Oxfam Non Commercial Organisation - 1218 Words

Introduction: Oxfam is non-commercial organisation which is fighting against poverty.Oxfam stands for Oxford Committee for Famine Relief.For the first time the creators of Oxfam met together in October 1942 in Oxford, to discuss with the government the opportunity to decrease(reduce) the allied blockade of occupied Europe and cover feeding of imperative alleviation key to civilians.Oxfam was created with 8 various members the(famous) powerful one was Jackson-Cole a London businessman(Web Cache,N/A).This became now Oxfam GB and still based in Oxford, Oxfordshire.Oxfam GB started to become more popular and well known by opening their first regular shop in 1948.Goal of this project is recognize the main stakeholders of the company and what†¦show more content†¦In 1995 Oxfam GB joined another 17 Oxfam s organization from all over the world to form Oxfam International which is helping in more than 90 countries(Oxfam International,2015). There are a lot of charity shops in the United Kingdom s elling with more or less the same price of Oxfam GB.These shops are the main competitors to oxfam.For

Domestic Violence Against Women Essay - 3283 Words

Domestic Violence against Women Domestic violence against women refers to structural acts of aggression, sadism, pain, and oppression that are gender-based resulting to physical, psychological, and sexual harm, and suffering to women. Coercing, arbitrary deprivation of liberty and threatening to engage in actions causing harm and suffering either in public or private to women also constitute gender-based domestic violence. According to Black et al. (2011), gender-based roots of violence and aggression should be recognized as crucial social mechanisms leading to women being forced to positions of subordination compared to their male counterparts (p. 7). Physical, emotional, sexual, and psychology harm towards women encompass violence occurring in the family, general community, and that perpetrated by the State. Intimate life partners and family members are also major contributors towards domestic violence. They often engage in acts of abuse including beating, strangling, kicking, slapping, arm twisting, stabbing, b urning, and choking, as well as threats using weapons and objects. According to Khan (2000), female genital mutilation and wife inheritance should also be recognized as traditional forms of domestic violence as they harmed and caused suffering to women (p. 2). A focus on domestic violence will prove that all types of gender-based violence against the female population should neither go unnoticed nor taken lightly as they affect women, children, families, and theShow MoreRelatedDomestic Violence And Violence Against Women1662 Words   |  7 Pagesdefinition of domestic violence is, â€Å"Violent confrontation between family or household members involving physical harm, sexual assault, or fear of physical harm†. Domestic violence takes place in many forms, including physical assault, threats, sexual abuse, intimidation, etc. Domestic violence destroys the meaning behind a home and the feeling of a safe environment. No one man, woman, or child deserves to be abused. The abuser is the one who should take responsibility of the violence occurring, notRead MoreDomestic Violence And Violence Against Women2254 Words   |  10 PagesIntroduction â€Å"Domestic violence is a type of abuse by one or both partners in marriage, friends, family, dating or cohabitation† (Aziz Mahmoud, 2010). There are many forms of abuse from verbal and emotional to physical that often escalates over time in intensity for the victim. Data from the criminal justice system, hospital patient medical records and mental health records, police reports, surveys and social services reports of thousands of women revealed that many are injured and killed as aRead MoreDomestic Violence Against Women966 Words   |  4 Pages Domestic Violence against Women Name Course Instructor Institution Date of submission Domestic Violence against Women Domestic violence is known in different ways, which are domestic abuse, intimate partner or battering. Domestic violence occurs in a relationship between intimate people. It can take many forms including sexual and physical abuse, threat of abuse and emotional. Domestic violence is mostly directed towards women, though men are abused but chances are minimal. Domestic violence happensRead MoreDomestic Violence Against Men and Women1449 Words   |  6 PagesDomestic Violence against Men and Women Sandra Marable Kaplan University CM-220 Professor Freiteg May 20, 2013 Whenever the thought of domestic violence comes to mind, more than often the visual picture is a women or a child. However, there is another side that has been ignored because it is pushed under the rug. The unfortunate fact is that men are the victims of domestic violence at least as often as women are. While the very idea of men is being beaten by their wivesRead MoreThe Issue Of Domestic Violence Against Women1497 Words   |  6 PagesOver the last 50 years the world has made huge strides against the issue of domestic violence against women. While this may seem like a great moral victory for us as a society we have a long way to go before the issue is under control. The very image of a man striking a woman immediately strikes a chord with most of us, causing great discomfort. If we switch the roles however the same proverbial chord lies there dormant. In fact when a man is struck in a movie by a woman it is often displayedRead MoreDomestic Violence Against Women And Children 1115 Words   |  5 PagesWomen aren’t the only victims of domestic violence. Society must recognise, support and protect all victims of domestic violence. Good morning everyone. Victoria’s CSA chief statistician Fiona Dowsley states domestic violence reports in Victoria have topped 70,000 cases in the last year. With these results it would be assumed that they would be directly related to women. Since the recent illegalisation of domestic violence results show that women and children aren’t the only victims. Domestic violenceRead MoreDomestic Violence Against Indigenous Women947 Words   |  4 Pagesarticle â€Å"Domestic violence against indigenous women is everybody’s problem† domestic violence is depicted as a serious social problem that involves â€Å"unspeakable acts of violence† that leaves victims experiencing fear and despair (Taylor 2014). More specifically, the social construction of domestic violence will be discussed with an emphasis on Aboriginal women and a typology of intimate partner violence. The social construction of domestic violence has serious implications for victims of domestic abuseRead MoreDomestic Violence Against Women And Girls1600 Words   |  7 Pageshuman rights, to support and help survivors of violence, to explain why violence against women and girls is not acceptable, and to ensure that perpetrators are prosecuted and punished. This was spoken by the Minister for Equality and Ecclesiastical Affairs and the Minister for Development Cooperation in Denmark. The country of Denmark is a small nation that faces the problem of domestic violence. To comprehend the issue of domestic violence against women in Denmark, it is important to understand theRead MoreDomestic Violence Against Women Act1639 Words   |  7 Pagesfederal government to take part in the battle against domestic violence. This new law, named the VAWA, acknowledged that violence against women is a crime with far-reaching, harmful consequences for families, children and society (Domestic and Sexual Violence Data Collection, A Report to Congress under the Violence Against Women Act, 1 [NIJ Research Report 1996]). To fight this violent crime problem, VAWA made federal domestic violence crimes to be act against by the Department of Justice. Reliable withRead MoreDomestic Violence Against Women Essay2203 Words   |  9 Pagesof Violence against Women (1993) defines violence against women as any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. (UN General Assembly 1993). It is violence in private life that comprises domestic violence against women. Also called Intimate Partner Abuse and Family Violence, it

Personal Story My Disastrous Trip to the Dentist Essay Example For Students

Personal Story My Disastrous Trip to the Dentist Essay It was a normal Tuesday morning, when I woke up to get ready for school. The first thing I thought about was my dental appointment that afternoon. It was my first orthodontist appointment to get the right fittings for my braces. I went to school and worried all day about my appointment. I didn’t know what to expect, would it hurt, would I get them on today, what would my buddies say. As the day went on my anxiety level increased as the appointment got closer. The day was coming to a close and I was sitting in class at my desk, when the PA system came on and said â€Å"Could Brandon please come to the office his mom is here to pick him up†. I grabbed my homework off my desk and headed towards the vehicle. I immediately told my mom I was nervous. She said there’s nothing to worry about, they are only doing impressions on your teeth it will be easy. I arrived at the dentist walked in the reception area, sat and waited, worried and waited some more. My appointment was scheduled for 3:00 but I was still in the waiting room at 3:20. I thought to myself maybe they forgot about me! It was about 3:25 when the hygienist called my name; we all followed her into the room. I sat down and she said Dr. Matheny will be with you in just a moment. I was sitting in that dentist chair with butterflies in my stomach, not knowing what was going to happen. Mom could see from my fidgeting I was nervous and she tried to make me feel more comfortable. That’s when I noticed the big button on the floor beside the dentist chair. I have always liked to push buttons and figure out how things work. My Nana always called me Dennis the Menace because at her house I’d push buttons to see what happened or ask questions of what they did. I turned sideways in the chair to talk to my mom and my foot was on the ground with my hands on my knees. I was just sitting there when my foot pushed on the big button. The chair started going up really fast. Before I knew it my fingers were caught between the arm of the chair and my leg with my foot still pushing on the button. The chair was still trying to go up pinching my fingers harder and harder. I was stuck I couldn’t get out. My mom ran out of the room yelling for someone to help. Dr. Mathany ran in wondering what was wrong. It was obvious I was stuck and needed his help to get out. He quickly realized what the problem was and reversed the direction of the chair. When I got my hand out my fingers were bright red with marks on them from being pinched so hard. He said run your hands under some cold water to keep the swelling down. My face was bright red because I was so embarrassed. As the pain went away we all had a good laugh. When we left the office my parents laughed some more and told me that’s a good story for my wedding day.

The Kony 2012 Controversy

Introduction The film â€Å"Kony 2012†, a 28-minute film by the ‘Invisible Children’ was created to promote the movement ‘Stop Kony’ with an aim of creating awareness of the plight of children in Northern Uganda, southern Sudan and Central Africa (Pallota 1). This is the region where the African fugitive Joseph Kony and his militia have been operating and executing inhuman activities against children and women (Curtis 1).Advertising We will write a custom essay sample on The Kony 2012 Controversy specifically for you for only $16.05 $11/page Learn More The non-government organization ‘Invisible Children’ seeks to make Kony, who is also wanted at the International Criminal Court, globally known in order to facilitate his due arrests and trial (Pallota 1). Although it was short, the film went viral, becoming one of the most viewed videos on YouTube by the end of the year 2012. However, the film and the campaign in general have attracted criticism and controversy that is still a topic of debate. The film attempts to attract the world attention to view the inability of the leaders in the western world as being the major factor that has resulted in the inability to stop Kony and his militia in the region. Although it is a short clip, the film has made remarkable steps towards ending Kony’s evils in central Africa (Pallota 1). However, it is worth arguing that the film is misguided because it attempts to prove right that the political leadership in America and other nations in the western world have failed to contain Kony and his militia rather than accusing African leaders and the African union of failure to contain such a small militia. The film and the controversy: Why should it focus on USA? The Invisible Children’s campaign was successful, especially after it reached the United States Senate, finally contributing a lot to president Obama’s decision to send American t roops to work with African union troops in hunt of Kony and his Lord’s Resistance Army in this region of Africa (Pallota 1). However, the film has created a major controversy due to its slick Hollywood values of production and its funding. For instance, critics have argued that the Invisible Children and its campaign â€Å"Stop Kony† believes that political leadership in America has the largest responsibility to contain Joseph Kony and his gang from extending their inhuman actions in the region (Curtis 1). The film tends to make the audience believe that the failure by the united states and other nations in the western world have either ignored the plight of children and women in Africa or are not willing to be involved in protecting the rights of children in Africa (Pallota 1). There is a controversy over the film’s intention to attack the United States in particular by making the viewers believe that America has what it takes to contain such a small rebellion, yet its leaders have taken a little time to think about the plight of children in the region (Curtis 1). The question here is â€Å"why not criticize the government of Uganda?†Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worth noting that the Lord’s Resistance Army, the rebel movement led by Joseph Kony, was founded in northern and eastern parts of Uganda sometimes in late 1980s (Atkinson, Lancaster, Cakaj and Lacaille 372). The initial claim was that successful Ugandan regimes had been alienating, mistreating some communities in the Northern parts of the country both socio-politically, and economically (Green 26). The movement was seeking to liberate the region and deliver justice to the northern tribes. As the name â€Å"Lord† indicates, the movement was founded with claims that it had the blessings and the will of God (Briggs 42). However, its actions prove oth erwise. Since late 1980s, the Lord’s Resistance Army of Joseph Kony has been abducting children and forcing them to serve as porters and members of the rebel group. As the film â€Å"Kony 2012† suggests, the rebel group is believed to have abducted more than 60,000 children from various communities in south Sudan, northern Uganda, the Congo and Central African Republic (Atkinson, Lancaster, Cakaj and Lacaille 373). In addition, the group has been abducting a large number of female children and women to act as sex slaves for the soldiers, who are later killed after their ability to provide sexual services are exhausted (Green 31). Kony has therefore remained at large. From the background of the movement and its actions, it is clear that the United States of America and her western allies have less significant role to play in a hunt and capture of Joseph Kony. The Film â€Å"Kony 2012† has actually misguided the audience because the facts are right- African leader s have the biggest responsibility in all attempts to contain Kony and his men. For instance, the government of Uganda was successful in driving Kony out of Ugandan boundaries with little assistance from America and her allies. However, once Kony and his group were out of the country, Ugandan government did little efforts to pursuer the criminals, despite being aware of his inhuman actions (Briggs 49). Therefore, if Ugandan government was able to drive the force out of the country, why does it fail to mobilize regional leaders to cooperate and contain Kony and his men? The film has failed to focus on this issue. Secondly, by attacking the United States in the Kony 2012, the film makes have misled the viewers and the public in general because they have attempted to make the world believe that the rebellion is a world affair, just like international terrorism, which American must mobilize its forces to contain. In fact, this is a false opinion made by Invisible Children because recent statistics indicate that the number of children under Kony’s slave force is less than 10,000, with some critics indicating that the 60,000 children believed to have been abducted accounts for all the children the force has been using for nearly 30 years of its existence. In addition, rough statistics given by people who escape from Kony’s forces have shown that the Lord’s Resistance Army has been reduced from a military organization to a mere group of criminals seeking to survive by attacking villages for food and clothing (Briggs 47).Advertising We will write a custom essay sample on The Kony 2012 Controversy specifically for you for only $16.05 $11/page Learn More In addition, it has reduced in numbers and influence in the region, which means that the large number of children the film ‘Kony 2012’ attempts to indicate could be false. Moreover, these statistics indicate that African regimes in the affected nations are r eluctant to wipe out such a small rebellion, probably because they do not care the plight of the innocent lives hunted, mistreated and killed by Kony and his group. Thirdly, it is worth noting that the film does not take into consideration the groups that have been involved in the Kony-led rebellion over the years. There is evidence that minerals in the eastern parts of the Democratic Republic of the Congo have been one of the major causes of the survival of Kony and his rebel group in the region. There is some evidence that Kony has been targeting and controlling some significant volume of trade in gold, diamond and other minerals in the region, which has been providing the group with economic support to survive in the bushes (Briggs 72). It is believed that Kony has been selling these minerals to various groups of corrupt individuals, some of them being government and political officials in some countries like Uganda, Congo, Sudan and Central African Republic (Briggs 66). In excha nge, Kony gets ammunition, clothing and other supplies to keep his men going. Evidence has shown that were it not for this illegal and dirt trade, Kony and his men would not have survived the harsh conditions of the forests (Atkinson, Lancaster, Cakaj and Lacaille 374). In addition, the possible connections between Kony’s group and the corrupt officials in regional government explain why it has been difficult for the affected nations to mobilize a strong force to capture Joseph Kony and his rebel group. It is possible that some government officials who benefit from Kony’s dirty minerals have been derailing and delaying any efforts to mobilize governments to send troops in pursuit of the fugitives (Green 73). Nevertheless, the film has done a little to address these issues or to make the viewers get the facts right, but rather focused on attacking the political leadership in the United States as if the Kony rebellion is championed by the US. It is also important to refe r to the wider scale of the rebellion in the central African region. While it is quite true to argue that the rebellion and atrocities caused by Kony is an African welfare, there are some evidences that some nations in the eastern block have been benefiting from Kony’s rule in the jungle. For instance, there are some claims that Kony and his group have been dealing with ivory and other game products, most of which are exported to China and Thailand (Atkinson, Lancaster, Cakaj and Lacaille 375). The claims could be true because Kony and his men have always resided in the jungle, where their main source of food is the wild animals. Elephants and rhinos are plenty in the region, and some claims have shown that they have been exporting some significant volumes of tusks and ivory to China, Thailand and other nations though their allies in the political class in the surroundings nations. In fact, the role of China on the wide scale of the rebellion is doubtable.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More There have been other claims that Kony obtains ammunition from these nations through his allies in Kampala, Kinshasa and perhaps Nairobi (Atkinson, Lancaster, Cakaj and Lacaille 376). Despite these claims having been a part of the Kony controversy over the last 30 years, the film â€Å"Kony 2012† made little efforts, if any, to describe the large-scale aspects of the film. It does not attack the inability of the regional governments to cooperate in eliminating the atrocities caused by Kony’s group. It also does not focus on the international involvement of other parties such as Chinese ivory traders in east Africa and their roles in the rebellion (Atkinson, Lancaster, Cakaj and Lacaille 376). Instead, it attempts to accuse the united states of failing to act, despite the fact that there are several other parties involved in the rebellion. Finally, it is worth noting that the film ‘Kony 2012’ does not seem to note the fact that the international and regiona l community have also failed to act. First, Uganda is a part of the well-organized regional organizations such as the east African community and the African Union. Secondly, the African Union, a large organization with more then 50 member states, has done a little to contain such a small rebellion for nearly 30 years (Atkinson, Lancaster, Cakaj and Lacaille 376). Yet, the African union has been successful in other regions such as its recent involvement in establishing a legitimate government in Somalia and marinating peace in that country, which has been under extreme for more than 20 years. The film does not consider such issues and facts. Critics have further argued that the intention of making the film is questionable because it appears that Invisible Children Inc was more interested in getting funds from the well wishers by attacking the political leadership in the united states rather then digging for the facts. Some critics have argued that by attacking the United States, the Invisible Children was expecting to get more media attention than it could have if it focused on criticizing regimes in east and central Africa. In addition, critics have argued that by attacking the United States, Invisible Children Inc was placing itself at a better position to increase its funding. Conclusion From this review, it is worth noting that the Invisible Children has purposely criticized the political leadership in America rather then attacking the actual parties relevant to the Kony controversy. First, it is clear that the Ugandan government is the initial party that should have made the most significant efforts to contain Kony. Secondly, regional governments as well as the African Union ought to have made remarkable initiatives before involving the international community. Works Cited Atkinson, Ronald, Philip Lancaster, Ledio Cakaj and Guilaume Lacaille. â€Å"Do no harm: Assessing a military approach to the Lord’s Resistance Army†. Journal of Eastern Af rican Studies, 6.2 (2012): 371-382. Print. Briggs, Jimmie.The Innocents Lost: When Child soldiers Go to War. London, Basic Books, 2005. Print. Curtis, Polly and Tom McCarthy. â€Å"Kony 2012: what’s the real story?† The Guardian, March 8. 2012, Web. https://www.theguardian.com/politics/reality-check-with-polly-curtis/2012/mar/08/kony-2012-what-s-the-story Green, Matthew. The Wizard of the Nile: The Hunt for Africa’s Most Wanted. New York: Portobello Books, 2008. Print. Pallota, Dan. The Kony 2012 controversy†. Harvard business review. March 13. 2013, Web. https://hbr.org/2012/03/the-kony-2012-controversy.html This essay on The Kony 2012 Controversy was written and submitted by user Paige Key to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Human and Technical Intelligence in Countering Terrorism

Introduction Both human and technological systems continue to become more complicated by the day. In some cases, technology has proven so complex that even experts involved in various fields may not amicably understand their areas of specialisations (Clutterbuck 2013, p. 271).Advertising We will write a custom essay sample on Human and Technical Intelligence in Countering Terrorism specifically for you for only $16.05 $11/page Learn More Too often, when we tackle this subject, we focus on a broad area of specialisation that involves computational ambience, machinery, the internet, and the wherewithal. However, many other factors continue shape this discourse in ways that transform humanity in its endeavours. How modern technology can be instrumental in counter terrorism continue to dominate debate with opinions split as to whether this might have negative or positive impacts on either side of the divide. Primakov (2004, p. 245) notes that the world curre ntly relies on both human and technical intelligence to counter detect, deter, and thwart acts of terrorism before they strike. However, as much as human and technical intelligence is effective in combating terrorism, terror groups equally benefits from these opportunities to extend their hegemony. This paper seeks to explore the magnitude to which modern human and technical intelligence is instrumental in combating terrorism. Human and technical intelligence Technical or artificial intelligence refers to the brainpower exhibited by machines in dissimulation through action, thinking skills, reasoning, and behavior. As a study in an academic field, artificial intelligence developers’ attempts to equip objects with animate abilities to imitate humans and even execute some of the duties performed by man (Sandin 2003, p. 34). Mechanical engineers seek training in a wide range of technicalities that attempt to offer problem solving to which robot-like objects espouse such domineer ing intelligence to match human thinking skills (US Department of Mechanical Engineering 2013). It is still subject to debate as to whether these developments will ultimately culminate into a perfect art that can always take a place of the human mind. With increased technology, computational proficiency guarantees mechanical engineers with the rare capacity to design and offer an insight into principles of integration and control especially for machinery equipment. This knowledge seeks to give robotic objects some air of human intellect capable of executing human orders.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More As Sandin (2003, p. 75) observes, this science delves much in feedback mechanism, signal sensing and processing to efficiently design and integrate human accuracy with automated systems such as robots. For many, robots are merely objects that imitate insects, animals, and human beings. However, in military science they could be effective gadgets for countering terrorism. While much these artificial animate objects capture our imagination, their designers dwell much on developing them to help intelligence authorities in executing some specific activities that could be risky for humans to undertake (Shi 2011, p. 56). Many developers are already contemplating giving these objects enough intelligence to enable them interact reliably with the dynamics that are in common practice. In most cases, these objects have the endowment of doing some of the things deemed as too dangerous, boring, difficult to execute, or just extra ordinary in some way such as fighting terrorism. Technical intelligence is common in most objects found in automotive, manufacturing industry, medical implements, and space exploration gadgets. Over a million different types of object-like robots exist within modern science with greater tendency to work with greater intelligence capable of de tecting and fighting terror groups (US Department of Mechanical Engineering 2013). Some robotic objects such as the Mars Exploration Rover, the Caribou, and drones have been used to assist the intelligence personnel in learning about possibilities that are either too dangerous or practically unsafe to explore (US Department of Mechanical Engineering 2013). Fighting terrorism is a high calling that sometimes extend to areas where there is biological attack. Since robot-like gadgets do not breathe, it is easy for such gadgets to explore such regions and launch an attack or take photos. Objects with technical intelligence have features that enable them to perform their duties optimally. These characteristic consists of movement, energy, sensory, and intelligence analogous to that in human beings. For an object to have artificial intelligence, it has to exhibit some animate qualities. Whether propelled by thrust, walking on human-like legs, or rolling on wheels, these objects have been instrumental in aiding human capacity to fight terrorism. For these objects to function, they have in-built human capacities that put them at par with human intelligence.Advertising We will write a custom essay sample on Human and Technical Intelligence in Countering Terrorism specifically for you for only $16.05 $11/page Learn More Unlike human beings, that have innate body power, an object that displays technical intelligence needs to power itself effectively and perform its functions as desired. A robot for example, must derive its power from electric charges, solar power, or battery (Shi 2011, p. 145). Furthermore, the ways these objects get their energy always depend on their designated function. Unlike human beings, to function in the capacity desired, a robot for instance, needs a fair degree of smartness. In essence, a great deal of software design becomes a necessity in the assembly of robotic objects. Unlike human beings that have natural sens ory nerves, for robots to perform well, they must have the software to help them sense their immediate surroundings and act as programmed (Dick Kandel 2005, p. 56). While giving robotic objects sensory abilities such as chemical sensors (nose), light sensors to emulate the eyes, pressure, or touch sensors to emulate the hands), hearing sensors to emulate ears, and taste sensors (tongue) has the likelihood of giving robots human qualities. It must however, come out clearly that singularity with humanity as to take special parallelism with the human making is still far from reality. Contribution of human and technical intelligence to counter-terrorism operations The increased attention and use of drones, or perhaps aerial vehicles continue to spark debate about their widespread application and effectiveness in fighting terrorism (Stanford/NYU Report 2012). Much of the debate, according to Cavoukian (2012), centres on their state application for surveillance and warfare or at times by the media to grope raw photo footage of a particular event. The application of drones especially in military airstrike and photo surveillance have all been great feats in combating terrorism (Cavoukian 2012). Moreover, anti-terror agencies equally use them for surveillance to enable them detect and deter terrorism. However, the varying applications of drone technology necessitate the need for best practices to ensure the terror groups do not find use them for their advantage. The application of technical intelligence for the public good has to prioritise on several factors including human welfare in assisting the authorities in detecting and combating terrorism. Terrorism continues to evolve with increase in technology. Today, terror groups such as Al-Qaida, ISIS, Al-Shabaab, and Boko Haram continue to device various means of survival to stay relevant. Armed aerial gadgets with technical intelligence make camera technology to be useful in tracing terror networks around the globe (F inn Wright 2012).Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Technical intelligence come with enhance flexibility since these gadgets have are not limited in their ability to go places. This flexibility gives way to a new task for intelligence agencies to fight terrorism without being intercepted by the terror groups (Stanford/NYU Report 2012). As camera technology becomes more pronounced, the emergence of armed aerial gadgets suggest a wide range of concerns, ranging from relief supply, digital imaging, device development, to mobile airborne tracking (Finn Wright 2012). Drones particularly, have been instrumental in play board delivery, and a police crackdown on terror groups or monitoring their activities around the globe. Some drones have special uses with a radioactive monitoring device while others are effective in protecting wildlife or tracing lost games. As concerns public policy and human privileges watch, the contemporary debate on the recent uses of drone culminating in the military strikes on civilians have narrowed down the deba te to ethical and legal issues. As Cavoukian (2012) argues, the legality of using drones to deliver military weapons for air strikes has been an emergent factor that questions its use by ordinary surveillance group such as the fourth estate (Finn Wright 2012). It is no doubt that this issue has given rise to a critical debate giving way to tentative and unprecedented legality tussle. If used in ways that project technology in bad light such as infringing on the rights of citizens, or in attacking the armed civil populations, then drones will be less effective in delivering their potentials. Sophisticated policymaking as well as legal considerations is necessary in preventing the state from making military use of drones to be legitimate (Last 2005, p. 45). In addition, strict and firm measures regulating the commercial uses of drones are a necessity. Furthermore, restricting its use by the civil society will make drones to be an effective approach to embracing camera technology. Man y people, especially the civil society deem drones harmful, especially considering their recent uses in military air strikes, this notion is reversible if there is effective implementation if rules for its use. Moreover, its ability to take secret photos is nothing less than an infringement on the privacy of the citizens. The civil society groups consider the widespread use of drones as watering down the privacy right of citizens, and the authorities must come with strict regulations to curb this phenomenon. Combating terrorism in America Securing the United States’ borders including land, air, and sea from illegal entry by immigrants, and contraband such as weapons and drugs has been the face of America security structure especially in the wake of increased terror threat (Weintrit 2013, p. 5). The United States’ Patriot Act, was officially instituted in 2001 as the most sweeping enactment to counter terrorism following the 9/11 attack (Etzioni 2004, p. 75). At the beh est, the presumption of the act lies on its uniting and strengthening ability to provide among other things, appropriate tools necessary to intercept and thwart terrorism. As an effective homeland security commitment to ensure the safety of the American people, the Patriot Act instituted the use of technical intelligence for surveillance and rapid tracking response including seizures and detention of suspected terrorist agents. In the aftermath of the 9/11 attack, Hoffman (2015, p. 76) notes that President Bush together with the Attorney General John Ashcroft effectively rallied the Congress to increase police and military powers of search, seizures, surveillance to use relevant intelligence to detect, arrest and detain terror suspects. Among the key features of the Patriot Act included the Roving Wiretaps, which allowed the federal agency to use technical gadgets to wiretap any telephone conversations that terror suspects and agents might use to penetrate the security systems. In t he course of all these developments, Etzioni (2004, p. 125) notes that the federal agency became more consistent in the use of internet tracking as a means of fast tracking internet communication. The law enforcement authorities therefore had the capacity to interfere directly in the personal accounts of individuals using the internet without necessarily having to obtain warrants for such impersonations. The Patriot Act also guaranteed the federal authorities the right to order for business records for private and public companies for litigation scrutiny and auditing by the federal authorities. In so doing, federal investigators were able to access information and communications from consumer purchases, bank records, credit cards, libraries as well as schools, and colleges. Moreover, the Act instituted a special Foreign Intelligence Surveillance Court with the capacity to issue search warrants at the request of an investigator to launch terrorist investigation on foreign visitation to America (Hoffman 2015, p. 76). In addition, the Aliens Reporting and Detention Act authorises the Federal authorities to obtain personal documentations by foreign persons vising America and those found to be in America illegally risked detention and arrest without warrant. Within the tenets of keeping with the traditions of the Patriotic Act, the federal authorities could seize the property or obstruct such logistics of suspected terrorists. Individuals whose property fall victim of the rule bear the duty of proof that the property in question was not for the purpose of terrorism and the provision also guaranteed no claim. The detention as Etzioni (2004, p. 215) observes laws allowed the federal authorities to detain suspected terrorists and agents for lengthy periods during which interrogation and effective investigation for such persons will take place. The federal authorities became effective in fast tracking the indigenous American citizens from terrorist connections. Patriot Act instituted prohibition against harbouring terrorists as a duty to thwart the emergent terrorist networks in America and other parts of the world. Harbouring individuals who have committed a felony amounting to terror and or are about to commit such acts of terrorism therefore became highly constrainable by the federal authorities. In retrospect, the Patriot Act unleashed a tall order for the various institutions charged with the security of the American populations. In achieving the objectives of the Patriot Act, the American citizens became more involved in ensuring the smooth passage of the Act by showing a commitment to thwart terrorism by any means necessary including technical intelligence. Terror suspects and agents by contrast carry the greatest responsibility for their crimes as provided for by the Patriot Act. Terrorism and counter terrorism When it comes to terrorism and counter terrorism, the intelligence becomes a powerful tool used in spreading information to a wid e and expansive audience. The web particularly acts as both important facets of both human and technical facets of countering terrorism. Intelligence could be useful for security agencies to relay messages effectively in their explicit forms. However, terror groups could as well use it to inspire a powerful revolution through dispensing information, disinformation, or misinformation to their affiliations to mount an insurgence (Johnson 2015, p. 5). Studies hold that when it comes to terrorism and counter terrorism, intelligence becomes a powerful medium to arouse the authorities to the occasion. In most parts of the world, Kahl and Lynch (2013, p. 43) note that security agencies have used both human and technical intelligence as their campaign medium to put terror groups on toes. The trend according to Fluri (2005, p. 261) has been that the security agencies that use both of these forms of intelligence to fight terrorism have received wide acclaim. In recent cases, the intelligence has been effective in denouncing governments seem inclined to support terrorist activities. Through intelligence, the web primarily fuelled revolutions such as those witnessed in the Arab spring. Opponents of these unpopular regimes used intelligence amicably to arouse the masses and call them to a duty of nationhood. However, while the intelligence is such an empowering tool, concerns about cyber-crime are on the rise as fraudsters continue to seek a lifeline by expediting clandestine activities through the web. The web therefore, hosts several things, some of which are beneficial to fighting terrorism while on the other hand aid their activities. Technical intelligence has become so much part of human intelligence, not only in America, but also in other parts of the world especially in the advent of fighting terrorism (Kahl Lynch 2013, p. 45). Because of its rare ability to transform humanity, it is always easy to imply that the intelligence will always form part of the society a nd remain an open medium for human empowerment. Most security systems as Dick and Kandel (2005, p. 245) note will always want it to remain an item to explore the world and bring great opportunities that technology offers. Away with the regulatory policy duties, through the intelligence, security agencies can always have the endowment to access any permissible content they want and this in turn has the capacity to help the security personnel to stay informed. While it is true that some form of technical intelligence might warrant censorship, the onus should be on the security detail to guard their contents jealously. Through this, the security personnel are likely to build a robust network capable of combating terror groupings. With increased terrorist activities taking place in most parts of the world, the society looks upon the security agencies to use any form of intelligence necessary to combat terrorism from all corners of the world. With the growth in technological inventions, information flow especially through the web continues to empower security agencies in their effort to combat terrorism. In the course of these progresses, Johnson (2015, p. 10) notes that the world continues to grow into a global society in combating terrorism. The increased use of technology to thwart terrorism has greatly influenced human resource capacity to make business blossom, while effectively aiding in the effective administration of and coordination of government operations (Kahl Lynch 2013, p. 48). Both human and artificial intelligence continue to be empowering tools that offer greater prospect to security personnel to share information with broader audiences who are almost, always invisible. In the present, humanity devotedly uses the web to get across their ideas to millions of audiences elsewhere in an effort to stay informed and put terror groups on notice. The application of intelligence by the security personnel according to Meara (2003, p. 67) continues to transf orm lives while extending an olive branch to technological advancements for human safety. Through technology, governments with different terrorism concerns interact and by so doing, they use technical intelligence to transform the social and cognitive skills of their personnel in the effort of fighting terrorism (Johnson 2015, p. 12). The foundation of the proposition for the efficacy of human and technical intelligence emanates from the fact that the intelligence is an empowering medium that is ordinary in essence and dear to human empowerment by fact. More than anything, intelligence is an intrinsic embodiment for technological expansion, and for that matter, its supremacy in fighting terrorism is unalterable. Terrorism compromises the security of the world With the security of the world under threat, humanity continues to live in peril and this reflects negatively on the socio-economic and political progress in areas subdued by the terror groups. Esfandiary and Tabatabai (2015, p . 8) suggest an urgent need for mobilisation between the security agencies in different countries and the international players to trace the foothold of terror groupings. Different security agencies across the world understand the enormity of tackling terrorism menace from its very foundations in various parts of the world. Moreover, most security agencies are optimistic that the solution to the threats posed by terrorism must begin with thorough realignments for both the human and technical intelligence to counter the possible threat posed by terror groups. Security agencies according to Kahl and Lynch (2013, p. 50) use both technical and human intelligence to volunteer a rich account of the strategies that these groups employ to survive counter terror attacks. Through intelligence, security agencies are optimistic that the very tricks that the terror groups employ to launch attacks could be useful in smothering them. Security agencies hold that the first step in seeking solutions to terrorism menace is to understand the actions of the groups’ from their very point of view, which essentially is all that intelligence seeks to exploit. Esfandiary and Tabatabai (2015, p. 12) absolve the Muslim world of blame and warn that generalisations might be imprudent approach in the effort to counter terrorism. Intelligence makes it easy to separate terrorists from ordinary civilisations that may be victims of the situation by either religious creed or ethnic orientations. However, Farwell (2014, p. 49) strongly suggest intelligence could be useful in expediting strong action on governments that perpetuate the terrorism activities. Different terror organisations such as Al-Qaeda and ISIS have a strong backing from several Islamic states that give them a lifeline in their operations. Intelligence offers an insight into the survival mechanisms of terror groups from using the Islamic state machineries to media fronts in perpetuating their propaganda and agenda. The med ia particularly, has been a formidable platform in the growth of ISIS and Al-Qaeda. According to Farwell (2014, p. 50), the groups’ public relations infrastructures seem more inclined in building their credibility while seeking to justify their legacy. Farwell (2014, p. 52) argues that while the media has been instrumental in promoting the ideals of these heinous groups, it can as well be effective in negating the gains they have achieved over time. The same sentiments are echoed by Klausen (2015, p. 5) in his article arguing that the Islamic extremist seem to have a well-coordinated IT experts and social media administrators that help in extrapolating the groups vendetta through social media platforms such as Facebook, twitter handle, Skype, and the You tube. While Farwell (2014) gives a detailed account of how social media has propelled the legacy of ISIS particularly, he warns of an impending danger in possible cyber terrorism that ISIS might soon deploy. Klausen (2015, p. 8) notes that to sensitise its following, ISIS uses great intelligence to inspire psychological warfare in propagating religious and political propaganda to recruit prospective members into the fighting squad. Notably, intelligence agencies opine that the first step in defeating terrorism is to extract the Muslim thinking that it has built around it. There is need to tell the world that ISIS is a terror squad that uses religious undertones to justify its crimes. Klausen (2015, p. 12) and Farwell (2014, p. 53) concur that governmental intelligence must be stepped up to track terror groups’ airwaves and destroy their networks in all parts of the world. Religious extremism is the baseline of the terror networks in all parts of the world today. Various intelligence agencies have sought to trace the origin of Jihad that seems to be the core of terrorism. In so doing, they find a rich link between the modern day Islamic religious Jihad and the rise of terror networks as having clo se links with religious extremism. Gerges (2014, p. 339) takes on this perspective and volunteers a glimpse into the historical context of Islamic extremism under the guise of Jihad. Islamic religious aggression is not something new to intelligence agencies across the world; it has its genesis from the Quran Jihad (Gerges 2014, p. 340). The same observation is presented by Hecan (2014), who traces the origin of Al-Qaeda to its rich ties with the ideological conflicts in Middle East and rise of the Cold War. Different intelligence groups give separate evidence of the atrocities already committed by the Al-Qaeda in Iraq, Syria, Afghanistan and Saudi Arabia as attributions for the group’s discontent with the current state of affairs in regions in which it operates. Al-Qaeda particularly has always been in existence for many years and it has evolved over time to give rise to other sub terror groups such as ISIS, Boko Haram, and Al-Shabaab. Having gone through an arduous metamorph osis, Gerges (2014, p. 342) opines that dealing with the terrorism is not an event but rather a process that must involve insightful human and technical intelligence. Terror groups have invested much time in seeking harmony with the Muslim faith to justify their Jihadist extremism, hence the need to use greater human and technical intelligence to diffuse such propaganda. Conclusion In today’s technological world, information and communication technology has created room for empowerment. Different groups and individuals use this noble cause in different ways including negative ones such as cyber-crimes and terrorism. Intelligence has been instrumental in fighting terrorism as well as in aiding the operations of terror groups around the world. Security agencies employ both human and technical intelligence to detect, intercept, and thwart terrorism while on the other hand terror groups use this enablement in reaching out to their audiences to carry out terror activities in targe t areas. However, both human and technical intelligence has handled security agencies around the world a powerful weapon in hacking the administration records of terror groups to seek information pertinent to their operations and counter their activities. References Cavoukian, A., 2012, Privacy and drones: Unmanned aerial vehicles. Web. Clutterbuck, R., 2013, Terrorism, Drugs Crime in Europe after 1992, Taylor and Francis, Hoboken. Dick, S., Kandel, A., 2005, Computational intelligence in software quality assurance, World Scientific, New Jersey. Esfandiary, D., Tabatabai, A., 2015, ‘Iran’s ISIS policy’, International Affairs, vol. 91, no. 1, pp. 1-15. Etzioni, A., 2004, How patriotic is the Patriot Act? Freedom versus security in the age of terrorism, Routledge, New York. Farwell, J., 2014, ‘The media strategy of ISIS’, Survival, vol. 56, no. 6, pp. 49-55. Finn, R. Wright, D., 2012, ‘Unmanned aircraft systems: Surveillance, ethics and priva cy in civil applications’, Computer Law Security Review, vol. 28, no. 2, pp. 184-194. Fluri, P., 2005, The evolution of civil-military relations in South East Europe continuing democratic reform and adapting to the needs of fighting terrorism, Physica-Verlag, a Springer, Heidelberg. Gerges, F., 2014, ‘ISIS and the third wave of Jihadism’, Current History, vol. 113, no. 767, pp. 339-343. Hecan, M., 2014, Iraq steads against the deployment of foreign ground troops within its territories’ says Iraqi foreign minister at USAK. Web. Hoffman, B., 2015, ‘A first draft of the history of America’s ongoing wars on terrorism’, Studies in Conflict Terrorism, vol. 38, no. 1, pp. 75-83. Johnson, L., 2015, ‘A conversation with James R. Clapper, Jr., the director of National Intelligence in the United States’, Intelligence National Security, vol. 30, no. 1, pp. 1-25. Kahl, C. H., Lynch, M., 2013, ‘US Strategy after the Arab uprisi ngs toward progressive engagement’, Washington Quarterly, vol. 36, no. 2, pp. 39-60. Klausen, J., 2015, ‘Tweeting the Jihad: Social media networks of western foreign fighters in Syria and Iraq’, Studies in Conflict Terrorism, vol. 38, no. 1, pp. 1-22. Last, M., 2005, Fighting Terror in cyberspace: Series in Machine Perception and Artificial Intelligence, World Scientific, New York. Meara, M., 2003, History behind the headlines the origins of conflicts worldwide, Gale Group, Detroit. Primakov, E., 2004, A world challenged fighting terrorism in the twenty-first century, Nixon Center and Brookings Institution Press, Washington, D.C. Sandin, P., 2003, Robot mechanisms, and mechanical devices, McGraw-Hill Companies Inc., New York. Shi, Z., 2011, Advanced artificial intelligence, World Scientific, Singapore. Stanford/NYU Report 2012, Living under drones: death, injury, and trauma to civilians from US drone practices in Pakistan. Web. US Department of Mechanical Engine ering, 2013, Trends in mechanical engineering careers. Web. Weintrit, A., 2013, Marine navigation and safety of sea transportation, CRC Press, Hoboken. This essay on Human and Technical Intelligence in Countering Terrorism was written and submitted by user Tomas Thompson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Beginning to Navigate Professor Ramos Blog

Beginning to Navigate Growing up, knowing how to drive has always been a huge responsibility in my eyes. As a little girl, I’ve always wanted to learn because driving could get you places in life and it gave you a type of freedom. Watching my older brother and his experiences in driving gave me motivation to want to learn already. I remember when my brother took his behind the wheel test he was nervous but ready. He passed his first time and that gave me a spark of inspiration to start reading the rules and signs of the road at an early age. I would tell my mom â€Å"I’m going to be ready for that test!† I dont know why I really thought my thirteen year old brain would be prepared for a permit test. My mom explained to me the process into getting my driver’s license and I also remember thinking to myself that it would be a piece of cake and I would have it as soon as possible. Of course though, I procrastinated and got my drivers license a couple of months after I turned eighteen. My older brother got his a month after he turned eighteen. I also procrastinated in studying for my permit test. I was taking practice tests and watching YouTube videos on the questions and answers in while waiting in line. At the time, I didn’t need to know how to drive, just the rules of the road. However, since I passed my permit test, I was able to drive with an adult with a license. In that case, I practiced driving with my mom or dad in the car. My mom expected a lot more from me than my dad did. She was harder on me and her tone of voice would become feisty. I get that she wanted me to take this seriously, she wanted me to be careful, and she didn’t want me to fuck up but I did not enjoy her teaching me. Not following the rules of the road could cause in me or another person being in an accident. She cared too much which isn’t always a bad thing but I wish she had understood that I was learning and was not familiar with some signs and rules. Also, it takes practice to accurately know how much you need to press on the brake and pedal. She always gave me shit for it because I sucked at braking. Learning to drive with my mom was tough love but I did get something from it. She constantly told me â€Å"You need to be careful when you drive because your life and someone else’s is at risk.†Ã‚   Driving with my dad on the other hand was better for my learning experience because he was calm and patient with me and demanding when he needed to be. We would practice in Mentone because the roads were pretty long, there werent many cars, no traffic and very few traffic lights. We mostly practiced on my turning and my parking. When parking, using your mirrors and knowing the dimension of the car was very important. Since I wasn’t used to using my mirrors, that took me the most practice.We drove around some neighborhoods and drove in the REV parking lot. We were driving around pretty slow and for a while in the same neighborhoods. I remember we parked in front of a nice house and this guy came out and was looking at our car so I took action and left. I remember my dad said â€Å"He probably thinks we’re planning to rob him.† but in spanish. He constantly reminded me to check my mirrors and look over my shoulders. Looking over my shoulders was something new to me , which is also known as checking your blind spot. This reduces the chance of hitting a car when I change lanes. Little by little I was progressing and we started going to where there was more cars. Of course I was nervous but since my dad understood what it felt like to be in my place, that was everything to me. It got easier to remember to start the car and check my mirrors. Every now and then I would drive with my mom but most of the time it was with my dad. Now, I just do it without even thinking about it. It just becomes a habit and a lot of drivers can relate to that too. I’ve always considered enrolling in driving school but it was expensive. My mom would always tell me â€Å"You should wait until you are old enough to receive your permit and then get your license at eighteen.† Even though I wish I had my driver’s license, it was nice to have a couple days left without making errands. Times I needed to have my driver’s license the most was when it would be time to get picked up from soccer practice. I played soccer for my highschool and I would feel embarrassed that I didn’t have my license. All the seniors and juniors had their license and â€Å"there I am† just another procrastinator. My friend Karina, who I was always with during soccer, also helped me with driving. She gave me advice on what to do when a certain situation happens and how to parallel park. She told me which DMVs were worth going and which weren’t. It was worth going to the DMV in Redlands rather than the one in Banning because in Ba nning, the streets were difficult to read. Karina said â€Å"You can’t see the lines for shit and the road is so bad.† Even though at the DMV in Redlands always has traffic, it’s better to go there. She had her license for a little over a year and most of my other friends didn’t so she was the go to person about driving anyways. When she told me about parallel parking, she said â€Å"You need to pull up next to the car that will be in front of you and constantly check your rear view mirrors. You need to turn the wheel all the way to the right, if you want to park on the right side, then start going in reverse and adjust whatever you need to start closing in.† She mentioned that it takes a lot of patience and that you need to know the dimension of the car. Exactly what my dad said. To know the dimensions of your car is important because that will help a lot with knowing how much space you have left. The people who have helped me played an important part in my learning experience. Everyday I’m thankful to be able to drive because it gets me to places and I will be able to teach and give advice to someone who needs it.

Digital Essay Example | Topics and Well Written Essays - 750 words - 1

Digital - Essay Example The CIA initiated the process of collecting information anonymously following advice by the 9/11 commission. The data privacy issues in this article are that the CIA collects information without the consent of twitter and face book accounts holders hence infringe on their privacies. Burnham, Kristin. â€Å"Online Privacy: How to Block Google Ads and Adjust Your Settings.† 2011. Web. 10 November 2011 . This article highlights how Google an online service provider, collects information from its services users to optimize online searches. For instance, the article highlights that most of the advertisements Google shows are linked to the subject of the email exchange or thread. In view of this, if a Gmail account holder receives several emails centered on the theme of photography, Google collects this information and optimizes it for advertisements related to photography. Google claims to protect its online user’s privacy by not offering the users information that individua lly identifies them to the third parties such as marketers. The relevance of the article to data privacy is that, it offers tips on how to adjust Google setting to safeguard ones privacy. The Privacy Projects. â€Å"National Cyber Security Alliance to Coordinate Data Privacy Day.† 2009. Web. 10 November 2011 . In this article the National Cyber Security Alliance, highlights some of the measures it has put in place, to create awareness on data privacy and protection in the online platform. National Cyber Security Alliance highlights some of the achievements, which have been realized in data safety through collaborative efforts. The relevance of this article to data privacy is that organizations have realized data privacy is an issue in the online platform hence the need to safeguard it. Data protection Day 2010 - Think Privacy - new videos. 2009. This video centers on the needs to safeguard information shared. Those who do not safeguard their information do not enjoy peace, wh ile those who do safeguard their information enjoy privacy. Thus, information shared with the public can be used against the owner resulting into bad consequences. Data protection lesson. 2009. This video focuses on educating young people on the importance of data privacy, how data is collected and misused. Furthermore, the teachers in this video teaches her students on various methods through which data is obtained and how it is used to benefit everyone such as through a census. The significance in this to data privacy is that individuals need to be careful with who they share their information with Data Privacy and Social Networking 01-28-2010.mov. Dir. ontargetweb. 2010. http://www.youtube.com/watch?v=_YLt3g8hI5I This video focusses on how information shared on the online platform can turn out to be disadvantageous to the owner. Furthermore, the video highlights measures people can put in place to safeguard data privacy such as maintaining anonymity in the online social setting. Poor data privacy can lead to loss of jobs, loss of finances and loss of identity in an event the information shared is accessed by unauthorized individuals. Article 2 Intellectual property rights Understanding Intellectual

Hatian Revolution Essay Example | Topics and Well Written Essays - 1250 words

Hatian Revolution - Essay Example The army had fought great wars against the armies of Britain, Spain and France, defeating them all in a span of thirteen years. Like the American independence war and the French revolution several decades earlier, Haiti revolution had its basis on the principal of self-rule and termination of cruelty from white masters. The American war of independence was against subjugation by colonialists, with proponents claiming that no country was superior to the other. The principal concern was lack of representation in governments while the Americans were paying taxes to their German and Britain colonists, a practice that amounted to subjugation of their rights. The French revolution on the other hand was an extension of the self-rule principle from nation state relations to the domestic spheres. Their basic tenet was that all citizens in a state were superior to the state itself and that no man was superior to the other. Whereas these two revolutions form the basis for freedom fights, they b oth centred on rights and freedoms of white men only and did not extent to non-whites or to women. Ironically, the Haiti revolution was against slavery and misrule by French and American among other white countries including Spain and Britain. With large farmlands and other economic activities in their colonies, white rulers mistreated local residents and black slaves whom they forced to work under very demeaning conditions (Sara 45). Once a free independent nation, the urge to avenge against the French colonialists drove the new government under the rule of Dessalines to order a total elimination of all white French settlers on the island under the pretext that they posed security risk to the young nation. This venture spared Americans and other foreigners, but led to extermination of thousands of white Frenchmen, women and children. The extend of Dessalines’s ire towards former French settlers surfaced in his â€Å"liberty or death† proclamation where he described wh ite Frenchmen as insatiate blood suckers who had fattened themselves with the hard toils of Haitians. Dessalines destroyed a considerable size of the island’s population in unleashing revenge on the remaining white French settlers. Population estimates indicate that a third to half of the population had died or fled the island over the thirteen years of war while over a hundred thousand were permanently disabled (Sara 33). The revolution period also saw sugarcane plantations, mills, and irrigation works destroyed, burned out or abandoned. The large standing army also kept productive men out of the fields. Dessalines declaration that no Haitian soldier could work on the fields left the fields short of close to forty thousand productive workers. Further, after thirteen years of fighting, the habit of hard work had diminished among the Haitian population. Women who had previously worked as slaves on the field continued to fill that role after independence, contributing essential ly the bulk of Haiti’s productivity, since they constituted over two thirds of the population (Leyburn 77). They however too abandoned this form of manual labour, taking up small scale trading instead. Without devoted and willing labourers on the fields, Haiti’s productivity took a serious dip down the drain. It is estimated that between 1789 and 1801 sugarcane production declined by 80%, while coffee production declined to 30% compared to production before the revolution begun. With this kind of decline in major economic production sectors, the viability of the nation and its economic future were in great peril. Realising the need to improve the island’

Summary Essay Example | Topics and Well Written Essays - 250 words - 152

Summary - Essay Example Apart from these challenges, college founders remains to be the founders of the American higher education in the history, especially the missionaries such as Baptists and Methodists (Rudolph and John 57). The main reasons why magnet schools are being established are to promoted ethnic diversity, provide several programs to aid in satisfying individuals’ interests and talents, and improve education standards. This article aids at exploring racial diversity and magnet schools (alternative schools). The author affirms that magnet schools are highly established in urban districts because they have large students’ enrollment (Goldring and Claire 18). Under the topic â€Å"Magnet Schools and Desegregation†, the author states that magnet programs point to vast success. He affirms that magnet programs highly helps to mix students’ bodies ranging from approximately 44%black to 50% white in elementary schools. After carrying out case studies on four alternative schools, it was concluded that magnet schools effectively helps to come up with racially balanced schools. Although integrating magnet schools is too costly, the benefits of such integrations are worth the ex pense (25). Magnet schools can be used as a tool for racial balance. In this article, Clark Kerr provides university leaders with five key points of guidance on the kind of attitudes that modern universities should adopt. The author argues that the biggest problem that will affect higher learning institutions is challenged in accommodating the vast growing number of students. Some directions of responding in the short run that are provided in this article include, more privatization, more federalization, more public support cultivation, effective use of available resources, more pluralistic leadership, and more attention to long-term movement directions. One of the uncertainties that can be clearly recognized is what will take place in the economic productivity. The

Howard Gardners Theory of Multiple Intelligences

Howard Gardners Theory of Multiple Intelligences Title: How Gardeners Multiple Intelligence Theories Can Aid Adolescents Learning in A Design and Technology Secondary School Workshop Main Topic : Education Education is a key stone to one’s future. One of the stages involved in education is the adolescent stage. The education in this period is vital. There are various theories put forward in education to aid the teachers to understand the young students and take them in the right way of educating them to build their future which ought to be bright. There are a whole host of theories about intelligence, none of which really agree with each other. Every approach to thinking or the mind comes up with its own different theory of what intelligence is, each from its own different perspective, with its own assumptions. Views and thoughts should not be thrusted on the young minds without understanding the mental capacity of the students, as this may lead to improper training imparted to them, and not bringing out their essential talents in the field of education, and not making them achieve their goals. Each adolescent intelligence should be identified and teachers should enable them in bringing out their talents and helping them to discover what they are good at and what can really make them use their potential in education. One such author who put across his theories for the welfare of the students and teachers, especially helping the teachers to aid the adolescents learning in the secondary school level using various designs and technologies in the secondary school workshop is Howard Gardner Ph.D who is a professor at Harvard University and the author of many books and articles. His theory of multiple intelligences has challenged long-held assumptions about intelligence especially about a single measure of intelligence. His theory of multiple intelligences makes people think about IQ, about being smart. The theory is changing the way some teachers teach. When Howard Gardners book, Frames of Mind: The Theory of Multiple Intelligences (Basic Books, 1983) burst on the scene, it seemed to answer many questions for experienced teachers. There were students who didnt fit the mold though they were bright, but they didnt excel on tests. Gardners claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do. Later Gardner books, such as The Unschooled Mind: How Children Think and How Schools Should Teach (Basic Books, 1991) and Multiple Intelligences: The Theory in Practice (Basic Books, 1993) helped us understand how multiple intelligences could help us teach and evaluate our students in new and better ways. THE ORIGINAL SEVEN INTELLIGENCES Howard Gardner first identified and introduced to us seven different kinds of intelligence in Frames of Mind. Linguistic intelligence: a sensitivity to the meaning and order of words. Some students are more sensitive to the meaning and order of words. Their intelligence is based on this. By telling the appropriate meaning of the objects and the order of the words make them understand better about the subject they are learning. Logical-mathematical intelligence: ability in mathematics and other complex logical systems. Some students are clever in mathematics and the logic they implement in solving the mathematical problems effectively is based on this intelligence Musical intelligence: the ability to understand and create music. Musicians, composers and dancers show a heightened musical intelligence. Some students are very creative and more involved in music and they tend to be more intelligent in that manner. They might be less drawn towards theory part of their study, the subjects have to be selected in such a manner pertaining to their musical area. In different countries the education techniques and modes of education are not the same. In certain countries the adolescents are forced to study their theoretical subjects eventhougjh they may have other intelligences. So they are forced to develop their skills of intelligence outside the education arena. Spatial intelligence: the ability to think in pictures, to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper. Spatial intelligence is highly developed in artists, architects, designers and sculptors. Bodily-kinesthetic intelligence: the ability to use ones body in a skilled way, for self-expression or toward a goal. Mimes, dancers, basketball players, and actors are among those who display bodily-kinesthetic intelligence. Interpersonal intelligence: an ability to perceive and understand other individuals their moods, desires, and motivations. Political and religious leaders, skilled parents and teachers, and therapists use this intelligence. Intrapersonal intelligence: an understanding of ones own emotions. Some novelists and or counselors use their own experience to guide others. Eighth intelligence the naturalist intelligence : Gardner identified an eighth intelligence, the naturalist intelligence. Gardner discussed the eighth intelligence with Kathy Checkley, in an interview for Educational Leadership, The First Seven and the Eighth. Gardner said, The naturalist intelligence refers to the ability to recognize and classify plants, minerals, and animals, including rocks and grass and all variety of flora and fauna. The ability to recognize cultural artifacts like cars or sneakers may also depend on the naturalist intelligence. †¦(S)ome people from an early age are extremely good at recognizing and classifying artifacts. Gardner identified Charles Darwin as a prime example of this type of intelligence. Based on his theories workshops are designed for the adolescents in order to achieve the goals in education and make them come out in flying coloiurs so that they might be successful in the future career. Each student mind varies. Some of them are very active, yet they do not fair well in studies. Some of them are good in creative subjects, this happens due to the frames of mind and intelligence as Howard correctly states in his theories of multiple intelligence. So a teacher cannot expect all students to be alike and be of the same calibre. It is the teacher’s duty and responsibility to identify the kind of intelligence of the students. So Gardner’s theories have helped the current curriculum to design different workshops which train and aid students and implementing various techniques for the adolescents to bring out their intelligence skills based on their IQ. When the educator comes to know that a particular youth is having more of spatial intelligence, then things must be explained to him on the basis of picturesque techniques in the workshop at their secondary school level. The behaviourists contradict the concept of high level intelligence. The entire mind is built from the ground up from simple Stimulus-Response pairings, building higher and higher level functioning out of this simple technology. The surprising thing is that it seems to work as a model for some types of tasks Every adolescent basically has General intelligence where the intelligence was composed of a single component that was easily measured on inteliigence tests. While they proved to be partially right (about 70% of your IQ is this factor usually referred to as g), the improvement of the testing methods, combined with the direct measurement of g by a technique called Evoked Potential proved that they could not be totally right. This lead Howard Gardener, by 1980 to extend the theory of general intelligence to include a set of Specific Intelligences which make up the other 30% of your IQ score. There has been some sucess in finding evidense to support some of gardeners seven catagories, and the general technique of spotting extra components that go to make up your IQ is extendable to a lot more than 7 categories. Design and Technology (in the UK) as a mainstream subject since curriculum began. When the term the 3Rs was coined in Parliament in 1840, Hansard recorded that it stood for Reading, Wroughting and Arithmetic. Designing and making is an intelligent activity. It can stand comfortably at the centre of any curriculum. It is entirely compatible with high levels of numeracy and literacy the design process itself draws on areas such as maths, science, technology, communication and art. Designing is a truly creative and intellectually challenging activity; developing divergent and creative abilities is a basic function of education. One of the main aims of the department is to inspire and empower our future designers and engineers and excite passion in our teaching so that they can develop products they love with sensitivity to an ever-changing world market. The youth are offered through well Designed workshops a series of simple design and make tasks. These introduce the students to the design process, basic graphics skills and introductory workshop practice. they will then gain a sound insight of the breadth and depth of subject content including a range of manufacturing skills in woods, metals and plastics control systems and design history. The course builds on these skills and knowledge, and the students are required to design and manufacture a product supported by a portfolio of design work. The Education then becomes challenging and satisfying and builds significantly allowing students to specialise in key areas of study including CAD and CAM, graphics and product design philosophy/history. Students at this level need to liase with industry on product briefs so that the prototypes they produce are developed fully and satisfy the demands of the consumer in the market place. IMPLEMENTING GARDNERS THEORY IN THE CLASSROOM When asked how educators should implement the theory of multiple intelligences, Gardner says, (I)ts very important that a teacher take individual differences among the youth very seriously . The bottom line being a deep interest in them and find how their minds are different from one another, and in helping them use their minds well. An awareness of multiple-intelligence theory has stimulated teachers to find more ways of helping all students in their classes. Some schools do this by adapting curriculum. In Variations on a Theme: How Teachers Interpret MI (Multiple Intelligence ) Theory, (Educational Leadership, September 1997), Linda Campbell describes five approaches to curriculum change: Lesson design plays a major role for the adolescents in education Lesson design. Some schools focus on lesson design. This might involve team teaching (teachers focusing on their own intelligence strengths), using all or several of the intelligences in their lessons, or asking student opinions about the best way to teach and learn certain topics. Several workshops using different design techniques aids the students by identifying their area of expertise and to which type intelligence category they fall into based on Howard Gardner’s theories of multiple intelligence. Interdisciplinary units. Secondary schools often include interdisciplinary units. Discipline plays a major role in one’s all-round development of every adolescent to the words pertaining to the saying â€Å"Man is a social animal†. Student projects. Students can learn to initiate and manage complex projects when they are creating student projects. Assessments. Assessments are devised which allow students to show what they have learned. Sometimes this takes the form of allowing each student to devise the way he or she will be assessed, while meeting the teachers criteria for quality. Apprenticeships. Apprenticeships can allow students to gain mastery of a valued skill gradually, with effort and discipline over time. Gardner feels that apprenticeships †¦should take up about one-third of a students schooling experience. With an understanding of Gardners theory of multiple intelligences, teachers, school administrators, and parents can better understand the learners in their midst. They can allow students to safely explore and learn in many ways, and they can help students direct their own learning. Adults can help students understand and appreciate their strengths, and identify real-world activities that will stimulate more learning. Bridging the generation gap between the teachers and students in the workshops leads to successive results in educating the adolescents. The profile of new teachers entering schools today varies much more widely than the profile of veterans hired in the 1970s did. Many more beginners are coming from alternative routes, and many are not necessarily committed to making teaching a lifetime career. The question for administrators becomes, How do we encourage promising new educators and help them become highly qualified? This issue investigates which conditions—from mentoring and induction programs to the amount of time spent observing in other teachers classrooms—help improve new educators practice. According to certain suggestions of Educators Working in a school with an integrated professional culture is strongly and positively related to job satisfaction.. Standards-Based Mathematics Workshops are designed on the basis of Multiple intelligences for the adolescents. For example publishers called Hopes Books designs workshops that integrates the best mathematics from the past with the mathematical needs of the new millennium. Hope Martin has over 30 years of experience teaching mathematics at the primary, elementary, middle school, and college levels. Her books bring hands-on, active learning to the mathematics classroom. They encourage integrating mathematics across the curriculum and applying the cognitive theories of Howard Gardener’s, Multiple Intelligences, into mathematics pedagogy The learning Workshops are tailored to meet the needs of teachers at three levels of instruction: inclusive of Middle School/High School Levels. Any of these workshops can be tied to the mathematics goals and objectives developed by one’s districts maths committees. Nowadays All workshops can be designed as one-day (5 hours) or two-day (10 hours) workshops. The workshops are designed to meet the unique needs of the youth in their secondary schools. Middle School/High School Level Workshops Certain Learning design techniques at the workshops currently used are Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra Using Manipulatives Activities to Teach Geometry Mathematics for the New Millennium Rethinking Our Beliefs about Mathematics Multiple Intelligence and Mathematics Using Computers in the Mathematics Classroom Integrating Mathematics across the Curriculum–Skills Concepts Manipulatives Activities through the Standards Multiple Intelligences and Mathematics–Ties to Technology Art in the Mathematics Classroom: Using Both Sides of the Brain Using Manipulatives Activities to Teach Algebra . Using Manipulatives Activities to Teach Geometry In addition to designing and manufacturing a product or system to satisfy exam board, any project brief should be targeted allowing pupils to design and manufacture something that exist in a viable market place. In conclusion Howard Gardner’s theories have been highly encouraged the adolescents to develop their own personal identities within the design activity that they follow. They are encouraged to work in a range of materials and must be able to communicate well on paper in both written and sketched form. An understanding of industrial design, development and history (supported where appropriate by organised external trips to design companies and exhibits both nationally and internationally) is a prerequisite and they must also recognise when it is pertinent to liase with industry. So there goes the saying â€Å"Teaching is a Noble profession† in moulding and casting the future of education amongst the adolescents. Howard Gardners Theory Of Multiple Intelligences Howard Gardners Theory Of Multiple Intelligences Howard Gardner, born on July 11th, 1943, is one of modern days greatest psychologists. (Smith) He was born in Scranton, Pennsylvania to parents who escaped from Germany because they were Jewish. (Winner) The holocaust was an influential factor in his life. (Gardner) Another great influence in his life is the death of his brother Eric, although his parents rarely talked about the matter, it significantly impacted his thinking and development. (Smith) In other words, his family and peer greatly shaped who he became today. (Myers 118) He was a brilliant young child, who ended up going to Harvard University with a degree in Law but his interest in psychology and the social sciences grew. (Gardner) Eventually he developed his theory of Multiple Intelligence in 1983 in his book Frames of Mind: theory of multiple intelligences. (Gardner) During that time period psychology was increasingly popular. For example, a prominent field during the 80s and 90s is cultural psychology which assumes the idea that culture and mind are inseparable. (Cultural Psychology) Also that time period contained a lot of economic, social and general change which makes his new idea more acceptable. More importantly the fact that he is American means that he grew up in a free thinking society so he can take from what he learned and transforms it into what he believes is true then pass on his opinions. Three other psychologists who influenced him greatly are Jean Piaget, Jerome Bruner and Nelson Goodman. (Gardner 3 of 7) Jean Piaget who deals with the nature of knowledge and how humans can gradually to obtain it, create it, and use it. Also, Jerome Bruner contributed to cognitive psychology and cognitive learning theory in educational psychology. Goodman dealt with inductive reasoning based on human habit. (Gardner 3 of 7) The three of them goes along with Gardners argument of how children learn knowledge. Also their works caused Gardner to become more interested in social science. Waldorf education developed in the early 1900s by Rudolf Steiner was similar to Gardners ideas. (Why Waldorf Works) It was about integrating practical, artistic and conceptual elements into learning. This education emphasizes imagination and creativity so that students can develop into free, morally responsible and integrated individuals. The first Waldorf School was opened in Germany in 1919 and now there are many schools starting to use methods of Waldorf education. (Why Waldorf Works) Lastly an idea credited to be developed by Jerome Bruner in the 1960s is discovery learning which promoted hands on leaning where learners draw from his or her own experience and prior knowledge. (Discovery Learning (Bruner)) So there were many factors that influenced his thinking and that pushed him to develop his theory. His theory deals with how humans have many different ways to learn and process information. (Howard Gardners Multiple Intelligences theory) He believes that everyone has different levels of intelligence in each category which is why some children learn some things faster than others. Gardner believes that intelligence is commonly defined by psychometrics but it does not adequately describe peoples wide assortment of cognitive abilities. IQ tests can sometimes be taken too seriously but it can not determine future success (Gardner 3). Even college aptitude tests are thinly disguised intelligence tests. (Myer 432) For example a child that takes longer to learn multiplication does not mean the child is dumb but that the child is more intelligent in other areas. In the aspect of education, Gardner wants to prioritize because he believes the knowledge we learn is superficial, a mile wide an inch deep. (Guignon) He recognizes that Students learn in ways that are identifiably distinctive so he promotes more student centered as opposed to teacher centered learning which is a very practical idea. According to Garner, there are 8 possibly 10 intelligences; spatial, linguistic, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic. Spatial is the ability to visualize with the minds eye. (Chapman) Linguistic intelligence deals with words, spoken or written. These people learn best by reading, taking notes, listening to lectures, and discussion. (Chapman) Logical-mathematical is about logic, abstractions, reasoning, and numbers, reasoning capabilities scientific thinking and investigation traditional concepts of intelligence or IQ. (Chapman) Bodily-kinesthetic is the control of ones bodily motions and the capacity to handle objects skillfully. Musical intelligence deals with sounds, rhythms, tones, and music sing, play musical instruments. (Lane) Interpersonal intelligence is about interaction with others. They are mostly extroverts, characterized by their sensitivity to others moods, feelings, temperaments and motivations and cooperate well with others. (Lane) Intrapersonal is the introspective and self-reflective capacities. Those people are introverted but good at deciphering their own feelings and motivations. (Lane) Lastly is naturalistic who deals a lot with nature relating information to ones natural surroundings. The ninth intelligence is not fully confirmed yet but it is existential which is about contemplating phenomena or questions beyond sensory data. And finally, the tenth is moral intelligences dealing with ethics and the value of life. (Chapman) His theory greatly changed the minds of many and started the development of more encompassing schools. Traditionally, schools have highlighted the development of logical and linguistic intelligence but many students do not learn well in that environment. (Lane) Gardners theory argues that students will be better served by a wider vision of education, wherein teachers use different methods to teach all students not just the few that are intelligent logically or linguistically. (Guignon) Although, many teachers see the theory as simple common sense and some even say they already know that student learn in different ways, Gardners system has not been accepted by most academics teachings. (Guignon) Some schools however, have developed to better fit Gardners ideas. For example, one of the most famous schools that implement Gardners theory is the New City School in St. Louis, Missouri. This school has been using the theory since 1988 (Why New City School) There has been much criticism for his theory though. Some say he uses the word intelligence in place of ability. (Gilman) Others say that he has not settled on a single definition of intelligence though he admits himself that he has no fixed definition. (Gilman) Lastly and most importantly, he has no empirical evidence for this theory. (Smith) In fact, some neurological research disproves his theory and his previous works has major flaws. (Smith) Recently, the current No Child Left Behind act passed by the Bush administration does not encompass his theory at all because the Act is about having students all pass standardized tests while he wants to get rid of those tests in order to reach out to every childs needs. (No Child Left Behind Act (NCLB) | ESEA) His theory affects us so much today because it relates to education; Gardner goes into how schools only teach superficial knowledge meaning schools teach a lot of everything but not in depth into anything so some kids may excel in one area but not the other. (Gardner)There is too much shallow knowledge so he suggests that children should learn and actually understand concepts not just learn for taking a test. (Smith) If he obtains more support for his theory, the whole education system will have to be changed. But his idea of an education system should work well because this will help make the education system more fair and encompassing for all kids. Right now, some children that may seem like they are failing school but their failure is not because they are dumb but because the way subjects are taught in school is not how he or she can comprehend and utilize. (Gardner) Even though Gardners theory is appealing, it will probably not work because there is no widespread support especially from government. (No Child Left Behind Act (NCLB) | ESEA) Also, individual teachers especially in lower grades have unconsciously adapted parts of his theories but because in higher grades there is more lecture style teaching, his theory rarely applied to higher education. (Guignon) Furthermore there is so much controversy over this theory because it keeps on changing and there is no proof which makes it hard to completely believe this theory. (Smith) Additionally, since Gardner is still alive, he can keep on changing his theory and getting more evidence and support. (Gardner) Lastly, some schools have already adapted his theory such as the New city school. This school published many books about implementing this theory in more classrooms such as the schools teachers have produced two books for teachers, Celebrating Multiple Intelligences and Succeeding With Multiple Intelligences and the principal, Thomas Hoerr, has written Becoming a Multiple Intelligences School in addition to many articles on the practical applications of the theory. (Multiple Intelligences Resources)The school has also hosted four conferences, each drawing over educators from around the world. (Why New City School)The school remains a valuable resource for teachers interested in executing the theory in their own classrooms. It is clear that Howard Gardner has had an important impact on todays psychology world and education. His persistence to challenge an educational system that assumes that everyone can learn the same materials in the same way has definitely made an impact in the world as many schools have recognized the different ways children learn. (Lane) Should his theory become more prevalent, who knows what out education system will be like in the future.

The Relationship Between Culture and Technology Essay -- Environment E

The Relationship Between Culture and Technology The relationship between technology and culture is cyclical. Logically, a culture will develop technologies based on the needs or desires of the people, because this is where the creative influences lie. As this technology spreads and is absorbed into the people’s lives, it affects their culture and way of life. This change in lifestyle can also occur when a technology developed outside a culture is introduced into the culture, providing an external influence. As Paul Ehrlich explains, there are technological evolutions and associated cultural evolutions, and they do not necessarily occur concurrently. Ehrlich [believes] that, in our modern era, technology is evolving faster than culture, and a major cultural evolution needs to occur to be able to deal with modern technology properly. (NPR, Ehrlich) Throughout history, though, there have also been cultural evolutions that lead to the creation and evolution of technology; hence, the cycle. History often makes it evident that when people desire something that another culture has, they show little hesitation in taking it. In many cases, trade has taken the place of blatant theft and warfare, but there are always exceptions. As technologies evolved and spread to different parts of the world, the interdependence between peoples increased. At this point there are few self-sustaining societies. (Even our interdependent societies are not permanently sustainable on our Earth). This limitation of resources leads to need, which in turn may lead to warfare. It is true that the civilized, even moral – if morality can be an argument in this politically correct world – approach involves trade and does not involve senseless killing. And... ... up world, and how could it be worth having' -Sting, All This Time    Sources Chant, Colin, "Chapter 2: Greece" in "Pre-industrial Cities and Technology," Routledge Press, 1999, pp. 48-80. Econ.: Introductory Economics, taught by Prof. Amanda Bayer at State College, Fall 2001. Ehrlich, Paul R., "Ch.11: Gods, Dive-Bombers, and Bureaucracy" in "Human Natures: Genes Cultures, and the Human Prospect" Island Press, 2000, pp. 253-279. Ehrlich takes the Pope Urban II quote from â€Å"Burns, 1963, p. 358† NPR interview with author Paul Ehrlich on his book "Human Natures, Genes, Cultures, and the Human Prospect" from October 27, 2000. Teresi, Dick, "Lost Discoveries: The ancient roots of modern science", Simon and Schuster, 2002, ISBN 0-684-83718-8, pp. 325-367. *****I can’t find this source†¦ Ehrlich pulls the Pope Urban II quote from â€Å"Burns, 1963, p. 358†

Math Curriculum Reform Issue

Among the subjects learnt by students, Mathematics is among the subjects that are unpopular among the students. They perceive it a very hard subject especially to girls who think the subject should be reserved for boys. However, mathematics learning will be increased by the proposed National Council of Teachers of Mathematics in 1989. The curriculum proposed is very comprehensive and is likely to improve mathematics performance that has deteriorated for sometime now. One of the most important aspects that has contributed to student performance as a result of proposed National Council of Teachers of Mathematics in 1989 was due to emphasis the curriculum has put on geometry and spatial. Learning of Geometry has developed student’s understanding and appreciation as far as world’s geometric concepts are concerned. As far as children are concerned, they develop and enhance their ability to learn measurement ideas and learn number. These concepts also help students to be able to understand advanced mathematics that are learnt at higher levels. [1] Another most important concept that has improved student performance in Mathematics is because Geometry is introduced from Pre K to 12. It is very important for people to support the National Council of Teachers of Mathematics that was introduced in 1989 since it enhanced students’ performance in the subject. National Council of Teachers of Mathematics curriculum has promoted egalitarianism among the students as this was the main aim and objective of its development. The proposed Mathematics by National Council of Teachers of Mathematics is due to the fact that the ability of the student to be able to solve problems after studying the Mathematics. This is because, in the current world for one to survive comfortably, one has to go with the technology which is comes hand in hand with knowledge of Mathematics. The curriculum proposed is likely to promote student’s learning skill since they removed basic skills that were unnecessary and instead they focused on most important issues since they knew calculator and computers would eliminate calculation which is tedious. Another issue that can make us to support the National Council of Teachers of Mathematics curriculum is that previously, the curriculum had not been focused on all students as it had only focused on analytical, deductive and linear analytical that only met White (Anglo) learning style. For this case, the main aim and objective of the proposed National Council of Teachers of Mathematics was to develop a comprehensive curriculum that would cater for the needs of all students. [2] Currently, student performance in Mathematics has improved and the subject is no longer perceived as a hard subject like it used to be previously. The subject is now popular even to girls and it is should be encouraged since knowledge in Mathematics enhances understanding of other subjects. References National Council of Teachers of Mathematics (1989): Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM. National Council of Teachers of Mathematics (1991): Worthwhile Mathematical Tasks – In Professional Standards for Teaching Mathematics (p. 25). Reston, VA: National Council of Teachers of Mathematics. Â   Â   [1] National Council of Teachers of Mathematics (1989): Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM. [2] National Council of Teachers of Mathematics (1991): Worthwhile Mathematical Tasks in Professional Standards for Teaching Mathematics (p. 25). Reston, VA: National Council of Teachers of Mathematics. Â   Â