Legal Studies may be its rock successor.  [6]  Ronald Dworkin found the CLS resembling the older movement of American realism, and for him it was too early to decide whether the CLS is more than an anachronistic attempt to make the then dated movement reflower.  [7]  Professor Hilaire McCourbey and Dr. Nigel D. White  [8]  finds the ultimate target for scholars of CLS is to destroy the notion that there is one single truth, and that by disclosing the all-pervasive power structures and hierarchies in the law and legal system, a multitude of other possibilities will be revealed which are all equally valid. LAW, ITS INEQUALITY AND OTHER ISSUES SURROUNDING LAW The scholars of CLS find it very disturbing how the law maintain inequalities in society. According to the scholars of CLS, legal doctrine is limited and imperfect. Legal doctrines can only offer a narrow view of the world. Robert Gordon finds the legal doctrine to comprise of abstract and impoverished categories. These crude, artificial categories e.g., found in criminal law, laws of contract and family, which will illustrated below, are based on complex human relationships although they in no way reflect or naturally represent with what is occurring. With regard to criminal law, M Kelmen  [9]  uses the example of a wife who, having been battered by her husband, kills the husband. Then she pleads the defence of provocation. Question arises whether the judge is to adopt a narrow time frame  [10]  or that of a broad one  [11]  . No one can say it for sure which law is to be applied here for certain. There may be circumstance where the alleged offender is considered in a narrow time frame basis and another in a broad one. This line of approach is making individuals fall into the contradiction in law faced in criminal law. The law of contract where the principle enshrined in the maxim caveat emptor a maxim devised to protect capitalist interest against the interests of the powerless consumer stands against the principle that it is the function of the state to intervene to protect the weaker party against exploitation is a clear reflection of inequality in law.  [12]  This kind of contradiction in law has always put the judges in confusion as to which principle a judge needs to follow in a given case. It is argued by the scholars of CLS that law is fundamentally political. For D. Kennedy  [13]  there is no line between private and public law. It is a myth.  [14]  There is nothing natural or neutral about contract law as much as administrative law, property law as much as environmental law.  [15]   The law of co-habitation opens range of options to a judge which makes it hardly possible to come to a decision which ultimately causes conflicting outcomes from the courts of law. Where a woman who seeks to enforce a co-habitation agreement against a male partner the question that comes before the court is to choose between (1) common law principle that such agreements are not legally enforceable because of the presumption that such agreements lack the necessary element of an intention to create legal relations and (2) the principle, arising from public policy that it is the duty of the courts to give effect to the intention of the parties. This has always put judges in a difficult position as said earlier. For Peter Gabel,  [16]  one is never, or almost never, a person; instead, one is successively a husband, a bus passenger, a small businessman, a consumer and so on, in contemporary capitalist society. To Mark Kelman,  [17]  liberalism in the eyes of Crits is a system of thought that is simultaneously beset by internal contradiction and by systematic repression of the presence of these contradictions. Liberalism focuses upon individualism and self-interest at the cost of others. The scholars of CLS are against such notion. Such preference is evinced in the laws creation and maintenance of division between the public and private matters. Mills liberty is the perfect example. Mills liberty is the principle that an individual can be compelled where his actions harm others, but must be free where his actions affect himself. The courts always find it difficult to prevent oppression in the private realm because of the legal division between public matters, in which the state or its laws can intervene, and private matters, in which they cannot. The Crits of CLS termed this division as false and a mere illusion. Robert Gordon very clearly mentions that for the Crits, law is inherently neither a ruling-class game plan nor a repository of noble with perverted principles. To Gordon, it is a plastic medium of discourse that subtly conditions how we experience social life.  [18]   Robert Gordon refers to some basic points that the Critics want to make about legal discourse. He refers to discourses of power. Law cannot be a toy for the powerful to play with. However, in reality to avail legal services or matters in conjunction to it one has to be able to wield legal discourses with facility and authority or to pay others, such as lawyers, legislators, lobbyists, etc., to wield them on your behalf is what matters and that is what is takes to posses power in society. For this reason legal discourses tend to reflect the interests and the perspectives of the powerful people who make most use of them.  [19]  This may be regarded as another example of how law maintains inequality in the eyes of the scholars of CLS. However, whether actually being used by the powerful or the powerless, legal discourses are saturated with other non-legal discourses that for the most part rationalise and justify in subtle ways the existing social order as natural necessary and just.   [20]   It is a common phenomenon to make laws to spur economic competitions and thus assisting the elite class in their search for power and wealth. Duncan Kennedy  [21]  mentions that the primary targets in Legal Education are the unhealthy hierarchies at various levels like those existing between lecturers and the students they teach; those between the faculty members and the administrative support and he terms them all as false and unnecessary hierarchy which gets into the mind of law students and thus creates a continual chain of hierarchies. TECHNIQUES APPLIED TO LEGAL DISCOURSES Trashing or Debunking As McCourbey and White put it trashing is mainly aimed at revealing the illegitimate hierarchies that exist within the law and society in general.  [22]  The scholars of CLS are essentially engaged in revealing those hierarchies and undermine them. In Marxism the hierarchy of power exist in terms of classes but he we have seen the hierarchy to exist even in universities where there is a power relationship between lecturer and student.  [23]  It is much more complex than the marxists view.  [24]  Trashing involves seeking to question and challenge the mainstream liberal legal regime. Mark Kelmans scepticism towards mainstream or orthodox views of law led to defend trashing against mainstream academic critics and stated that the discrediting of accepted legal argument is good. The following extract from Kelman explains the purpose of trashing or debunking:  [25]   We are also engaged in an active, transformative anarcho-syndicalist political project At the workplace level, debunking is one part of an explicit effort to level, to reintegrate the communities we live in along explicitly egalitarian lines rather than along the rationalised hierarchical lines that currently integrate them. We are saying: Heres what your teacher did (at you, to you) in contracts or torts. Heres what it was really about. Stripped of the mumbo-jumbo, heres a set of problems we all face, as equals in dealing with work, with politics, and with the world.  [26]   The above quotation reveals the tension of exposing hierarchies at work place, specifically it goes on to mention within the law school and expressly between the teachers and students as discussed earlier. Kelman further mentions that one main objective of trashing is to de-stabilising view of the theoretical world that is trapped in liberal legalism. Trashing helps us to see the underlying complacencies and assumed premises in liberal legalism as imperfect and opposes the belief that the world is running smoothly. Robert Gordon, in his Law Ideology, states that trashing techniques are used sometimes simply to attack the discourses on their own terms to show their premises to be contradictory or incoherent and their conclusions to be arbitrary or based on dubious assumptions or hidden rhetorical tricks.  [27]  He claims that this would reveal the hidden truth of obscure realities. Dereification Dereification is aimed at exposing what the scholars of CLS see as one of the most important functions of law in a liberal society.  [28]  Mostly everyone is in a trapped situation that is to say an implicit hierarchy is established in society. The term employee is attached to people who agree to work for another in return for payment and the term employer is used to refer to the person or body who hires them. The use of employer and/or employee is attached with a range of consequences and expectations for both parties. For this reason the parties are led to behave in a particular way that is to say on the basis of their formalised relation under the heads of employer and employee. In this sense reification has occurred. Peter Gabel has characterised law by reification, which involves a gradual process whereby abstractions, originally tied to concrete situations, are then themselves used and operated instead of the concrete. Dereification involves the scholars of CLS to see it th e other way round. Dereification is basically the recognition and exposure of such fallacies to reveal the law as it really is. Delegitimation To delegitimate law the scholars of the CLS attempt to strip away the veneer of legitimacy to reveal the ideological underpinnings of the legal system.  [29]  McCourbey and White states that delegitimation is aimed at exposing what the scholars see as one of the most important functions of law in a liberal society, namely the legitimation of the socio-economic system of that society. This brings the important insights into the law. Genealogy Robert Gordon considers genealogy as another technique to highlight the awareness of the transitory, problematic and manipulable ways legal discourses divide the world which is by writing their history.  [30]   CONCLUSION CLS is considered as radical by many jurists today. It is submitted that CLS and its technique is to filter the process of thinking of mankind. Most of the general public finds anything more acceptable which brings in more explanation for things going around us in our day to day life. CLS and its technique reveal an attempt to bring equality and more thinking into law. Trashing, genealogy, dereification etc. are all well convincing methods of looking into things surrounding our day to day life to find the right reason and hence bring equality in to law. However, it needs to be mentioned as well that too much critical thinking in to anything may not bring the right or convincing result. Therefore, a balance between critical thinking and a liberal approach is a must for a better philosophy. Words Counted:2061

Netscape Analysis Report Essay -- essays research papers

Netscape Analysis Report I. History Netscape Communications Corporation, originally named Mosaic Communications Corporation (MCOM) was founded in April 1994 by Jim Clark and Marc Andreessen. They released their first browser products free to Internet users in September 1994. Jim Clark is chairman of Netscape Communications Corporation. Before founding the company, Clark was the chairman of Silicon Graphics, a computer hardware manufacturer he founded in 1982. Marc Andreessen is vice president of technology for Netscape Communications. He helped develop the original graphical World Wide Web browser, Mosaic, while he was at the University Of Illinois at Urbana/Champlain. The Internet is a global network connecting thousands of networks by use of high speed digital lines called ATMs, T3s and T1s. It was just being introduced to the general public at the time of Netscape's conception and they would NOT have been successful if they had not had this timing advantage. II. Location Netscape's corporate headquarters are in Mountain View, California -- in the heart of the Silicon Valley. However, due to the nature of the global networks its software transmits over, Netscape is able to sell worldwide via the Internet. There are virtually no walls to its "retail outlets." Its software products are also distributed through computer stores worldwide. III. Product Line Netscape Navigator is a software program to browse information available on the Internet. It is available for all common computer system platforms, including 16-bit PC, 32-bit PC, Macintosh, and all UNIX systems. Navigator also allows people to check their e-mail on the Internet through use of a password (MIME) encoding scheme. Netscape Server is a piece of software that installs on UNIX and Windows NT based systems that allows serving of data on the Internet's World Wide Web. It also provides for secure transactions such as those involving credit cards. IV. Corporate Structure The founders, Jim Clark and Marc Andreessen, own 35% of the company. There are other major shareholders, and it is also publicly held. The board of directors and other executive management are listed in the following table: James H. Clark- Chairman of the Board James L. Barksdale- President, Chief Executive Officer and Director Marc L. Andreessen- Vice ... ...quarter of 1995, Netscape showed a profit. VIII. Graph Please see attached sheet IX. Other Information A. Netscape is involved in a project to put all of California's public schools on the Internet. (Star Ledger, "Net Day ‘96") B. America Online entered into a partnership with Netscape to have Netscape's browser software available to AOL users. (3/12/96, DJIN) C. CompuServe entered into a licensing agreement with Netscape to let CompuServe's users use Netscape as their primary browser software. (3/11/96, DJIN) X. Conclusion I would suggest this stock as a good investment in the Stock Market Game because its price fluctuates enough to earn a decent profit from trading it. I would not, however, suggest Netscape as a good investment in real life until its price becomes lower, because it seems to be on a downward trend. (Although Netscape is a good long-term investment as well, because of its potential and the demand for the Internet) Works Consulted Netscape 10Q Quarterly Report (4th quarter 1995) Netscape 1995 Annual Report Netscape Prospectus for Public Offering Of Stock Star Ledger, "Net Day ‘96", ? Dow Jones News Retrieval Service, (3/11/96, 3/12/96)

USS Arizona, A Great Ship :: American History Pearl Harbor World War II WWII

On December 7th, 1941 tragedy struck when Pearl Harbor was attacked by the Japanese. Many ships were sunk during the attack, but one of the most recognizable was the battleship the U.S.S. Arizona. This was one of the ships that was in line in the infamous battleship row. Because of where the U.S.S. Arizona was located it was a sitting duck to dive bombers and torpedo bombers of the Japanese. Once the ship was hit it went down in nine minutes. The sinking of the U.S.S. Arizona caused 1,177 service men to die while on board. The U.S.S. Arizona should also be known for all of its accomplishments during its tenure as a battleship. The Arizona had a very long and prestigious career before it was sunk. During the U.S.S. Arizona's life is served many important functions, from patrolling waters to escorting important people. The loss of the U.S.S. Arizona will forever be remembered as a tragic loss for the United States and its armed forces. The U.S.S. Arizona was in the United States Navy for a very long time before it was sunk. The reason why the U.S.S. Arizona was built was because it was part of America's pre-World War 1 modernization of the Navy. It was built in the Brooklyn Naval Yard with the other Pennsylvania class battleship. The builders of the U.S.S. Arizona started the layouts on March 16, 1914. It took a few years before the Arizona would finally be launched. The U.S.S. Arizona was put into commission on October 17, 1917. When it was built it was a very expensive ship. After all the construction was done the grand total for the ship was 12,993,579.23 dollars. When the Arizona was built it was considered to be a Pennsylvania class battle ship. This meant that it was an upgrade over the Nevada class battleship, which was the types they built before the Pennsylvania class. The main upgrades that they made was that they ships of the Pennsylvania class had two more main battery guns, a greater length and wate r displacement, and it had four propellers for a higher maximum speed. They also upgraded the size of the secondary battery guns. Because of this the U.S.S. Arizona carried a punch that no one would like to deal with. This consisted of four triple turrets for the main battery, and 22 single turret secondary battery. The Arizona also had many anti-aircraft guns for protection.

Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A Research Proposal Presented to The Faculty of the College of Teacher Education Surigao del Sur State University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By: Mark Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM: RATIONALE AND BACKGROUND INTRODUCTION The pattern of learning acquisition of a child happened in different instances.His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning.According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global. britannica. com) The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces.Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process result ing in a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or innate response tendencies (Lefroncois, 2007).Learning is the most part in education. It is an indispensable design of every school wherein learning most occur and the one who is responsible for the process is the teacher. Learner agents are teachers; they conduct, guide and encourage pupils to learn. They can help motivate these pupils’ development and advancement in learning. Students in other hand would keep a stride to counterbalance the teacher’s role because learning is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to transfer learning.He should promote positive transfer of learning in classroom, guided with methods and techniques in teaching learning process. Transfer can be defined as a process of extending knowledge acquired in one context to other context. (Byrnes, 2001). It is the most complex part of the teaching lear ning process because there are varied types of learning in a single classroom that needs different attention and approaches just to acquire knowledge. Thus, it is a role of a teacher on how he will make adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is said that the aim of teaching is to promote and produced desirable changes in behavior which will carry over into new situations. If the teacher lacks knowledge, how could he facilitate learning? The teacher serves as foundation of learning; therefore, it is significant for him to know the character of techniques play in implementing and refining principles for effective deliberation of knowledge to his learners. The teacher may know many things and be ready to teach his pupils, but he will have little success on his profession unless he has knowledge of the mind of his pupils and knows what goes on there.Through this study, the factors that affect learning acqui sition of CTE students will be measured, and those measurements will serve as the baseline information for the faculty in the College of Teacher Education program on what teaching approaches suited to the varied learners in each program of study. STATEMENT OF THE PROBLEM The purpose of the study is to find out the dimensions affecting learning acquisition of CTE students in SDSSU-Lianga Campus. The study aimed to answer the following problems: 1.What is the profile of CTE students of SDSSU-Lianga Campus when grouped according to: 1. 1 Age 1. 2 Sex 1. 3 Civil Status 1. 4 Program of Study 2. To what extent do the College of Teacher Education students manifests the indicators along dimensions that affect learning acquisition. 2. 1 Self- motivation 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 Classroom Climate 2. 6 Teacher Behavior 3. Is there a significant difference in the dimensions that affect learning acquisition of the College of Teacher Education student ofSDSSU-Lianga Campus when grouped according to question no. 1? NULL HYPOTHESIS There is no significant difference on the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus when grouped according to age, sex, civil status, and program of study. THEORETICAL FRAMEWORK OF THE STUDY This study is anchored on the following theories. 1. Theory of Conditioning * This theory states that the process of learning consist of the acquisition of the new ways of reacting to stimuli developed through attaching new stimuli to established modes of behavior. . 1. Classical Conditioning * This is based on the experiment conducted by Ivan Pavlov a Russian psychologist on the reaction of the dog, who postulated that conditioning consists of eliciting a response by means of a previously neutral or inadequate stimulus. Principles under Classical Conditioning 2. 2. 1. Adhesive Principle – a response it attached to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation – also known as the law of acquisition. It occurs when a previously neutral stimulus gains the ability of eliciting the response. . 2. 3. Extinction – also known as unlearning and occurs when the conditioned response is no longer elicited by the conditioned stimulus because the conditioned stimulus is frequently presented without the paired stimulus. 2. 2. 4. Stimulus generalization – This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery – This happens when a conditioned response which does not appear for some time but re-occurs without need of further conditioning. . 2. Operant Conditioning – Theory based on the experiment conducted by Burrhus Frederick Skinner upon a hungry rat. He believed that since an organism tends in the future to do what it was doing at the time of reinforcement, one can train that organism either by presenting him a rewa rd or punishment as a consequence of his actions. Feedback Principle – states that an organism responses maybe reinforced by presentation or removal in other words, rewards and punishments. 2. Vector and topological Theory Basically, this is derived from the terms vector which means a quantity that has magnitude and direction and topology which is concerned with properties of geometric configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an individual’s exist on a field of forces within his environment that move, change and give him a degree of stability and substance or define his behavior. The behavior of an individual is a result of forces operating simultaneously within his environment and life space.CONCEPTUAL FRAMEWORK The focus of the study is to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variables that will be used on this study a re independent, moderator and dependent variables. The schematic diagram of this study is presented in figure 1. Dependent Variable Academic Achievement And Effective Instruction Independent Variable Dimensions affecting Learning Acquisition Inner Forces 1. Intrinsic /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teacher’s Behavior Moderator Variable CTE STUDENTS PROFILE 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is composed of the first box contains the independent variables of which it comprises the dimensions that affect learning acquisition of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has inner and outer forces.Inner forces include intrinsic motivation/self-motivation, feelings and attitudes w hile the outer forces comprise the peers/classmates, classroom climate and teacher’s behavior. The above stated dimensions affects the learning the acquisition of a child, each forces trigger the child’s determination in acquiring knowledge. Intrinsic Motivation/self-motivation –. Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005:233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to striving towards self-actualization.According to Herington and Weaver (2008:124), their study showed that engaging in group projects suggested that intrinsic factors may have encouraged students to engage in activities at different times, indicating the possibility that personal factors and social styles affected adopted learning approaches. Feeling – in this dimension the learner is conditioned in accordance to what feeling he possess towards learning, it is influenced by the peers/c lassmates, teacher and classroom environment. Attitudes – in this dimension the learner himself generate knowledge through his behavior, experience and determination to learn.Peers/ classmates – in this dimension the learning acquisition of a child is being influenced by the people around him who has equal respects him as to year level, co-major, age, etc. or it is the assignment of students to help one another on a one-to-one basis in a small groups in a variety of situations. Classroom Climate – in this dimension the learner is being influenced by the classroom environment; such as the arrangement of the chairs, ventilation, lighting, pictures posted, cleanliness and room accommodation.Teacher’s Behavior – in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher in facilitating the teaching learning process. The second box is the dependent variable which consider as response or the expected output o f this study. It comprises the academic achievement of CTE students and Effective instruction for the faculty assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies it’s influenced in achieving the second variable. SIGNIFICANCE OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. The result of this study hopes to benefit the following. School Administrator – the findings would help the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may help also to evaluate whatever trainings, seminar and workshops needed to supplement the faculty’s development for effective construction of knowledge. For teac her – the study would help the teacher to raise their awareness of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers will be able to facilitate the learning in an appropriate manner in accordance to what specific dimension do the students preferred most.For students – the findings would help them to identify what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to generate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students modify their practiced attitudes towards learning into positive one, it is beneficial on their part because it will allow them to keep pace for whatever changes brought by the technology in the 21st century.For Librarian – the study will serve as a reference material for the future researchers on the different dimensions that affect learning acquisition of the students. For Future Researchers – the study would serve as the basis to conduct more researchers related to the proposed study. SCOPE AND LIMITATION The proposed study will be limited on the dimensions that affect learning acquisition of CTE students, first semester in the academic year 2013-2014. Definition of TermsFor the purpose of clarification the following terms are defined as they are used in this study. The following terms are arranged alphabetically. Attitudes – is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols† (Hogg &Vaughan 2005, p. 150) Behavior – is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment.Dime nsions – as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. Extrinsic motivation – it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, etc. Feelings – it refers to a natural  response of our thoughts and intentions. It is an affective state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates – it refers to the people who are equal in such respects as age, education or social class etc. Intrinsic motivation – it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the right things to do in order to realize a personal goal or a life dream. Learning Acquisition – it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational services are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is applied to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success.The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents’ in volvement in their child’s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to identify and analyze the numerous factors that affect academic performance in various centers of learning.Their findings identify students’ effort, previous schooling (Siegfried &Fels, 1979; Anderson &Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the curr ent global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are relevant for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. Local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions: It’s Correlation to the Factors affecting Academic Performance of Students o n May 2011 he indicates five factors namely intellectual, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III Methodology RESEARCH DESIGN Descriptive design particularly descriptive survey method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers away from Butuan City, the heart of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of Governance of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + [Se2 (1-p)] NSe + [V2p(1-p)] To determine the sample size, the researchers consider the entire population of the respondents (CTE Students) enrolled in the first semester of the academic year 20 13-2014. The total population of the respondents is 169 as shown in table 1. To compute for the sample size of this study the below written formula will be used. Ss. =Unrestricted random sampling will be used to get samples for the respondent’s population (CTE Students), wherein each CTE students has equal chance of inclusion in the sample. Lottery techniques will be used in getting samples. To draw a sample, each individual in the population will be given an assigned number which is written on a piece of paper that will be rolled thoroughly on the box once at a time. The computed sample size of the population is 130 out of 169 students in teacher education program. The researcher will select 130 papers on the box and those selected papers will consider as the respondents of this proposed study.The computation of the sample size is shown below. NV + [Se2 (1-p)] NSe + [V2p(1-p)] Ss. = Given: N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + [(0. 01)2 (1-0. 50)] 169 (0. 01) + [(2. 58)2 (0. 50) (1-0. 50)] Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = 130 SAMPLING DESIGN AND TECHNIQUE Unrestricted random sampling and lottery techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will gather the master list of the students’ on the said semester and academic year from the SDSSU- Registrar wherein the study will be conducted and will be arrange according to year level. Distribution of the respondents is shown in table 1. Table 1 DISTRIBUTION OF RESPONDENTS YEAR LEVEL| FREQUENCY PERCENTAGE| PERCENTAGE| 1st Year| 45| 34. 615| 2nd Year| 35| 26. 923| 3rd Year| 30| 23. 077| 4th Year| 20| 15. 385| TOTAL| 130| 100| THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering data to determine the dimension s that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include items from books, completed researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will deal on the dimensions that affect learning acquisition of CTE students along the following: Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teacher’s behavior. VALIDATION OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researcher’s adviser for correction and suggestions. Several changes will be made. The revised form will then undergo reliability test through split half method. The questionnaire will be divided into two (2) halves, odd and even items. The result is reliability coefficien t for a half test, the reliability coefficient of a whole test is estimated by using the Spearman – Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where: rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents | Scores| Rank | D| D2| | Odd| Even| Ro| Re| | | 1| 80| 76| 2| 3| -1| 1| 2| 66| 60| 18. 5| 25. 5| -7| 49| 3| 68| 78| 15. 5| 5| 10. 5| 110. 25| 4| 73| 79| 6. 5| 1| 5. 5| 30. 25| 5| 69| 70| 13. 5| 13| 0. 5| 0. 25| 6| 72| 73| 9| 8| 1| 1| 7| 59| 54| 27| 28. 5| -1. 5| 2. 25| 8| 64| 70| 22. 5| 13| 9. 5| 90. 25| 9| 66| 73| 18. 5| 8| 10. 5| 110. 25| 10| 55| 55| 28| 27| 1| 1| 11| 50| 54| 29| 28. 5| 0. 5| 0. 25| 12| 75| 74| 3. 5| 5| -1. 5| 2. 25| 13| 68| 69| 15. 5| 15. 5| 0| 0| 14| 69| 68| 13. 5| 17. 5| -4| 16| 15| 81| 78| 1| 2| -1| 1| 16| 70| 73| 12| 8| 4| 16| 17| 73| 71| 6. 5| 10. 5| -4| 16| 8| 64| 65| 22. 5| 22. 5| 0| 0| 19| 64| 67| 22. 5| 20| 2. 5| 6. 25| 20| 64| 63| 22. 5| 24| -1. 5| 2. 25| 21| 63| 65| 25| 22. 5| 2. 5| 6. 25| 22| 75| 74| 3. 5| 5| -1. 5| 2. 25| 23| 61| 60| 26| 25. 5| 0. 5| 0. 25| 24| 72| 70| 9| 13| -4| 16| 25| 72| 67| 9| 20| -11| 121| 26| 65| 67| 20| 20| 0| 0| 27| 71| 69| 11| 15. 5| -4. 5| 20. 25| 28| 48| 52| 30| 30| 0| 0| 29| 67| 71| 17| 10. 5| 6. 5| 42. 25| 30| 74| 68| 5| 17. 5| -12. 5| 156. 25| Total| | | | | | 820| rht = 1- 6? D2 N3– N = 1 – 6(820) 303 – 30 = 1 – 4920 27,000 – 30 = 1- 4920 26970 = 1 – 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect coefficient for the test to become reliable is 1, thus the resulted computation which is 0. 90 is accepted reliable. DATA GATHERING PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been approved by the Campus Dire ctor, the researcher will administer the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be gathered will be tabulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 – 4. 00Always 2. 50 – 3. 49Sometimes 1. 50 – 2. 49Rarely 0. 05 – 1. 49 Never QUESTIONNAIRE PART I PERSONNAL DATA Name: _____________________________________________________ Sex:MaleFemale Age: 16-18 19-24 25-Above Civil Status:Single MarriedProgram of Study:BSEd BEEd PART II Direction: 1. Read each item carefully 2. At the end of each item are five choices, these choices are: 4 – Always 3 – Sometimes 2 – Rarely 1 – Never 3. Check the appropriate column to what extent each in dicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION| 4Always| 3Sometimes| 2Rarely| 1Never| 1. I learn best when I exert effort to find out why I need to do a particular task. | | | | | 2. I learn best when I reward myself when I worked. | | | | | 3. I learn best when I see to it that I give myself regular breaks from works. | | | | 4. I learn best when I am able to keep my concentration and does not let my mind â€Å"drift away† | | | | | 5. I learn best when I have ways of dealing with distractions. | | | | | 6. I learn best when I am willing to do the work that I do not enjoy because I see to it that it is important. | | | | | 7. I learn best when I go to tutorials to improve my school work. | | | | | FEELINGS| | | | | 1. I learn best when I feel to study with no worries. | | | | | 2. I learn best when I feel to read books with good valuable content. | | | | | 3. I learn best when I feel the ambiance inside the classroom discussion. | | | | 4. I learn best when I feel that my classmates cooperate well in the classroom discussion. | | | | | 5. I learn best when I feel that my teacher enjoy what she teaches and makes the discussion more lively. | | | | | 6. I learn best when I feel to relax my mind before working any task. | | | | | 7. I learn best when I feel that my classmates invest efforts in doing their works. | | | | | ATTITUDES| | | | | 1. I learn best when I ask assistance from my teacher when work is too difficult. | | | | | 2. I learn best when I observed my classmates working together with the task given by the teacher. | | | | | 3.I learn best when my teacher give comments to my work as feedback. | | | | | 4. I learn best when my teacher give me the topic in advance for the next session. | | | | | 5. I learn best when I make a list of valuable references with bibliographic details, page number of quotes and so on. | | | | | 6. I learn best when I re-write my notes and highlight it. | | | | | 7. I learn be st when my classmate re-explain the topic to me in a short generalized form. | | | | | Outer forces PEERS| | | | | 1. I learn best when I discuss work assignment. | | | | | 2. I learn best when I share resources with other students. | | | | 3. I learn best when I ask questions and generally take part in group discussion. | | | | | 4. I learn best when I listen out for key ideas when someone is talking. | | | | | 5. I learn best when I am listening to someone, and I try to anticipate what he will say next. | | | | | 6. I learn best when I study in a group. | | | | | 7. I learn best when my classmates teach me personally the lecture. | | | | | CLASSROOM CLIMATE| | | | | 1. I learn best when the chairs are arranged in such a way that I can easily move with-out unnecessary disruptions. | | | | | 2. I learn est when the room is well-lighted and ventilated. | | | | | 3. I learn best when I can see the teacher clearly in the front. | | | | | 4. I learn best when the classroom is wide enoug h to allow me to move during activities. | | | | | 5. I learn best when the seat arrangement is flexible. | | | | | 6. I learn best when there is no picture or any other fixture that distracts my attention. | | | | | 7. I learn best when the room is well cleaned and free from any sort of dirt. | | | | | TEACHER’S BEHAVIOR| | | | | 1. I learn best when my teacher approach me if I had understand the topic. | | | | 2. I learn best when my teacher talk with a lot of facial expressions. | | | | | 3. I learn best when my teacher gives me enough time to do my work. | | | | | 4. I learn best when my teacher give a quiz right after the discussion. | | | | | 5. I learn best when my teacher gives me new work to do when I am ready for it. | | | | | 6. I learn best when my teacher takes hard lessons in small steps. | | | | | 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson. | | | | |