A Review Of Bacons Rebellion History Essay

A Review Of Bacons revolution History leavenBacons rise causes a transmutation in the muniment of labor in the previous(predicate) southern colonies for the reason that the people involved in the disintegration were obligate servants, freemen, and slaves. Bacons rebellion was a popular revolt in compound Virginia in 1676. It was a rebellion in which was based on the discontentment of the majority of the people in the colony. The causes of the rebellion were high taxes, low prices for tobacco, and choler against special privileges given those close to the governor, Sir William Berkeley, Berkeleys failure to defend the frontier against attacks by Native Americans. The rebellion then ended when Bacon died of bloody flux or dysentery. Bacons rebellion explains why African laborers eventually supplanted white bonded servants as the radical labor force (Bacons rebellion). In the rebellion, indentured servants play a role, and these indentured servants was what changed the labor in early southern colonies.Murrin explains indentured servants as people who had their passage to America paid by a master or broadcast captain (G-12). These indentured servants agreed to work for their master for a term of years in exchange for their cost of passage, bed and board, and trivial freedom dues when their impairment were over. The number of years they have to served depended on the terms of their contract with their master. The servants that were brought to Virginia allowed planters to obtain a double profit. The double profits were, they becharm several years of cheap labors and for each freshly settler they brought, and they commence fifty acres of land. During the time, servants were cheaper compare to slaves, and since both were likely to die at heart years, servants were better bargains (Bacons rebellion). Eventually before long people learn to survive long in the new land. Servants began to live long enough to achieve their freedom.These servants, who s hortly became free, were anxious for their land that they pressure the colonial government to expand westerly into American Indian lands. They soon became unwelcome competitors to the already-established planters (Bacons rebellion). These indentured servants necessitateed more than land and that was as well as a cause of the rebellion. They followed Bacon in the rebellion against Indians, not because they were rebelling against hostile Indians, and authorities. By overthrowing the Indians, they were able to obtain those lands. Land was what the indentured servants wanted, so it was a great thing for them to follow Bacon in his rebellion (Bacons rebellion). Bacons Rebellion demonstrated that poor whites and poor blacks could be united in a cause. This was a great fear of the ruling class that the fear hastened the transition to racial slavery. destined servants soon were replaced with slaves, because of the rebellion. Bacons rebellion demonstrates that a labor in which could chal lenge the authority of the planters was not desirable. It also shows that the poor laborers and farmers could prove a dangerous part against wealthy landowners. So by switching to personal chattel slavery, new white laborers and small farmers were mostly limited to those who could afford to emigrate and support themselves. In addition, improving economic conditions in England meant that fewer laborers would want to migrate to the colonies as indentured servants, so the planters needed to find new sources of labor. Africans continued to be voluntarily available and because many were not Christian, they could be enslaved and regulated in a manner that indentures could not. Virginia then enacted a series of laws, constituting a formal slave code that removed many slaves rights that they antecedently enjoyed and they also added further restrictions to slavery including anti-miscegenation law (Race). This shows the reason why the rebellion was a transition in the history of labor in ea rly southern colonies.Indentured servants involvement in Bacons Rebellion caused the changed in history labors in the early southern colonies because of their involvement in the rebellion. Not scarcely that, but because of their rebellion against the authorities when they became free. The rebellion was mainly cause by land, discontent of majorities, taxes, and tobacco, the resentment against special privileges given those close to the governor, Sir William Berkeley, and hostile Indians. Indentured servants are people who paid their passage to their master or ship captain to get to America. These servants were able to be free after suffice their terms, and when they were free they wanted to obtain their land. So they pressure colonial government, which also leads to the rebellion as they involve themselves with Bacon. Soon the rebellion causes the replacement of servants with slaves, which soon starts to evolve as time continues.

The importance of geometry

The importance of geometryThis chapter includes the importance of geometry and the importance of learn how to solve traditionalistic book of account tasks by learners in school mathsematics. The concerns of maths education stakeholders nigh article chore resolve based on national and external assessments and the suggestions provided by researchers and educators to improve students murder when solution sound out conundrums atomic number 18 in whatever case follow-uped. The theories and empirical studies that focus on comprehension, representation, and solution of intelligence of honor riddles atomic number 18 summarized.Although utilize math, and in particular geometry, to model situations from work places has been part of education for centuries, the review of the literature starts with the beginning of the late nineteenth century, with the exception of Ren Descartes (1596-1650) doctrine of hassle solving (Encyclopedia Britannica, 1983). The review includes recommendations from important publications that inform mathematics education. Research-based theoretical and conceptual frameworks that support the solution process of mathematics word troubles ar utilise to develop a research hypothesis for examination in this study. line of work result and resolving Word Problems Some mathematics educators and researchers believe that a trouble lies as an obstruction between two ends, the problem and the solution, without any clearly defined ways to traverse (Brownell, 1942 Mayer, 1985 Polya, 1980). This interpretation may as well be applied to word problems beca give umpteen researchers include math word problems in problem solving research (Kilpatrick, 1985). The logic behind this definition can be traced back to Ren Descartes (1596-1650) philosophy which suggests that method is necessary to put out the truth of nature. The following excerpt from Encyclopedia Britannica (1983) on Descartes Dis raceway on Method is worth mentioning as part of his doctrine of problem solving1The Discourse is a philosophical classic. It hides the implicit in(p) assertion that the human mind is essentially sound and the only means of attaining truth never to accept anything as true which I you did not clearly and distinctly see to be so. Descartes thus implies the rejection of all accepted ideas and opinions, the determination to doubt until convinced of the inappropriate by self-evident facts. The second rule is an instruction to analyze the problem to be figure out. Once cleared of its prejudices, the mind, use the deterrent example set by mathematicians, must divide each of the difficulties under examination into as many separate as possible that is, disc over what is relevant to the problem and shave it as far as possible to its simplest data. The third rule is to transport my thoughts in order, beginning with objects that are the simplest and easiest to know and so proceed, gradually, to knowledge of the more complex . The stern rule is a warning to recapitulate the chains of reason out to be certain that there are no omissions. These simple rules are not to be considered a mere automatic formula they are to be regarded as a mental discipline, based on the example of numeral practice. (p. 600) Schoenfeld (1987) summarized the four forms of Descartes problem solving plan. The idea in build I is to reduce an algebra problem to a single variable equality for solving. Phase II suggests reducing a mathematics problem to an algebra problem and solving it according to phase I. In phase III, any problem situation is converted to a mathematics problem by mathematizing. In phase IV, the problem is then(prenominal) solved victimization the ideas in phase I and II. In two of his many rules (rules XIV and XV), Descartes suggested the drawing of diagrams as an aid to solving problems (pp. 29-36). It is noted from the above excerpt of Descartes problem solving process that a problem should be broken dow n to its parts before attempting to solve it. Each part should likewise be understand separately. For example, a word problem can usually be solved if one can understand the words (vocabulary), their meaning, their interconnection, the objects they represent, and the relevance of those objects in the problem. Solving a word problem is also sometimes referred to as problem solving. jibe to Branca (1987), problem solving is an alternative meaning of applying mathematics to polar circumstances (p. 72). That means if a situation is explained in words, or in a word problem, then applying mathematics as a shit to solve that problem situation may be treated as problem solving. Also, Brown, Cronin, and McEntire (1994) deferd that assessment on word problems has different names, including math reasoning, problem solving, word problems, as well as story problems (p. 32). Although word problems have been extensively employ in problem solving research, the coincidence and differences b etween word problems and problem solving should be clarified. A word problem is also a problem to solve, according to the definitions previously mentioned. many an(prenominal) educators think solving word problems require the problem solving skills. For this dissertation, word problems will refer to problems of the type that appear in standardized assessments and tests much(prenominal) as the NAEP, the sassy Jersey HSPA, the SAT, and the ACT. They are not problems related to public human life without unstated facts where students have to wander, collect facts for mathematizing the situation before solving them. The problems in this study can be attempted exploitation general heuristics (Polya, 1945 Schoenfeld, 1985), as well as through the application of Descartes problem solving principle and early(a) methods based on Descartes philosophy. According to Kilpatrick (1987), in recent age, some researchers in mathematics education have used problems with increasing level of diff iculty and learning opportunity that require the sweet combination of rules and reasoning. A some similar problems were used in this research. (See vermiform appendix K for sample problems) However, these problems are infrequently found outside of tests or class assignments. Solving Word Problems A Goal of maths pedagogy Learning to solve problems is the principal reason of studying mathematics (National Council of Supervisors of Mathematics, 1977, p. 2). The NCTM (Krulik Reys, 1980) also suggested that problem solving be regarded as the major goal of learning school mathematics from 1980 to 1989 and repeated that recommendation more recently (NCTM, 2000). Mathematics transaction of students, which includes problem solving, became a major concern in the U. S. with the dismissal of A Nation at Risk (U. S. Department of study, 1983). This publication recommended snap on the teaching of geometric and algebraic concepts and real-life importance of mathematics in solving probl ems. The low word problem solving ability of U.S. students of 9, 13, and 17 years of suppurate was verified by the first data from the NAEP conducted in 1973. While analyzing the results of that assessment, Carpenter, Coburn, Reys, and Wilson (1976) concluded It is most disturbing to ascertain the suggestion that many students receive very little opportunity to learn to solve valet problems. The assessment results are so poor, however, that we wonder whether this is not the case. A consignment to working and thinking about word problems is needed for teachers and their students. (p. 392) Table 2.1 shows the outgo scores of NAEP on mathematics obtained by U.S. students in grades 4, 8, and 12, on a 0 to 500 outdo, from 1990 to 2007. Table 2.2 shows the percent of different types of word problems decent answered by the students in grades 8 and 12. According to Braswell et al. (2001), the work levels of 249, 299, and 336 are considered deft levels for fourth-, 8th-, and 12th-g rade students, respectively. Table 2.1 indicates very small improvements in the NAEP test scores for fourth-grade and eighth-grade students over the span of 17 years (1990 to 2007). However, these scores are below the suggested proficiency levels. It may be noted from Tables 2.1 and 2.2 that improvement, either in overall capital punishment or in word problem solving skills for all dynamic U.S. students, is trivial. Also the scores that hover around 230 for grade 4, 275 for grade 8, and ternion hundred for grade 12 on a 0 to 500 crustal plate are too low. Of particular concern is an middling of only 4% correctly answered questions for the years 1990 to 2000 (Table 2.2) by U.S. grade 12 students on multitude and surface area related problems. International assessments such as the FIMS in 1965, the SIMS in 1982, the PISA in 2003 and 2007, and the TIMSS in 1995 and 2003 further attested U.S. students poor problem solving skills and highlighted their low mathematical achievement in comparison to students from new(prenominal) active countries. The FIMS and SIMS conducted mathematics assessment of 13year-old students and high school seniors (National Council of Educational Statistics, 1992). According to the NCTM (2004), the PISA measures the numerical skills and problem solving aptitude of 15-year-old students on a scale of 0 to 500whereas the TIMSS measures fourth and eighth grade students ability on concepts on a scale of 0 to atomic number 19. The NCTM also give notice (of)ed that the NAEP, TIMSS, and PISA, which are low-stakes tests, relent group performance results of students. High-stakes tests, like New Jerseys HSPA or other state mandated tests, as well as the SAT and ACT, focus on the performance of individual students. Of the three assessments, NAEP, TIMSS, and PISA, TIMSS and NAEP have the most in common in terms of mathematical concepts and cognitive necessity (NCTM). The findings from the mathematics results of the PISA of 2000 and 2003 rep orted by Lemke et al. (2004) indicated that U. S. performance in algebra and geometry was lower than two-third of the participating OECD countries. Even the top 10% of the participants in the U.S. were outperformed by more than half of their OECD counterparts in solving problems. The then U.S. Education Secretary emphasized the need to reform high schools on top priority basis (U.S. Department of Education, 2005). The latest PISA (2007) results indicated that the mathematical accomplishment of U.S students is lower than the international average. According to TIMSS (2003), U.S. students of fourth and eighth grades scored on average 518 and 504, respectively in mathematics. These scores were higher than the average score of 495 of the fourth-grade students in the 25 participating countries and the average score of 466 of the eighth-grade students in the 45 participating countries. However, these scores were lower than the 4 Asian countries and 7 European countries for fourth grade an d lower than the 5 Asian countries and 4 European countries for eighth grade. Although the average score of U.S. eighth-grade students improved by only 12 points from 492 in 1995 to 504 in 2003, there was no change reported by TIMSS in their score from 1999 to 2003. Overall, these scores on a scale from 0 to 1000 indicate that students in grades four and eight in the U.S. only achieved about 50% mastery of the concepts tested. National (NAEP, 2007) and international (FIMS, 1965 SIMS, 1982 TIMSS, 1995, 1999, 2003) assessments indicate that student achievement in mathematics remains a major educational concern. Those assessments use multiple choice, short-response, and open-ended word problems which are similar to those on the New Jersey HSPA, SAT, and ACT. Since students mathematical skills are measured using one or more of the above assessments, learning to solve word problems must be considered a major goal of mathematics education and a major component of assessing student achieve ment in mathematics. Further, learning to solve word problems related to real-life situations using mathematical concepts also helps students to be successful at work and in their lives. Geometry as a Cornerstone of Mathematics-History of Problem Solving and Geometry In ancient India, the rudiments of Geometry, called Rekha-Ganita, were formulated and applied to solve architectural problems for building temple motifs (Srivathsa, Narasimhan, Sasat 2003, p. 218). The 4000 years old mathematics that emerged in India during The Indus Civilization (2500 BC-1700 BC) proposed for the first time, the ideas of zero, algebra, and finding square and cube roots in Indian Vedic literature (Birodhkar, 1997 OConnor Robertson, 2000 Singh, 2004). The entailment of studying geometry is evident from the bypast mathematical records. The book, A History of Mathematics (Suzuki, 2002) provides the mathematical innovations made by the most brilliant mathematicians from ancient times until the 20th cent ury. Some of the mathematical developments presented in this book that are related to problem solving and geometry are discussed next. According to Suzuki (2002), the ancient Egyptians (3000 B.C.) demonstrated their skills in solving word problems by an Egyptian scribe on the mathematical papyri using the concepts of linear and nonlinear equations without any mathematical notations. That is, every problem solved by an Egyptian scribe was a word problem (p. 13). In order to redraw prop lines after the yearly flooding of the Nile, the Egyptians developed realistic geometry related geometric figures, but not their abstract properties. Also, their geometry is filled with problems relating to pyramids (p. 16). The Babylonians (1700 B.C.) also routinely solved more complicated and complex problems entirely verbally (Suzuki, 2002, p. 28) without any administration of mathematical notations. Their ways of solving interest relate problems show their march on mathematical skills. Accordin g to Suzuki, the Babylonians also developed methods for calculating the area of triangles, trapezoids and other polygons. Before Pythagoras (580-500 B.C.), the Pythagorean Theorem was well known to the Babylonians (p. 31). The development of pre-Euclidean geometry goes back to the age of Plato (427-347 B.C.). It is said that the entrance plaque to Platos school in Athens read, let No whizz Unversed In Geometry Come Under My crown (Suzuki, 2002, p. 74). According to Suzuki, Plato had probably discovered the word mathematics from the mathema, meaning the three liberal arts, arithmetic, geometry, and astronomy (p. 74). Later, Euclid (300 B.C.), who lived in Alexandria, Egypt, wrote the Elements, a conglomeration of 300 years of Greek geometrical development. The Elements was so important for the next two super acid years of mathematics that Euclidean geometry became an essential part of learning mathematics until it faced the first serious mathematical challenges (p. 86) in the 19th century. The significance of understanding geometry for high school students has been a part of recommendations of the committees on mathematics education in the U.S. since 1894 (Commission on Mathematics, 1959 National Education Association, 1894, National delegacy on Mathematical Requirements, 1923 Progressive Education Association (PEA) Committee and the articulation Commission, 1940 The National Committee of Fifteen, 1912). An account of these committees reports may be found in the 1970 yearbook of the NCTM, A History of Mathematics Education in the fall in States and Canada. A brief of the recommendations of these committees are presented below. The first national group of experts that turn to mathematics education was the subcommittee on mathematics of the Committee of Ten (National Education Association, 1894). They considered the goals and curriculum for mathematics education and recommended preparatory work on algebra and geometry in the upper elementary school curricu lum. On demonstrative geometry, the committee punctuate on the importance of elegance and finish in geometrical materialisation (p. 25). About demonstrative geometry, the committee further stated, there is no student whom it will not brighten and strengthen intellectually as few other exercises can (p. 116). This suggests all mathematics teachers engage their students in using the geometric concepts to visualize their surroundings and to geometrically demonstrate what they visualize. The final report of The National Committee of Fifteen on the Geometry Syllabus (National Education Association, 1912) recommended using realistic approaches to exercises in mathematics instruction. Eleven years later, its final report, The shake-up of Mathematics in Secondary Education (The National Committee on Mathematical Requirements, 1923) also stressed the importance of the studying geometry. The commission advocated that the course of study in mathematics during the seventh, eighth, and ninth years contain the fundamental notions of arithmetic, of algebra, of intuitive geometry, of numerical trigonometry, and at least an introduction to demonstrative geometry (p. 1). One of the practical aims of this ecommendation was to encourage familiarity with geometric forms common in nature and life, as well as the elementary properties and relations of these forms, including their measurement, the development of space-perception, and the exercise of spatial imagination.

Are Whistleblowers Heroes or Traitors?

Are Whistleblowers Heroes or Traitors?ED state of contendD SNOWDEN AND BRADLEY (CHELSEA) MANNING HEROES OR TRAITORS?Author dividing lineIntroduction Paragraph setoff paragraph Edward Snowden Who is he and what has he do?Second paragraph Edward Snowden Issues in thelaw Is he a numbfish or traitor?Third paragraph Bradley (Chelsea) Manning Who is he and what has he do?Fourth paragraph Bradley (Chelsea) ManningIssues in the law Is he a submarine or traitor?Conclusion Paragraph Edward Snowden, ChelseaManning, despotic vs. natural law. revokeEdward Snowden and Bradley (Chelsea) Manning disclosures of surreptitious National Security Agency (NSA) files raises an important question. Are Edward Snowden and Bradley (Chelsea) Manning heroes, or traitors? Ultimately, the author leave behind show how Snowden revealed that the fall in States g overnment had been mass surveilling the masses of the States without their permission or go throughledge and how Manning revealed The hail of War cover how unite States is intervening in the Middle East (Abu Omar abduction, the Iraki civilian death toll, and the viral video col posterioral finish). Furthermore, the author will talk of how the join States Espionage act affects both(prenominal) Snowden and Manning in a way that acquits it unwork satisfactory to pardon their reasoning for their actions.INTRODUCTIONWhen is it sound to break the law? Edward Snowden, Julian Assange and Chelsea Manning adopt faced this question head on. All three be jazzn as whistleblowers. These whistleblowers have disclosed top secluded political sympathies intelligence documents to the gentlemans gentleman beings and have sp beked a humankindwide debate concerning the concede of our privacy for security. virtually phrase that these whistleblowers argon traitors. Donald Trump, President of the United States says that whistleblowers bid Snowden and Manning are traitors and implies that they should be executed. Spies in t he old days used to be executed(Donald Trump). Others say that he is a human rights hero (Amnesty International).This accounting is of particular interest as it raises the question of whether the reason behind break the law should help determine the outcome.The purpose of this condition is to examinewhether these whistleblowers do the right choice in deciding to leak topsecret disposal instruction. Are these whistleblowers heroes for making theworld aware of the grotesque acts that the United States government affiliatedto both America and the rest of the world? In Paragraph I, the depict will outline who Edward Snowden is, it will explain what cultivation that he leaked and will mention. In Paragraph I part II, the phrase will define the wakeless issues that are brought up in measure to Snowden. In paragraph II, the word will outline who Manning is, it will explain the set forthation that he leaked, and will mention the charges that were brought upon him. In Paragraph II part II it will define the legal issues that are brought up in respect to Manning. Lastly, in paragraph III the phrase will outline Assange and will explain how he is involved in the chance. The article will as well as outline what Assange is charged under. In undertaking this analysis, this article suggest thatEdward Snowden, Chelsea Manning, and Julian Assange are heros, non traitors andshould be treated accordingly. However, the article suggests that despitehaving the best intentions, they should be punished under a lesser sentence.EDWARD SNOWDENSnowden is a 33 year old former CIA and NSA contractor born(p) in Elizabeth City, North Carolina. Snowden derived from a family of nationalists. His father worked for the soldiers for 30 years, his granddad retired as an admiral, and his mother to this day works for the federal courts. Snowden decided that he wanted to join the government during the Iraq war. Snowdens desire to join the troops is evident when he said in an di scourse that his motive of connector the multitude was to free people from oppression. Snowden said, This is the kind of thing that led me to the army. When they said, Were going to free oppressed people from a dictator, I matte that I had an obligation to do my part to see that happen(Snowden). Snowden began formulation for the special forces in 2004 scarcely ultimately failed as he suffered a fatal injury during a training exercise. Snowden was then discharged from the military. Snowden, facilitate wanting to fight for his solid anchor, began his training for the CIA in 2006. Graduating at the top of his class, Snowden was deployed with diplomatical cover to Geneva to maintain the CIAs security network. While undercover, Snowden detect a schedule that made him start questioning NSAs power. The NSA program was called XKeyscore. Snowden revealed in an interview that this program filtered information that the NSA collected on a daily base and see everything that a particu lar person was posting. In an interview with Norddeutscher Rundfunk, Snowden explained the immense reach of XKeyscore. Snowden said, Lets say I saw you once and I thought what you were doing was interesting or you just have access thats interesting to me, lets say you work at a major German corporation and I want access to that network, I can track your username on a website on a form somewhere, I can track your concrete name, I can track associations with your friends and I can build whats called a fingerprint which is network activity unique to you which means anyplace you go in the world anywhere you try to sort of blur your online presence hide your identity, the NSA can find you and any peerless whos allowed to use this or who the NSA shares their software with can do the same thing. Shortly after works for the CIA, Snowden began working for Dell in Japan to upgrade the NSAs calculating machine systems and protect from Chinese hackers(Forbes). later working in Japan for a couple of years, Snowden began to work for a company named Booz Allen Hamilton(BAH), an American consulting firm with ties to the NSA. This is where Snowden uncover the Grotesque tell oning of the American people. So, Snowden then gathered all the info he could well-nigh the illicit activities the government was performing and leaked it to The Guardian. Snowden leaked thousands of top secret files Including that government had secret court orders to collect all teleph one(a) records and that he the government has a secret software named PRISM. According to The Guardian, PRISM is a software that concessions full access to a companys comers and can access personal emails, telephone calls etc The companies are obliged by law to hand over this information. After revealing himself in an interview with The Guardian, the United States has charged him with stealing of government meetty unlicensed communication of National Defense information, and froward Communication of Classified Communications Intelligence Information to an Unauthorized person (Caselaw). After evading an extradition from Hong Kong, Snowden claimed asylum in Russia and is presently living there.EDWARD SNOWDEN RIGHT AND WRONG, LEGAL, AND nefariousIn order to analyse whether Snowden is a hero or a traitorwe first have to understand the legal issues that his case raises. This articleis non arguing whether Snowden broke the law or not and rather raising thequestion of whether it was a justifiable use of gaolbreak the law. Snowdenrevealed that the United States forced Verizon to hand over its phone data in a sort court order (The Guardian). The classified court is named UnitedStates Foreign Intelligence Surveillance Court and was not known to thepublic until Snowden leaked the court order. The government responded and saidthat they are within their right to do because of a provision in the U.Spatriot act. The U.S Patriot Act, an act sign-language(a) by Bush just a month the 9/11attacks, states, coach of the Federal Bureau of Investigation or a designee of the Director (whose rank shall be no lower than Assistant Special doer in Charge) may make an application for an order requiring the production of any tangible things (including books, records, papers, documents, and other concomitants) for an investigation to obtain contrasted intelligence information not concerning a United States person or to protect against planetary terrorism or clandestine intelligence activities, provided that much(prenominal) investigation of a United States person is not conducted solely upon the basis of activities protected by the first amendment to the governing body.The act also has a provision, stating that their needs tobe reasonable grounds to request for this information (LII).In this case, thegovernment had not compensate considered or stated why this information is relevantand does not correct mention why they need the information now. In a unhurtdecision the Federal C ourt of Appeals states why the governments reasoning forobtaining this information is not allowed nor is it constitutionalThe courtstates, The government takes the position that the metadata collecteda vast centre of which does not contain directly relevant information, as the government concedesare nevertheless relevant because they may allow the NSA, at some incomprehensible season in the future, utilizing its ability to sift through the trove of immaterial data it has collected up to that point, to identify information that is relevant. We agree with appellants that such an expansive concept of relevance is unprecedented and unwarranted(AMERICAN CIVIL LIBERTIES sum of money V. NATIONAL SECURITY AGENCY). The U.S District Judge in his ruling set forth the NSAscapabilities as al nearly orwellian.The NSAs is violating the constitution byspying on its people. Without Snowdens leak, the ACLU would have never beenable to bring this to mental test as we would have never knew of it . After theverdict, the government began to introduce. 20 bills all aimed at tackling superintendence in America including the most prominent one The U.S.A FreedomAct (Slate). This act prevents mass inspection and lay outs an end toprograms like PRISM. By bringing the governments illicit actions to light,Snowden has shown the people of America that the government is breaking the lawand acting unconstitutionally and should be considered a patriot. However,despite acting in obedient intentions, the government is still difficult to arresthim. Snowden has sparked debate worldwide. Some say that he is a patriot as hetook on immense risk all for the earnest of the people while some say that he is aspy and should be executed (Donald Trump). Snowden explained in an interviewwith The Guardian that hed be okay losing if he had a fair trial., IfI end up in guantanamo, I can live with that. This demonstrates hischaracter, as he understands that he is fighting for the people, but if thepeo ple thing he is im incorrupt then he deserves to go to prison. This is furtherdemonstrated in an interview with NBC when Snowden revealed that he leaked thedocuments because of his love of his verdant and the people in it. (NBC).Instead, of thinking that Snowden perpetrate an illegitimate act we should think heis a hero because he did the right thing. In Snowdens own words, We shouldalways make a distinction that right and wrong, is a very different well-wornthan legal and illegal. The law is no substitute for morality. This is notthe only if sentence that there has been tension in the law in order for progression.Some examples are Whether it was The abolition of slavery, and the increasedrights of women. Laws were broken because the laws were wrong. In Conclusion, the author suggests that he is ahero. The definition of a hero is someone who overcomes adversity a good dealsacrificing their own personal concerns for the greater good. In this example,Snowden has put his count ry first. Snowden has risked his sustenance and his freedomin order to inform the citizens of America about the U.S governments illegalactivities and has still stayed true to the one thing that every American wantsto keep The Constitution. Often, heros have a code or moral principle thatthey want to protect. In this case, Snowden wants to uphold his code which isthat the constitution should be upheld. Snowden even taken an pest to upholdsomething so precious to him. As every federal employee has to taken an Oath ofOffice. The Oath of Office is widely considered The Cornerstone ofAmerica(RYOC) and is essentially a vow to protect their country and upholdthe constitution. The Oath states, I will support and defend the Constitution of the United States against all enemies, inappropriate and domestic that I will hurt true faith and allegiance to the same that I take this obligation freely, without any mental reservation or purpose of evasion and that I will well and faithfully disc harge the duties of the office on which I am about to enter. So help me God.Snowden protected the one thing he swore to protect. TheNSA paints Snowden as a traitor, and says that he broke the oath he has takenby revealing the information but in reality he defended the constitution whilethe NSA was attacking by illegally spying on its people.CHELSEA MANNINGBradley Manning, know known as Chelsea Manning,is a United States Army soldier who served as an intelligence analyst. Manninghad a tumultuous childhood says her sister, Casey. According to Casey, she tookcare of Manning when she 11 because both parents were alcoholics even to the expiration of making her a bottle in the middle of the night(Washington Post).At a small age Manning was considered intelligent, winning top prize at local learning fair and even in a state wide test bowl (Washington post). Manningbecame openly game in 2005 when he came back from Wales. When manning cameback, Mannings father workedly spent weeks hard t o convince her to jointhe military(Washington Post). Manning conjugate the military in 2007. Accordingto BBC news, Mannings friends said that she joined the military to pay forcollege but eventually Manning stated that she had joined in hopes to relieve herdesires for becoming a woman (BBC). In 2009, Manning was deployed to Iraq as anintelligence analyst. This is where she allow access to the classifiedinformation that she had leaked. Manning made contact with Julian Assangein 2009. She gave Assange almost 750,000 classified documents including thefamous video substantiative Murder, where it shows the U.S military killing12 civilians and killing the people who were trying to save the injured. Theleaks also include 251,287 U.S diplomatic cables and 482,832 war logs. Afterleaking the information, she confided in a hacker named Adrian Lamo. Lamo laterinformed the Army and Manning was arrested in May of that same year. AfterManning was arrested, he was charged with 22 offenses incl uding the mostserious charge Aiding the Enemy, which could have resulted in life inprison. Manning was sentenced 35 years in prison indeed becoming the harshestsentence that a whistleblower has ever received.CHELSEA MANNING THE COST OF WARIn order to analyze whether Manning is a hero or a traitor,we need to understand his criminal case and the arguments made. Then, likeEdward Snowden said, We should always make a distinction that right andwrong, is a very different standard than legal and illegal. The law is nosubstitute for morality. This is true in particular for Chelsea Manning asher case is a bit more drastic than Snowdens. Manning steal and released over700,000 classified documents in order to show us The Cost of war. Manninghas been charged with aiding the enemy for leaking this classified informationto the media. The enemy is considered at this time to be Al Qaeda, and Al Qaedaof the Arabian Peninsula. Manning leaked names whod had confidentialdiscussions with US diplomats . He also released that the president of Yemen was fable to his own Congress about American drone strikes in his country (TheGuardian). In his case, Manning pled to 10 offenses which would have landedhim around 20 years in prison. However, the military insisted that he wascharged with aiding the enemy and violating the espionage act which would haveadded a life sentence. Eugene Fidell, an expert in military justice at yale lawschool, said that even Khalid Sheik Mohammed, the suspected architect of the9/11 attacks, had greater rights of appeal than Chelsea would. If hesconvicted by a military commission in guantanamo, KSM will get a right away shotat the US Supreme Court, He said. By contrast, if CAAF denies Manning areview as it does in most cases, he will be out in the cold. This showshow cruel the U.S government is towards Manning. At the time manning was 22years when released those documents. After being arrested, Manning was insolitary travail and subjected to forced nudity d uring inspection(Huffington Post). This not only violate his eighth amendment right but alsoviolated article 16 of the dominion against torture. Juan Mendez, UN specialrapporteur on torture, said that Mannings treatment while he was in prisoncruel, atrocious, and degrading. Mendez said, I conclude that the 11 months under conditions of solitary confinement(regardless of the name assumption to his administration by the prison authorities) causes at a minimum, cruel, inhuman and degrading treatment in infringement of article 16 of the crowd against torture. If the effects in regards to pain and suffering inflicted on Manning were more severe, they could constitute torture(The Guardian).Manning had not been to trial and had been psychologicallybeen beaten by the government. This not only violated his right to physical andpsychological integrity, but violated his presumption of innocence. So, what info did Manning give to the public that would warrant such brute(prenominal) tr eatment? Manning released documents that exposed the detainment of innocent people of guantanamo Bay, he revealed The cost of war in both Iraq and Afghanistan, and he helped fuel pro- democratic movements in the Arab world. After releasing the documents about the war crimes committed in Iraq. Iraq then refused to grant criminal and civil immunity to US troops if their stay was prolonged, therefrom promptly causing Obama to withdraw them from Iraq saving many American and Iraqi lives.Some of the documents that Manning released were shocking videos showing the war crimes that the US committed. The video Collateral Murder, released by Wikileaks, shows the disregard for human life and shows various war crimes committed by the U.S government. The video shows a US apache attack eggbeater killing 12 civilians including 2 Reuters reporters and wounding two children on the ground in Baghdad in. Then, after they gruesomely killed the civilians, they murdered the people trying to rescue the w ounded. Finally, to add insult to injury, a tank ran over one of the bodies cutting the man in half (Youtube). Not only did they murder innocent people but they got away with it until Manning leaked the video. this video depicted 3 war crimes. sectionalization 499 of the Army Field Manual states, Every violation of the law of war is a war crime. According to obligate 85 of the First Protocol to the Geneva Conventions, it defines that killing civilians is a war crime.(Huffington Post). In this video, it is clearly seen that not only did they shoot civilians, but they taunted them after their death. wizard of the gunners in the apache helicopter said, Look at them dead bastards(Youtube). They showed zero self-reproof and even laughed about it. Then, to make matters worse, they violated article 17 of the First protocol. This states that the civilian population shall be permitted, even on their own scuttle to collect and care for the wounded. The article then says, No one shall be harmed for such humanitarian acts. In the video collateral murder, it is clearly seen that the gunners killed the good samaritans while they were picking up bodies. Lastly, they violated another section of the army field manual when the jeep drove over the dead body. Section 27-10 of the Army Field manual states that maltreatment of dead bodies is a war crime. Not only did they absorb over the body, but they even laughed about it when one of the gunners mentioned it. According to Huffington post, they said that Manning had gone to his chain of call for and asked them to canvas the video and other videos but ultimately refused. They also mention that he was obliged to do so. The Huffington Post states,Enshrined in the US Army up to(p) Schedule No. 27-1 is the obligation to report all violations of the law of war. At his guilty plea hearing, Manning explained that he had gone to his chain of command and asked them to analyse the Collateral Murder video and other war porn, but his superiors refused. I was disturbed by the response to injured children, Manning stated. He was also daunted by the soldiers depicted in the video who seemed to not value human life by referring to their targets as dead bastards Huffington PostManning went through the proper chain of command in orderto fix the problem but ultimately was told to forget about it. Since Manningwas ordered not to reveal classified information that contains the war crimes,it should also be noted that it works crime versa. Therefore, Manning had andperformed his legal affair to reveal the war crimes (Huffington Post).In order for Manning to be found guilty under the Espionage act, the prosecutors must prove beyond a reasonable doubt that he maliciously release those files to harm the United States. In court, Manning stated that he released the documents to spark debate about foreign policy in general as it applied to Iraq and Afghanistan. Mannings goal was to inform the public about what are government -the people we elect to govern us- are doing. In this case, they are violating the military guidelines and Geneva conventions. The government also broke the law when they presumed that he was guilty before his trial had begun. President Obama commented on Manning saying that he broke the law before he was tried. Obama said, We are a nation of laws He broke the law (The Guardian). Not only did Obama prounounce him guilty before his trial, but the Chairman of the Joint Chiefs of staff, General Martin Dempsey, also said that he broke the law (Stars and Stripes). This poisoned the well and violated Article 37 of the Uniform code of Military Justice by unlawfully Influencing Action of Court(Truth out). Mannings lawyer tried to bring Obama to show in this case, stating that it should be clear why he was needed as he influenced the courts decision. He said, The relevancy of these witnesses should be obvious. Each of these witnesses has provided statements that contradict those given by t he OCA Original Classification Authority witnesses regarding the alleged damage caused by the unauthorized disclosures. Additionally, each of these witnesses is relevant in order to inquire into the issues of unlawful command influence and unlawful pretrial punishment in violation of Articles 13 and 37 of the UCMJ. Huffington PostIn Conclusion, the author believes that despite the fact Manning broke the rules, the people have to recognize that the rules are very contradictory. Manning has a duty to report all war crimes and tried to report it to his superiors but ultimately they refused. Should his moral obligation end there? It is the authors belief that he put morality over legality and thus should be noted. His obligation is report war crimes and not listen to unlawful orders. By not account the crime is to follow an unlawful order and should be recognized. Does this mean that Manning should serve no time? The author believes that regardless of Mannings intent, he still acted re cklessly by releasing the files and how he released them. However, the time he served before the trial should have been his sentence after all the cruelty he had received. By definition Manning is a hero as thought through adversity by challenging the United States government and sacrificed himself so that the people could know the True Cost of WarCONCLUSIONIn conclusion, the author believes that both Snowden andManning are innocent. Both Snowden and Manning put themselves through adversityfor the greater good. In Snowdens case he had to leave his home and was on therun from the American government because he leaked information about the masssurveillance going on in America. Similarly, Manning received 35 years inprison, torture from his government because she released information pertainingto The Cost of War. The Stare Decisis in this case would be thenuremberg trials of WWII. The Nuremberg trials brought up that even ifsomething is legal that it does not make it moral. This is a c ase of positivevs. natural law. Natural law says that there is a morality in which law is to devise and if it morality does not reflect the law then it considered unjust.Positive law states that what is legal is moral. Mostly positive law was usedthroughout the 20th century until the Nazi regime happened. REFERENCESS. (n.d.). Bradley Manning Prosecution Incurably Infectedby Government Misconduct. Retrieved June 12, 2017, fromhttp//www.truth-out.org/news/item/8039-bradley-manning-prosecution-incurably-infected-by-government-misconduct/news/item/14973142023401&action=collapse_widget&id=0&data=W. (2010, April 03). Retrieved June 12, 2017, fromhttps//www.youtube.com/watch?v=5rXPrfnU3G0&t=50 U.S. Code 1861 Access to certain business recordsfor foreign intelligence and international terrorism investigations. (n.d.).Retrieved June 12, 2017, from https//www.law.cornell.edu/uscode/text/50/1861Chumley, C. K. (2013, July 02). Donald Trump on EdwardSnowden Kill the traitor. Retrieved June 12, 2017, fromhttp//www.washingtontimes.com/news/2013/jul/2/donald-trump-edward-snowden-kill-traitor/Cohn, M. (2013, June 05). Bradley Mannings Legal Duty to spoil War Crimes. Retrieved June 12, 2017, fromhttp//www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.htmlCohn, M. (2013, June 05). Bradley Mannings Legal Duty toExpose War Crimes. Retrieved June 12, 2017, from http//www.huffingtonpost.com/marjorie-cohn/bradley-mannings-legal-du_b_3390416.htmlFindLaws United States ten percent Circuit case and opinions.(n.d.). Retrieved June 12, 2017, fromhttp//caselaw.findlaw.com/us-10th-circuit/1719511.htmlGallagher, R. (2013, October 29). U.S. Lawmakers LaunchAssault on NSA Domestic Snooping. Retrieved June 12, 2017, fromhttp//www.slate.com/blogs/future_tense/2013/10/29/sensenbrenner_and_leahy_s_usa_freedom_act_seeks_to_curb_nsa_domestic_spying.htmlGreenberg, A. (2013, December 20). An NSA CoworkerRemembers The Real Edward Snowden A Genius Among Geniuses Retrieved June 12,2017, fromhttps//www.forbes.com/sites/andygreenberg/2013/12/16/an-nsa-coworker-remembers-the-real-edward-snowden-a-genius-among-geniuses/791efdd9784eL. (2016, November 14). Lybio. Retrieved June 12, 2017,fromhttp//lybio.net/amnesty-international-edward-snowden-write-for-rights/people/Nakashima, E. (n.d.). Bradley Manning is at the center ofthe WikiLeaks controversy. But who is he? Retrieved June 12, 2017, from https//www.washingtonpost.com/lifestyle/ powder magazine/who-is-wikileaks-suspect-bradley-manning/2011/04/16/AFMwBmrF_print.htmlPilkington, E. (2012, March 12). Bradley Mannings treatmentwas cruel and inhuman, UN torture chief rules. Retrieved June 12, 2017, fromhttps//www.theguardian.com/world/2012/mar/12/bradley-manning-cruel-inhuman-treatment-unPilkington, E. (2013, February 28). Manning plea statementAmericans had a right to know true cost of war Retrieved June 12, 2017, fromhttps//www.theguardian.com/world/2013/feb/28/bradley-manning-trial-plea-statementN. (n.d.). Snow den-Interview Transcript (Seite 3).Retrieved June 12, 2017, fromhttp//www.ndr.de/nachrichten/netzwelt/snowden277_page-3.htmlTate, J. (2013, expansive 14). Manning apologizes, says he hurtthe United States by giving documents to WikiLeaks. Retrieved June 12, 2017,fromhttps//www.washingtonpost.com/world/national-security/manning-apologizes-said-he-hurt-the-united-states/2013/08/14/e1de6cb4-0525-11e3-a07f-49ddc7417125_story.html?utm_term=.3eb26ce44e5a

Consumer’s Perception of Risk of Online Transactions

Consumers cognizance of stake of infection of Online Trans exploitsAbstractThe purpose of this interrogation is to investigate whether a consumers percept of take a chance in transacting on the internet (Perceived Risk) would concord an lure on their bank of a banks e-banking website (Specific Trust) and their automaticness to function e-banking. Data were collected from a survey and a usable sample of 202 was obtained. Hierarchical moderated regression abridgment was employ to examine the exemplification. The results showed that Perceived Risk has a direct watch on a consumers willingness to expenditure e-banking and Specific Trust has a verificatory moderating influence on the human likenessship between Perceived Risk and a consumers willingness to pulmonary tuberculosis e-banking. Consumers who select low comprehend endangerment of transacting on the internet atomic physical body 18 generally more(prenominal) than willing to subroutine e-banking. Their willingness to employment e-banking was in like manner shown to be more pronounced in cases where the consumer in any case impudence their banks e-banking website. These purposes argon of particular relevance to banks. It high schoollights that a consumers willingness to intent e-banking primarily depends on their cognition of danger in transacting on the internet assurance of the specialised e-banking website was secondary. This suggests the need for banks to non and employ mechanisms to build blaspheme for their special(prenominal) e-banking website, provided that banks should first take measures to educate their customers and manage general consumer perceptions of the dangers of transacting on the internet.Keywords Trust, Perceived Risk, meshing, E-banking Adoption.IntroductionIn recent years, the advancement in scientific developments in in arrangement technology has lead to the growing of e-banking in the banking industry. The evolution of e-banking has f undamentally transformed the way banks traditionally conduct their businesses and the ways consumers be uphold their banking activities (Eriksson et al., 2008 Sayar and Wolfe, 2007). Today e-banking has experienced phenomenal growth and has become one of the briny avenues for banks to deliver their products and military services (Amato-McCoy, 2005).E-banking reaps benefits for both banks and its customers. From the banks perspective, e-banking has enabled banks to lower operational costs by the reduction of physical facilities and staffing resources required, reduced waiting measures in branches resulting in potential increase in sales manageance and a big global r all(prenominal) (Sargonl and Mamorstein, 2003). From the customers perspective, e-banking allows customers to perform a wide range of banking trans fulfills electronically via the banks website anytime and anywhere (Grabner-Kraeuter and Faullant, 2008). In addition, customers no eternal are restrict to the openi ng hours of banks, travel and waiting times are no longer necessary, and access of randomness regarding banking services are now easily purchasable (Hamlet, 2000). and the success of e-banking isnt without its problems. Firstly the acceptation of e-banking has not kept measure with that of internet wont (White and Nteli, 2004). This orifice is attributed to the lack of self-assurance among bank customers, peculiarly among internet phthisisrs age 65 and older (Ilett, 2005 Perumal and Shanmugam, 2005). Secondly, customers still prefer flavor to face interaction (Asher, 1999) due to reasons such(prenominal) as fear of the online milieu and lack of assertingness in the internet. Recent literature on e-banking showed that the formation of cuss can help reduce the impact of observe inhibiting occurrenceors such as fears about development the online service among non-ebanking customers (Vatanasombut et al., 2008).Moreover, even with the increase usage of e-banking in rece nt years, banks are faced with a conundrum whilst e-banking does need its benefits of convenience and cost savings the ease at which e-banking allows for switching jeopardize to traditional ways of banking consequently reduces long term customer committal (Sarel and Mamorstein, 2003). The commitment-trust hypothesis of Morgan and be given (1994) proposes that trust leads to commitment in relationships, and so, if trust is create amongst personifying customers, over time they will become committed to the e-banking service, trim back the chances of customers jumping ship (Mukherjee and Nath, 2003 Vatanasombut et al., 2008).Evident in prehistorical literature is the fact that take chances plays a role in the formation of trust (Chen and Dhillon, 2003 Pavlou, 2003), but what is not evident is the relationship jeopardize has with trust especially in regards to the perceived risk consumers generate in transacting on the internet. Past inquiry studies into the area of risk put in that it is not objective risk, but perceived risk which matter in the formation of trust (Bauer, 1960 as citied in Bttner and Gritz, 2008 Garbarino and Strahilevitz, 2004). A recent research study piece that, perceived risk is directly related to an individuals bridal of e-banking with many away research studies showing that intention to lend oneself e-banking is often times abnormal by fears of theft or fraud (Gerrard et al., 2006). The relationship between perceived risk and trust is an underdeveloped area in the literature. Past train in the area of trust and perceived risk has not further managed to fully determine the exact relationship which risk has on trust, as whilst risk is necessary for the formation of trust, it is not an antecedent of trust (Chen and Dhillon, 2003). Moreover, trust has been shown in the past to effect perceptions of risk, as well as having mediating effectuate through risk (Pavlou, 2003).Hence the purpose of this research is to investig ate whether a customers perception of risk in the internet would arrive moderating effects on trust and a customers willingness to use e-banking. As noted by Bttner and Gritz, (2008), there is a lack of empirical studies in this area. Moreover by understanding the temper of risk and trust, banks can manipulate the steps necessary on their part to operate that the trust which they behave built in their services will indeed influence customers bankers acceptance and commitment to e-banking.Literature ReviewTrust in E-banking Trust is natural in situations where risk, uncertainty and interdependence exist (Mayer et al., 1995), and the online environment certainly encapsulates these components. In an online environment, there is no direct physical contact between buyer and seller. This spatial distance meaning that consumers cannot use the physical cues, such as observing the sales staff or the physical office/ store space, in order to judge trusdeucerthiness (Reichheld and Sche fter, 2000). Due to the global nature of the internet, consumers and e-retailers often face spatial and temporal separation as a result transactions carried out online often do not implicate a simultaneous transaction of goods (or services) and money (Grabner-Kraeuter, 2002). This delay in time bureau that consumers can become increasingly uncertain whether the otherwise troupe will actually perform their side of the transaction. Another reason for the increased need for trust in the online contexts is consumers fear for the safety of their personal information due to hackers or other harmful possibilities (Hoffman et al., 1999 Yoon, 2002).Apart from the necessities of trust in order to get consumers to purchase online as per the hypothesis of reasoned action (Azjen and Fishbein, 1980), trust is also important for businesses to grow and maintain profitability, as per the commitment-trust theory of relationship marketing by Morgan and Hunt (1994). Past research studies have det ermine that one of the benefits of trust are committed customers (Casalo et al., 2007 Morgan and Hunt 1994). sure repeat customers are super beneficial to organizations, as it is much cheaper to withstand customers than it is to find and attract new customers (Reichheld and Schefter, 2000). In the online arena where substitutes are quickly available, the benefits to businesses of having committed customers are plenty, hence the amount of research into the area (e.g. Casalo et al., 2007 Jarvenpaa et al., 2000 Vatanasombut et al., 2008).numerous research studies have been conducted to identify what grammatical constituents drive or inhibit the adoption of e-banking by consumers (Gerrard et al., 2006 Hernandez and Mazzon, 2007 Lichtenstein and Williamson, 2006 Sayar and Wolfe, 2007). It has been identified that the lack of trust was one of the main reasons why consumers are still reluctant to conduct their financial transactions online (Flavian et al., 2006 Luarn and Lin, 2005 Muk herjee and Nath, 2003Rotchanakitumnuai and Speece, 2003).In order for e-banking to be a viable medium of service delivery, banks instantly must try to narrow the trust gap due to the higher(prenominal) degree of uncertainty and risk in an online environment analysed to traditional settings. query studies conducted examining the role of trust in e-banking (e.g. Vatanasombut et al., 2008 Casalo et al., 2007 Lichtenstein and Williamson, 2006 Rexha et al., 2003 Suh and Han, 2002), show that trust plays a key role in the adoption and continued use of e-banking. moreover, it was found that trust not only affects the intent to use e-banking (Liu and Wu, 2007 Suh and Han 2002), but trust in e-banking has also been found to be an antecedent to commitment in e-banking (Vatanasombut et al., 2008 Kassim and Abdulla, 2006), and is because useful to reduce the perceived risk that consumers feel is present in an online environment (Pavlou 2002).Perceived Risk and TrustPerceived risk is pictur ed as a concept that is complex, multifaceted and dynamic (Zhao et al., 2008, p.506). Perceived risk is defined as a consumers perceptions of the uncertainty and the workable undesirable consequences of buy a product or service (Littler and Melanthiou, 2006). In the online context, past research studies suggest the inclusion of perceived risk due to its importance in influencing online consumer behavior (Cunningham et al., 2005 Pavlou, 2003 Salam et al., 2003 Schlosser et al., 2006) and more so in the area of e-banking (Cunningham et al., 2005).As mentioned earlier, perceived risk is important in the formation of trust (Bauer, 1960 as cited in Bttner and Gritz, 2008 Garbarino and Strahilevitz, 2004). The body of the knowledge on trust has identified that risk is the element which gives cut to the need for trust when engaging in an activity which means that if there were no perceptions of risk, trust would not be necessary to necessitate in an activity, as actions could be taken with perform certainty (Yousafzai, 2003 Chen and Dhillon 2003). There are devil different types of risk that have been identified in relation to trust risks associated with a mate and risks associated with a type of transaction (Bttner and Gritz, 2008). Risks associated with a better half in general are perceptions that a particular interaction partner in a transaction will not perform their end of the bargain, and are formed from perceptions of the attributes of that interaction partner this type of risk should be in return related to trust of that partner (Jarvenpaa et al., 2000). Essentially, the higher the trust one has in a partner, the less perceived risk in dealing with that partner. However, risk associated with a type of transaction has a different association with trust. The more risky a type of transaction is perceived to be, the more trust is required in order to engage in an interaction with that partner (Mayer et al., 1995).The relationship between risk and trus t is a complex one, whilst risk is necessary to the creation of trust, it is not an antecedent to trust which means the nominal head of risk does not automatically equate to the formation of trust (Pavlou, 2002). check to Mayer et al. (1995, p.711) It is unclear whether risk is an antecedent to trust, or is an outcome of trust. Clearly, a gap of knowledge exists in this area, and further research is required so as to determine the relationship which risk has with trust, especially in the context of e-banking.However the area that interests the authors of this research is the work by Pavlou (2002) which found that the effect of trust on transaction intention could be moderated through perceived risk. This is a relationship which was pilot lightly proposed by Mayer et al. (1995), who postulated that the aim of trust needed to engage in a risk taking behavior is influenced by the perception of risk inherent in that behavior. Pavlous (2002) work also called for future research so as to examine the complex interrelationships among trust, perceived risk and behavioral intention to reach definite conclusions. (Pavlou, 2002, p.125). This research aims to answer that call by testing perceived risk in the internet as a moderator in the relationship between a consumers trust in a banks e-banking website and the consumers willingness to use e-banking.Theoretical FrameworkThe investigation of the role of trust in the use of e-banking necessitates the examination of both key theories the theory of reasoned action by Azjen and Fishbein (1980) and the commitment-trust theory of relationship marketing by Morgan and Hunt (1994). The theory of reasoned action states that a persons behavior is determined by their behavioral intent, which is in turn shaped by attitude and subjective norms (Azjen and Fishbein, 1980). increase trust means that when a persons attitudes towards a particular behavior (in this case, use e-banking) are positive, it will potential increase a pers ons intent to perform that behavior. This has been supported by research in both the e-retailing context (Jarvenpaa et al., 2000), and also in the e-banking context (Liu et al., 2005), where trust has been shown to lead to a purchase intention. Further, Morgan and Hunt (1994) purports that by building trust over time, customers become committed to the relationship built, and will subsequently reciprocate with continued business. Past research in this area have extended the applicability of this commitment-trust relationship to the e-banking context (Casalo et al., 2007 Mukherjee and Nath, 2007 Vatanasombut et al., 2008). This gives rise to the first hypothesis for this research which forms the basic relationship between a consumers trust in a banks e-banking website (Specific Trust) and the consumers willingness to use e-banking.H1 Specific trust in e-banking has a direct effect on willingness to use e-bankingPerceived risk is defined in this research as a consumers perceptions of r isk in transactions use the internet, and is hypothesized to have a moderating role in the relationship between particular proposition trust and the willingness to use e-banking. As mentioned preliminaryly in the literature review, there is little empirical research on the moderating effect of risk in the e-banking context. Work by Pavlou (2002) found that the effect of trust on transaction intention could be moderated by perceived risk, but called for further research in this area to confirm the complex interrelationships between these three constructs. Therefore, the authors of this research proposed the second hypothesis asH2 Perceived risk has a negative moderating effect on the relationship between particularised trust and willingness to use e-banking.MethodologyTo test the model, a cross-sectional survey was undertaken using an instrument containing 15 events. The 15 specifics utilize were established collection plates adapted from Doney and Canon (1995), Chow and Hol den (1997), Jarvenpaa et al. (2000), Suh and Han (2002), Kim and Ahn (2006) and Verhagen et al. (2006) measuring specific trust, willingness to use and perceived risk. Great care was taken when adapting the scales to ensure that the original concepts world measured by the scale had theoretical congruence and relevance to this study. Each item is measured on a 7-point Likert scale with 0 denoting the low end and 6 the high end. The questionnaire was then pre tried and true on a non-probability sample of university staff. Refinements were do to the questionnaire based on feedback from the pre-test. All items in the final instrument were then reviewed by marketing academics for content validity.MeasuresThe scale used to measure perceived risk was adapted from a number of scales which have resembling theoretical congruence with the definition of risk perception in the theoretical framework. A few of the items in the scale used was sourced from Verhagen et al. (2006), which measured intermediary risk and was defined as the belief of a probability of suffering a loss due to the inability of the intermediary to provide sufficient protection against fraudulent and/or opportunistic sellers (p.545) which is similar to the definition of the perception of risk on the internet. In that, the consumers belief in a possibility of loss or harm as a result of the medium internet is being measured. The nature of the internet is such that, there is insufficient protection to consumers from fraudulent and/or opportunistic people, and so the use of items from Verhagen et al.s (2006) scale on intermediary risk was appropriate. Other items in the scale were sourced from the work of Jarvenpaa et al. (2000), Kim and Ahn (2006), and Chow and Holden (1997), which measured concepts such as risk perception and web-shopping risk, all of which was similar to the concept of perceived risk being operationalised. Minimal alterations were made to the items due the similarity of the concepts being measured. Whilst it would have been perfection to operationalise the construct of perceived risk in the internet with a uneven scale, but there is a lack of scales in this area (Verhagen et al., 2006), consequently the use of a composite scale was necessary. To measure specific trust in e-banking, items from work of Doney and Canon (1995), Suh and Han (2002) and Jarvenpaa et al. (2000) were adapted. These items were chosen due to their semantics and wording. Items directly relating to interpersonal trust including the service of e-banking, and a belief in the benefits and trustworthiness of e-banking were used as part of the scale. Lastly, in measuring the willingness to use e-banking, items that measure attitudes and intentions towards using e-banking were chosen. Items in the scale were sourced from scales published by Verhagen et al. (2006), Pavlou (2003), and Kim and Ahn (2006). demographic data were also collected for the purpose of classification and determining the generalisability of the results.Sample and Data order of battleRepresentativeness, reliability of results as well as time and resource restraints were considered in determining the sample. The final sample was a non-probability sample of administrative and academic staff in ten departments across the phoebe bird faculties of a lifesize Australian university. University staff was chosen, as they were deemed to be more ameliorate and sensible about a range of issues. Therefore it is concluded that university staff would likely have a higher chance of responding to the survey, with more accuracy and candor in their replies. Surveys were distributed physically and via online. Data collection took place over two weeks. A total of 218 returned questionnaires were yielded of which 202 passed manipulation checks and were usable. The response rate was 34.8%.ResultsAdoption of Internet and E-bankingDescriptive psychoanalysis was used and a bar chart (Figure 2) was constructed to compar e the year of adoption of the internet and the year of adoption of e-banking. In relation to internet adoption, the results showed that there was a slow growth in the adoption of internet prior to 1995. The rate of adoption increased importantly in the years 1995 to 2000 and dropped significantly after. As for the adoption of e-banking, the results showed that there was no presumable usage of e-banking till the late 1990s and after which the adoption of e-banking move up reaching its peak in 2006. Figure 2 illustrates how the adoption of e-banking has not kept up with the pace of internet usage this is consistent with the previous finding of White and Nteli (2004). Furthermore results also showed that there were still a significant number of people who have not adopted e-banking.Demographic variables were examined across the three constructs of specific trust, perceived risk and the willingness to use. The results in postpone 1 showed that there were significant differences bet ween gender and specific trust (sig. value 0.010, t-value 2.588) and perceived risk (sig. value 0.029, t-value 2.206) constructs. The means scores showed that males have higher specific trust (5.2748) and higher perceived risk (4.2916) as compared to females towards e-banking and the internet.For age, the results showed a significant difference between age and willingness to use (sig. level 0.017, f-value 4.161). The difference was found between respondents of age groups 29 and under, and 50 and above. The means scores showed that respondents who were age 29 and below (mean 5.603) were more willing to use e-banking as opposed to respondents who were 50 and above (mean -4.8571).For qualification, significant differences were present in the perceived risk (sig. level 0.020, f-value 4.991) and willingness to use (sig. level 0.030, f-value 4.932) constructs. In regards to perceived risk, the difference was found between respondents who have undefiled secondary naturalize an d respondents who have a post-graduate qualification. The means scores showed that respondents who had a post-graduate qualification (4.4355) have a higher perceived risk compared to those who had completed secondary rail (3.4006). In relation to willingness to use, significant differences were found between three groups of respondents those who had a trade qualification/ diploma, a tertiary degree and a post-graduate qualification. The means scores showed that respondents who had a post-graduate qualification has a higher willingness to use e-banking (5.6871) compared to those who had a trade qualification/diploma (4.5259) and those who had a tertiary degree (5.5925). in the long run for income, significant differences were found between the different income groups in the perceived risk (sig. level 0.049, f-value 2.249) and willingness to use (sig. level 0.003, f-value 3.788) constructs. The two groups of respondents with income levels of $15,001 -$ 30,000 and $70,001 -$90,00 0 were found to be significantly different in the perceived risk construct. The means scores of the two groups showed that respondents with an income level of $70,001 $90,000 had a higher perceived risk (4.6057) compared to respondents with an income level of $15,001 $ 30,000. In relation to willingness to use, significant difference was found between two groups $30,001 $50,000 and $50,001 $70,000. A comparison of the means scores showed that respondents who had an income level of $50,001 $70,000 (5.8625) were more willing to use e-banking compared to those who had an income level of $30,001 $50,000 (4.6513).Model TestingIn order to validate the measures of each construct, exploratory ingredient analysis was conducted using principal components extraction with varimax rotation. The items in each factor were then tested for scale reliability using standard Cronbach alpha indices.As the items for both perceived risk and specific trust in e-banking were used together as a hit scale in the survey instrument, factor analysis was ran on them both, to ensure that the two different factors were still valid. To check for the appropriateness of the data for factor analysis, the Kaiser-Meyer-Olkin (KMO) and Bartletts Test of Sphericity was examined. Results showed that the KMO statistic for the data set was 0.885 and the Bartlett test showed that non-zero correlations exist at the 0.000 significance level. This indicates that the data is appropriate for factor analysis. The results of the factor analysis showed that two factors were indeed present, however, one of the items from the scale measuring specific trust in e-banking Compared with other forms of banking, e-banking would be more risky had moved to the factor measuring perceived risk (see delay 2 , item attach with asterisk). A reliability analysis was conducted on this adjusted factor a Cronbach alpha index of .926 was obtained. The factor loading of the item, whilst not very high at .651 was much h igher than the items alternate factor loading which was .253. The item content was examined, and was found to also be applicable to the context of perceived risk due to the items wording which could be interpreted as a higher perception of risk in the medium of the Internet in comparison to other mediums. Given all these results, it was decided that the adjusted factor would be used as is in the analysis.Items measuring the construct of willingness to use e-banking were also analysis to ensure that it was indeed a singular factor (Table 3). The results showed that the KMO statistic for the data set was 0.873 and the Bartlett test showed that non-zero correlations exist at the 0.000 significance level. This indicates that the data is appropriate for factor analysis. The results revealed a unidimensional structure, and corroborated that all five items in the scale loaded onto one factor. The factor loadings of each item were high, indicating strong relevance of each item within the sc ale. When in faction with the high Cronbach alpha of .957, the results of the analysis show that this factor is a highly useful measure.Regression AnalysisTo test the relationship between the constructs of specific trust, perceived risk and willingness to use e-banking, hierarchical moderated regression was conducted. This method was proposed by Baron and Kenny (1986) to examine moderating effects. In conducting hierarchical moderated regression analysis, a series of regressions were performed. The first regression (Model 1) involved regressing the dependent variable (DV) on the independent variable (IV) the second regression (Model 2) involved regressing the DV on the IV and the moderator and the final regression (Model 3) regressing the DV on the IV, the moderator, and a cross-product of the DV and the moderator.The three regression models were tested for explanatory power, and yielded R-squared values of 0.396, 0.454, and 0.508 respectively (see Table 4). Results of the R-square d comparisons showed that Model 3, which included specific trust, perceived risk, and the cross product of specific trust and perceived risk, had significantly improved R-squared values from Model 1 and Model 2. The analysis yielded results sort of different to what was hypothesized. Besides Model 1 where specific trust was the only IV in the regression, specific trust was shown not to have a direct influence on the DV of willingness to use e-banking. Rather, perceived risk was shown to have a direct influence on the DV of willingness to use e-banking in Models 2 and 3. Model 3, which had the greatest R-squared value, suggests that it is not specific trust that influences a consumers willingness to use e-banking, but rather perceived risk. The regression coefficients from Model 3 (see Table 5) showed that perceived risk had a significant negative impact on willingness to use e-banking (p = 0.000, Beta = -1.179, t = -5.588). Specific trust in e-banking instead was found to have a p ositive moderating influence on the relationship between perceived risk and willingness to use e-banking (p = 0.000, Beta = 0.759, t = 4.386).The results derived from the regression analysis thus do not support the two hypotheses H1 and H2. It appears that the roles of the independent variable and the moderator have swapped. Figure 3 shows the amended model reflecting these new roles, where the independent variable of perceived risk is shown having a indigenous role with a direct influence on a consumers willingness to use e-banking and specific trust in the banks e-banking website having a secondary role as a moderator.Discussion and ImplicationsAdoption of Internet and E-bankingThe results showed that there was no plain usage of e-banking till the late 1990s. This was firstly attributed to the late adoption of e-banking facilities by the four major banks in Australia. It was only at the end of 1997 when e-banking facilities were provided by the banks in Australia (Sathye, 1999). Secondly, a report by the Australia Bureau of Statistics (1999) stated that the use of internet by adults to pay bills and transfer funds were only around 2 per cent during that time. These findings deserve attention, as Australians were considered to be technology dread being at the forefront of United States as the worlds third highest users of electronic point of transfer (Eftpos) in the 1990s (Macfarlane, 1997). However there were other reasons for the late adoption of e-banking in Australia. These reasons include the lack of knowledge of service availability, the internet website being not user friendly, and security concerns (Sathye, 1999). In the eventually decade, banks have addressed these problems through the use of effective marketing strategies, procreation and adopting innovative technology in security measures and information technology. It has proven to be effective as the latest statistics showed that approximately 40% of the internet users in Australia have ado pted e-banking (comScore, 2008). This proportion however is still relatively low, and concurs with the results of past research such as White and Nteli (2004), Lichtenstein and Williamson (2006), and the current research showing that the adoption of e-banking has not kept up with the pace of internet usage. This is contempt figures for internet access quadrupling from 16% to 67% in the fit decade from 1998 to 2007/08 (Australian Bureau of Statistics, 2008).Demographics and Specific Trust, Perceived Risk and the Willingness to Use ConstructsResults showed that respondents who are aged 29 and below, earning an income level of $50,001 $70,000 and with post graduate qualifications were more willing to use e-banking. This finding is congruent with the findings of past studies that claimed that consumers who are well educated and with higher incomes are more willing to engage e-banking services (Kolodinsky et al., 2000 Gartner, 2003). Furthermore results of this study concur with past research studies on the unwillingness to use e-banking by the older/elderly generation (Ilett, 2005 Perumal and Shanmugam, 2005). Further examination of the results showed that respondents who are unwilling to use e-banking have a trade qualification/diploma and are earning an income of $30,001 $50,000.In relation to the perceived risk constructs, males who have a post graduate qualification and earning $70,001 -$90,000 have higher perceived risk. This finding is rather surprising as it does not concur with previous studies which found females to have a higher perceived risk. Females were found to be more concerned on the level of risk in technology (Lichtenstein and Williamson, 2006), more anxious with privacy protection and ethical standards (Shergill and Li, 2005) and have greater fears in new technologies such as the internet (Morahan-Martin, 2000) compared to males. Further examination of the results showed that respondents who have a lower perceived risk are females, earning an income of $15,001-$30,000 and have completed secondary school.Results from this research showed that males have higher specific trust than females regardless of income, age and qualification. Drawing from the findings of the perceived risk construct, an interesting discovery was made males have higher perceived risk as well as higher specific trust compared to the females. The authors of this study propose that a possible reason for this may be explained by a higher level of involvement in banking services in males. This should be con

Concepts of Creativity and Critical Thinking

Concepts of Creativity and hypercritical intellection thought process fictively, Thinking Critically (Group 3)AbstractsThese days, people often use the phase of Think sum forth of the box. Hence it related to term original cerebration and vituperative mentation. So, what ar those term means? Why it is important to rent these thought process skills? How does those kind of intending fit in modern study benefit and does it benefit scholars especially? This paper will introduce to the inventive and full of life cerebration non as definite, but to set up an theme on what is it ab break through. Next, sustain it in Hong Kong context.1.0IntroductionIts not easy to give an exact definition of creativity and slender persuasion. Both aspects harbor varying of elements which reserve effects on the flow of the thinking. For fanciful thinking, lots of researchers came out with their give definition based on their findings. Gardner (1993) defines creativity as the coge ncy to solve problems and fashion new products and to raise new dubiousnesss. However, this definition does not cover the whole term of creative creative is much much(prenominal) than that, but yes, it is a gist for others to branch out more on the term. Thus Gruber Wallace (1999) say that a creative idea must(prenominal) be new and must be given value by most external criteria followed by Robinson (2001) depicts creativity as imaginative processes with outcomes that are original and of value.Once the creative thinking has preceden place, and then it leads to the abutting part which is critical thinking. When someone has use their creative thinking, critical thinking comes in and evaluates ideas to narrow down the focus made by creative thinking and pick idea w here(predicate) it is the most relevant and or take aim potential to succeed (Ruggiero, 1999). Encouraging students to think critically involves, among other things, circumstances them to distinguish opinions from facts, to evaluate evidence, and to avoid shrent and illogical thinking. This approach is very important in helping to avoid (by recognizing) manipulation, which in turn potty allow intellectual independence and creativity to flourish (Browne Keely, 1993 Mayfield, 1997 Paul, 1995). correspond to Meyers (1986), he gives out four elements which are necessitate in learning environments to go on the evolution of critical thinking. First and foremost, the stimulation of students interest. It is required for the students to taken equivalent in a certain topic for them to study deeper in it. scholarly persons with interest is much better in waxing their critical thinking. Secondly, the creation of meaningful word of honor. Based on their liking, the students are more convenient and confidence to talk about it. Thirdly, the exposure to the thoughts and views of others. In this session, the students will larn various opinions and feedback from others. They will learn how to rea ct and give comments to those who agree or disagree with their opinion. Lastly, the fostering of a nutrimentive and trusting atmosphere. These kind of discussion is giving out positive vibes in student for their development in critical thinking. They layabout gain more confidence and hence helps their mind to become more mature and open to other position and out of their comfort zone.2.0Combination of Critical and Creative ThinkingThe combining between two types of thinking namely critical and creative thinking had been research by many a(prenominal) researchers in the world. consort to Julie (2008), he give tongue to that in study in order for the student to adapt with a changing world , he or she must change room of thinking different from the past. The benefits of this combination has been point out by many research such as can boots up student to take time to generate many ideas and argument , to ask penetrating questions and agnize the validity of arguments (Julie ,200 8).2.1Difference between Critical and Creative ThinkingAccording to fisherman ( 2002 ) , he has listed possible term to recount critical and creative thinking based on figure 1. According to this figure, the tendency for the people to think critical is more on left humor and think creative on right brain. Kendra (n.s) stated that the right brain has more abilities in expressive and creative task while in the left brain is more to asking that involve logic, language and analytical thinking. But , jibe to Julie ( 2008 ) , in order to encourage the student to think creative and critical , an approach that can combine critical and creative thinking needed to implemented instead and focussing scarcely the distinction.2.2Critical and Creative Thinking in Problem SolvingJulie (2008) stated that the benefits of critical thinking is it can help student to figure out and evaluate entropy that can be found via internet and mass media due to die hard of left hemisphere of the brain that has logical and analytic qualities ( Adam . ns). In addition to, creative thinking also has benefits in which this type of thinking can improve students academic performance if the student can identified their creative abilities. In order to combine some(prenominal) creative and critical thinking, one of the approaches that can help student is employ problem solving technique.Problem solving technique can be defined as a process in which we perceive and part a gap between a present situation and a desired goal, with the path to the goal blocked by known or unknown obstacles (William, n.s).According to King (2014) , to lot problem solving technique , on that point are seven step that need to focus such as analyse the problem , imagine the solution , plan solution , apply the solution , evaluate the solution , improve the solution and implement the solution.2.3Critical and Creative Thinking in take of LearningBlooms Taxonomy had been develop by Benjamin Bloom in order to cast up higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). According to Julie (2008), bloom taxonomy populate of three domain namely affective (feeling, preferences and values) , psychomotor (physical and perceptual activities and skills) and cognitive (thinking , evaluating and synthesizing information).Julie (2008) stated that, bloom taxonomy (figure 3) consist of six categories or take aim which represented in a triangle. The number 1 level which the largest section at the base in the triangle is called Knowledge. According to bloom, in education level 95 % of test question only test the student to think at this basic level. For example in the classroom setting, the question is more likely to ask what is the definition of ..? . According to Leslie, the verb that related to this level are define recall, memorize and know identify. The hour level is known as comp rehension which involve interpretation and mixed bag of ideas. In this level, it more focusing on ability to create or interpret meaning from material such as report recognize, describe discuss and differentiate. For example question that related such as which is the top hat answer..? and more like question in multiple choice exam. The three level is application which also can be defined as using learned material in new situation. In this level, it more focusing to use learned material in new and specific solution.. In the classroom setting, the student will be test on question such as how would you show your chthonianstanding of ..?.The fourth level is analysis. Analysis can be defined as ability to differentiate material into component parts and present the relationship between those part. For example, the question that related to this level such as what inferences that can you make from. subtr achieve which places in level five can explain by relieve oneself the ability to put ideas together to form new ways that unique, innovate and creative. The question such as Can you predict the outcome if ..? can be used in synthesis level. The last level is military rating in which the level more focusing on ability to conduct judgement and critique the worth of ideas based on reviewing and evidence. For example in the classroom , the question such as Do you agree with the action / outcomes can be used to understanding of evaluation level.3.0 Malaysia education agreementGenerally, Malaysia education system is divided into two pre-tertiary and tertiary education. Pre-tertiary that includes primary and substitute(prenominal) education is regulated under Ministry of Education (MOE) whereas tertiary education is under the jurisdiction of the Ministry of Higher Education (MOHE). run into 4According to Figure 4, primary education begins at age of seven and lasts for six years, referred to twelvemonth 1 up until Year 6. Students are promoted to the next year di sregarding of their academic performances. Furthermore, most students who had completed their primary education are admitted to go to secondary education. As secondary education lasts for five years, referred to as clear 1 to 5. As stated at Figure 4, secondary education are divided into two levels which is from produce 1 to Form 3, are known as Lower Secondary whereas Form 4 and Form 5 are known as Upper Secondary.The government have provides 11 years of primary and secondary education to students. After triple-crown completion of 11 years of study, students are given the option to protract their studies in post-secondary schools to get a pre-university qualification (such as Matriculation programme) or further their study at higher level institution.3.1Gifted Education in Hong KongFigure 5The three-tier of empower education framework was take in 2000. Based on this figure, the Education Bureau of the Hong Kong Special administrative Region (HKSAR) stated in Education Com mis sion Report No.4 that Hong Kong should develop a school-based programme in mainstream schools. Hong Kong Academy of Gifted Education (HKAGE) has come up with these policy where they want to develop the potential of gifted students by providing them with opportunities to receive education at appropriate levels.According to Figure 5, here are the explanationsLevel 1 ATo immerse the core elements advocated in gifted education i.e. High-order thinking skills, creativity and personal-social competence in the platform for both students BTo differentiate teaching through appropriate assort of students to meet the different require of the groups with enrichment and extension of curriculum across ALL subjects in regular classrooms.Level 2 CTo conduct pull-out programmes of generic nature outside the regular classroom to allow systematic bringing up for a homogeneous group of students (e.g. Creativity training, leadership training, etc.) DTo conduct pull-out programme in specific areas ( e.g. Maths, Arts, etc.) outside the regular classroom to allow systematic training for students with outstanding performance in specific domains.Level 3 EThe HKAGE collaborates with tertiary institutions and other educational organizations / bodies to provide a wide and increasing range of programmes for exceptionally gifted studentsTo cater the educational needs of gifted students, they advocate the following guiding principlesNurturing multiple intelligences is a requirement of basic education for all students and should be part of the mission for all schoolsThe needs of gifted children are best met within their own schools though it is recognized that opportunities to learn with similarly gifted students are important. Schools have an obligation to provide stimulating and challenging learning opportunities for their studentsThe identification of gifted students should recognize the breadth of multiple intelligencesSchools should ensure that the social and emotional, as advantage ously as the intellectual, needs of gifted children are recognized and met.4.0ConclusionThe students must be given the motivation to think, the time to develop ideas, and the collaboration and support to encourage creative and critical thinking. Connecting ideas, seeing the similarities and differences, and the most important, be supple and curious in thinking are the important aspects that education needs in teachers and students.References1. Huitt, W. (1992). Problem solving and decision making Consideration of someone differences using the Myers-Briggs Type Indicator. Journal of Psychological Type, 24,33-44.Retrievedfrom http//www.edpsycinteractive.org/papers/prbsmbti.html2. Sicinski, A. Visual Thinking Magic The Evolution of Extraordinary Intelligence Creativity Merging the left hand Right Brainhttp//www.visualthinkingmagic.com/creativity-left-right-brain3. King. Thoughtful Learning Blog Teaching origination and Problem Solvinghttp//thoughtfullearning.com/blogpost/teaching-i nnovation-and-problem-solving (Accessed 2014-04-22 )4. Forrrester , J.C. 2008. ThinkingCreativelyThinking Critically. Asian Social Science5.https//www.justlanded.com/ English/Malaysia/Malaysia-Guide/Education/Introduction6. http//www.edb.gov.hk/en/curriculum-development/major-level-of-edu/gifted/hong-kong-development/introduction.html

How to Cheat the Reaper ::

How to Cheat the ReaperGeorge Brams shivered, despite the warmth of his new car. solitary(prenominal) when George never felt completely warm these days - eighty long time had taken their toll on his ashes, and his tissue-thin flesh provided no barrier against the animosity of a chilly December night.While locked into familiar routine of impulsive country lanes, Georges heading drifted back to the events of the previous day, and even of the past year. upright when he thought he could safely assume that his old body held no more unpleasant surprises for him, such(prenominal) as his cancer shake up a fewer years ago, strange things had begun to happen.First, there were the parts. They had started about both years ago. At first, he had assumed that an insect had become trap in his ear, until now he quickly realized that there was non an insect in existence that made this kind of unearthly noise. They seemed to whisper to him from a great distance, yet they sounded re markably close to his ear. He couldnt kind of make out what the voices said, although he had strained his weak ears in the swear of recognizing a stray word. But the voices seemed to slither through the air, continually changing, yet always present. George even thought he recognized some of the voices - of late, they had seemed to affix in volume and urgency, which let the voices spark a fleeting cognition from him - but his memory was old and tired, and the recollection of a familiar voice was swamped in grey and disappeared from his mind.Georges heart skipped a beat as he was pulled from his memories by a cat jumping into his cars path, its life saved only by Georges still impressively quick reaction.After a few minutes the adrenaline began to leak from Georges blood and his breathing slowed. Again the spellbinding nature of the cats eyes studded along the black road draw George into his memories. He remembered what had happened after he had seen the doctor about the vo ices - the nightmares. Terrible things that waited until his mind was asleep and open to suggestion, and then dived in, filling the old mans head with such terror that he often awoke himself with his pitiful screams. Before, his wife would wake him in front the nightmare reached its surreal and horrifying conclusion, but now Rose was gone.

Analysis of Michael Walzers View on Terrorism Essay -- Terrorism Essa

Michael Walzer is an esteemed retired prof from the Institute for Advanced Study in Princeton, New Jersey. Walzer has written many books, shows, and articles. His essay, Excusing Terror, is one that best bring ups to the current events happening around the world. In this essay, Walzer negotiation about different reasons that people would want to resort to act of terrorism. In this essay I will argue Walzers view on Terrorism is gear up in that terrorism is injure because it is akin to murder, it is random in who it targets, and no one has immunity. I will also offer an objection to Walzers theory and explain why it is not a valid one. set-back to determine if terrorism is in fact right or ill-treat we must understand what it is. Although there is not a universal definition to describe terrorism I relate closely to Walzers definition which is a random murder of innocent people, intended to frighten a world into demanding that their governments negotiate for their safety. In Walzers article Terrorism (Cahn, 239) he lists the direct and methods of terrorism as to destroy the moral of a nation or a class, to undercut its solidarity its method is the random murder of innocent people. guileless people or noncombatants, as people call them, are draw as normal working civilians who do not play a role in the government or have any laterality of what is happening semipolitically. These innocent people are the ones who are targeted with no regards to political affiliation, the only thing that makes them the target is simply belonging to a genuine group. To offer an example in 911 innocent people were killed and were chosen only because they worked in the World Trade Center, they were not chosen for anything they had done politically. Wal... ...agree with. The hardest expectation of determining whether or not terrorism is morally right or wrong is the various definitions that it can have. As mentioned earlier I relate to Walzers definition of terrorism and understand it as he does. As discussed I feel that terrorism is wrong because it is akin to murder, it is random in who it targets and when, and no one has immunity. There are objections to this argument which is that conventional contend is worse than terrorism therefore if fight is justifiable then terrorism can be as well. As argued the difference between war and terrorist is the way of choosing your victims, which in my mind refutes this objection. Terrorism exists and whether it is right or wrong can be argued respectfully. Works CitedCahn, S.M. (2011). Exploring Ethics An Introductory Anthology, 2Nd Edition. (pp. 239-253) Oxford University budge