The Problem with Overcrowded Prisons

At the turn of the 21st century the problem with the United States penitentiary system could no longer be ignored. There is no need to be incarcerated to understand the suffering of both inmates and personnel managing the prison. Just imagining constricted spaces and forced interaction with an increased number of criminals and or psychologically challenged people can be counterproductive to the supposed rehabilitation purpose of jail time. But reducing the number of inmates or making bigger facilities is not going to be the simple solution for this problem. There are many factors to consider and the dilemma is building up each year. A solution has to be reached before the problem can develop into a full-blown crisis that could result in total breakdown of the system.This study takes a closer look into the problem of overcrowded prisons. This includes finding out why overcrowding has become a riddle for many officials. The research would also tackle the effects of overcrowding. Moreov er, the proponent would find out what are the challenges faced by those who tried to formulate an acceptable solution.Overcrowding the JointIn a nation where slavery is outlawed and where everyone has the opportunity to make something out of life, it is a puzzle why many still go to prison. In the Information age where a person has access to more knowledge, it is a mystery why many are none the wiser since they commit deeds that would put them behind bars.In the book about U.S. prisons, authors Clear, Cole, and Reisig found out that, â€Å"In 2003, 22 states and the federal prison system reported operating at or above capacity. The federal system was estimated to be operating at 39 percent, and overall the state systems were operating at 14 percent above capacity† (2005, p. 467).Michael Jacobson the former Commissioner of the New York City Department of Correction, the largest city jail system in the U.S. provides additional figures that helps to clearly illustrate the crisis . And he remarked, â€Å"The United States now locks up a higher percentage of its population than any country in the world. The more than 2 million people who are incarcerated today make up roughly eight times the number in 1975† (Jacobson, 2005, p. 8).Overcrowding is due to tougher laws that were ratified due to the belief that habitual offenders must be punished longer. These laws also aimed to put these types of criminals locked up for good – that they may feel the full force of the law. Joycelyn M. Pollock in her book assessing the current state of American prisons remarked why there will be an increasing number of men and women who will be under lock and key for the rest of their lives:Even as recently as 1968, 23 states had statutes that authorized life imprisonment for habitual offenders who had previously been convicted of certain specified offenses [†¦] these â€Å"new† sentencing laws have the potential to exacerbate already severely overcrowded prison conditions while simultaneously creating more problems for state and federal governments, criminal justice agencies, and prison administrators (1997, p. 62).Problem with OvercrowdingWhat is the big deal with overcrowding? Others may even dare speculate that it could add another dimension to the punishing of criminals and therefore why make their stay more comfortable?It is therefore helpful to see prison overcrowding from another perspective. And that is to understand the real purpose of incarceration. Mark Colvin in his study of the infamous New Mexico prison riot of 1980 asserted that squeezing more and more inmates like sardines into a tin can was the result of a change in philosophy.It is therefore easy to argue that riots can be expected in prisons where the needs of inmates are not met or when the prisoners feel that basic human rights are not respected due to the lack of resources. It is also not hard to imagine the stress levels experienced by shorthanded staff. When riots ensue, the safety of the prisoners and at the same time the staff responsible in managing said facility will be in extreme jeopardy.Freeman elaborates on this issue when he wrote that, â€Å"It is difficult to maintain a close watch on ‘problem’ inmates when overcrowding exists. This problem is especially acute when those problem inmates are prone to violence† (1999).Colvin argued that policy makers should be reminded that the main purpose of prison is to rehabilitate offenders and not just function as a place to lock them up. Colvin realized that this situation is did not happen overnight and he wrote, â€Å"This current crisis emerged in the 1970s when the ideological commitment to rehabilitation declined sharply, along with our nation’s optimism about alleviating poverty and a host of other social ills† (1992, p. 1).SolutionA good start would be to again revisit the original aim of prison systems. As discussed earlier policies must be alter ed to minimize the punitive intent of incarceration and rather transform regulations so that it will focus more on helping prisoners deal with the root cause of their crime.Overcrowding reduces the efficacy of whatever rehabilitative impact prison can offer. This was highlighted by Clear, Cole and Reisig when they asserted that, â€Å"Prison overcrowding directly affects the ability of correctional officials to do their work, because it decreases the proportion of offenders in programs, increases the potential for violence, and greatly strains staff morale† (2005, p. 469).With regards to dealing with the main cause of crime, the discussion will then shift to preventive measures such as elevating poverty and providing for opportunities for marginalized members of society to have access to education and other training to improve skills.Finally, a solution is right down under the noses of policymakers; but they are so preoccupied by other more sensational and controversial issue s that they miss it. An example of a simple adjustment in the system can mean hundreds of millions of dollars in savings each year and a significant reduction in the number of incarcerated delinquent. The solution calls for a serious assessment of the role of parole officers within the criminal justice system.To better understand the structure altering role of parole officers, Jacobson made a case for the consequence of neglecting the needs of said officers:Virtually no one in government can spend money like a parole officer [†¦] who has no budget to control and may work in a cramped and overcrowded office in a rundown building in a rundown part of town. He or she may have little or no access to programs or treatment for parolees and may earn much less than a correction or police officer (2005, p. 132).Looking at the insight of Jacobson it takes little to understand the domino effect of neglecting this country’s parole officers. Fortunately for those suffering in an inef ficient criminal justice system, there is an insider in the person of Jacobson who truly understand how the system works.It is a wonder that only a few realized that when a parole officer gets overworked and when their morale are dangerously low they would not have the patience to help offenders walk the more difficult path of an ex-convict. A parole officer is like a volunteer counselor who has to work from the heart, giving more than expert advice. And to walk the extra mile to help those who do not deserve help. But according to Jacobson the system is not helping them and he wrote, â€Å"†¦parole officers have no ability to compel parole agencies to spend additional fund on less expensive parole services such as drug treatment, job training programs, or additional officers to lower caseloads† (2005, p. 132).If all else fails then a suggestion is to improve infrastructure and to add cutting-edge equipment to solve the problem of increasing number of prisoners which sig nificantly affect the inmate to staff ratio. In other words technology will be used to make prisons more safe and more manageable. The positive impact as well as the drawbacks were succinctly explained by who remarked:In the USA, new generation design has even been used to reduce staff-inmate contact [†¦] Too much reliance on technology to eliminate danger and reinforce control can be perilous; in the event of equipment failure, staff can feel virtually helpless. Technology should not be an end in itself, but an aid to officers’ personal control and supervision†¦(Fairweather & McConville, 2000, p.32).Another plausible solution is the privatization of prisons. Pollock argued that with privatization comes efficiency managers and controls that will help shape up the current penal system. There are others who object to privatization citing possible obstruction to due process since privatization means control not by the government but by certain people. But in the end Lo gan was right in saying that, â€Å"†¦in no area have I found any potential problem with private prisons that is not at least matched by an identical or a closely corresponding problem among prisons that are run by the government† (as cited in Pollock, 1997, p. 382).ChallengesThose who are knowledgeable about budget deficits and the need for more money to finance other programs; plus those who are wise enough to understand the ill effects of mass incarceration are clamoring for reduction of the overcrowding in U.S. prison systems.Convincing a large part of the population will not going to be an easy task. The first challenge is changing the perception of the majority, which was heavily influenced by the media and the exposure to controversial crimes. Yet even without high profile crimes many are aware of the problem of repeat offenders and even committing crimes while still being on trial or on bail or on parole. This was elaborated by Karti Sieberg who studied the said criminal dilemma, and she remarked, â€Å"According to the report made by the Council on Crime in America, in 1990, among those accused of violent crimes, 12% were awaiting trial for earlier offenses when they allegedly committed rape, murder, assault, or robbery† (2001, p. 16).ConclusionThe solutions discuss above aims to reduce the number of people held behind bars. The proposed methods and policy changes that advocates of reducing overcrowding are increasingly leaning towards a more lenient system. Being lenient can mean different things to many people but in the limited discussion made earlier, those espousing for leniency wished not to be misunderstood.Criminals must serve time but there are many that do not need to spend more time in prison. It will be for their benefit and the society also. Moreover, a focus on preventive measures can significantly reduce this problem. But most importantly giving importance to the role of parole officers can effectively change the dire ction of overcrowded prisons.Jacobson was right when he said that, â€Å"†¦parole officers’ decisions have had the effect of fueling U.S. incarceration boom by sending many parolees back to prison†¦Ã¢â‚¬  (2005, p. 132). If policymakers can start here they could make a lot of headway.Reference ListClear, T., G. Cole, & Reisig, M. (2005). American Corrections. Belmont CA: Thomson HigherEducation.Colvin, M. (1992). The Penitentiary in Crisis: From Accomodation to Riot in New Mexico. NewYork: State University of New York Press.Fairweather, L. & McConville, S. (2000). Prison Architecture: Policy, Design, and Experience.MA: Elsevier.Freeman, R.M. (1999). Correctional Organization and Management: Public Policy Challenges,Behavior and Structure. MA: Butterworth-Heinemann.Jacobson, M. (2005). Downsizing Prisons: How to Reduce Crime and End Mass Incarceration.New York: New York University Press.Pollock, J. (1997). Prisons: Today and Tomorrow. Boston: Jones and Bartlett Pub lishers.Sieberg, K. (2001). Criminal Dilemmas: Understanding and Preventing Crime. New York:Springer.

Growing in Intimacy with God Essay

Introduction The beginning of our relationship with God is from the moment we accept and believe Jesus Christ as our Lord and savior. As it gets personal, it grows daily until it becomes deeper and intimate. Intimacy generally refers to the feeling of being in a close personal association and belonging together. It is a familiar and very close affective connection with another as a result of a bond that is formed through knowledge and experience of the other. In this lesson, we will learn and understand the work of God in our lives for us to be intimate with Him, yet it doesn’t require full force of effort from us. The following insights will help us to set ourselves to submit in the Lordship of God until we reach personal intimate relationship with Him. How would you complete the following statement? The most essential ingredient to living the Christian life is to†¦ †¢Fill your heart and mind with Scripture †¢ Pray as much as you are able. †¢Attend Christian meetings for inspiration. †¢Get involved in ministry. †¢Choose to do what is right and Godly. †¢None of the above. Each of the above choices are important to living the Christian life, but none of them qualifies as the â€Å"most essential† because they all fail to adequately deal with the primary obstacle Christian must overcome. This obstacle not only makes the Christian life difficult to live, but impossible to live. Why we can’t live the Christian Life? The primary obstacle that hinders Christians is the Sin Nature. Contrary to the belief that we are all born innocent, Scripture teaches that we do not become sinners, but that we are already born sinners. Psalms 51:5 The following Scriptures describes this problem Romans 3:10-12 Mark 7:21-23 Romans 8:7-8 Because of our sinful nature, not matter how many Scriptures we know, not matter often we pray, no matter how many inspirational meeting we attend, no matter how involved we are in ministry, or no matter how strong will to do right, our best efforts will fail because we do not deal with the main problem. When done in our own strength, these activities simply produce Spiritual pride! But God has provided a solution for us. God’s Solution God’s Solution to our Sin nature is to give us a New Nature! He did this by putting His Holy Spirit in us at the moment we received Jesus Christ! The following Scriptures describe this miracle. John 3:5-7 Ephesians 4:23-24 God’s spirit imparts God’s nature and power in us! Ezekiel 36:26-27 Acts 1:8 Philippians 2:13 (TLB) God’s Spirit gives us the Desire (Ezekiel 36:26-27) and the Power (Acts 1:8) to do His will! God’s Spirit in Us The desire in you to please God is the work of the Holy Spirit in your heart. It is evident of the New Nature you inherited when you were born again by God’s Spirit. We are born into this world with a Sin Nature. But the moment we trust Jesus Christ for forgiveness, we are â€Å"born again† with a new nature, which is not only the new me but the real me! The sin nature, or Old me, can never please God and does not even want to, but our New Nature not only desires to please God, but it is able to by the Power of the Holy Spirit. Notice that the Christian’s Sin Nature will cease at the moment death, while our new nature will continue for eternity! The challenge we face in this life is the battle between these two natures to rule in our minds, our hearts and bodies. They are at war within us! The good news is that this struggle is temporary. Once we are free of Sin Nature, our new nature will be unhindered to do all that God desires. It is important to understand that the key to victory is God’s Spirit within us. Only by allowing His Spirit to live through us will we experience God’s Will and Power in us! Be Filled with the Spirit Ephesians 5:18 teaches us how to apply God’s provision to overcome sin. The word â€Å"filled† means to be filled to the full! A person â€Å"filled with the spirit â€Å"leaves no room for the Sin Nature to control his life. Command: This verb teaches that we are â€Å"filled with the Spirit† by an act of our will! God is not asking us to be filled with his Spirit if we feel like it. God is commanding us to be filled. No matter how we feel †¦ no matter what our circumstances, we can choose to be filled and allow God to rule in our lives! God’s Work: This verb also indicates that it is God who fills us. We simply make ourselves available to Him! As we yield our lives to God, His Spirit empowers us with His Desire and Ability! Present Tense: Finally, this verb commands us to continually allow God’s Holy Spirit to fill us ~ moment by moment, hour by hour, day by day. No breaks and no allowance for the Sin Nature to reign! How can we be sure God will fill us with His Holy Spirit? Because He said He would, and God does not lie! 1 John 5:14-15 1. Is it God’s will for us to be filled with His Spirit? ⠝  yes ⠝  no 2. If we ask God to fill us with His Spirit, will He hear us? ⠝  yes ⠝  no 3. If we know God will hear us, can we be sure we are filled? ⠝  yes ⠝  no Application The following steps can help us experience God’s Power continually 1. Confess ~ Not being filled to the full with God’s Spirit is sin. Confess this to God and claim His forgiveness (1 John 1:9) 2. Be Filled with the Holy Spirit ~ Ask God to fill you with His Spirit! Filling of the Holy Spirit doesn’t end our relationship with God. Rather, it only set our condition with the Lord. Each of us can posses a spiritual relationship with Christ. Jesus is very well aware of our individuality and want to give us just what we want to grow in our walk with Him. The following presents a guide that may help you find time to spend with God.

Action Research Essay

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

Whale Printing Company Case Study Example | Topics and Well Written Essays - 500 words

Whale Printing Company - Case Study Example The case is about a printing company that has been offered a job to print 10,000 copies of a marketing brochure within five days. The printing company has been offered a price of $700 for the job and this report analyzes the cost of the job and its benefits to the company and then suggests what decision should be taken by the President of the company, Victory Hussey. In addition to this, the report also analyzes non-accounting factors that could influence the decision of Victory Hussey while accepting or rejecting the job. Victor Hussey is the president of a printing company known as Whale Printing Company and he has been offered a job by the president of Salter Associates, Katherine Salter. The job is to print 10,000 copies of a promotional brochure but the deadline of the project is tight and it has to be completed by Friday noon. Price agreed by the Katherine Salter previously is $700 for the printing work and Hussey has to either accept the job or reject it. The following table explains the cost of this project which includes; direct labor, direct material, overheads as well as the selling and administrative expense for Whale Printing Company. As the total cost of the project is $810 whereas the revenue of the project earned would be $700, therefore by accepting the project, Whale Printing Company would have to incur a loss of $110. Therefore the job offered by the president of Salter Associates, Katherine Salter should not be accepted. Variable costs are the costs that would change with changes in the output of the company and as company produces more or increases the output, variable cost of the company would increase. Whereas, fixed costs do not vary with the changes in output of the company and as output increases, fixed cost of the company remains fixed (Khan, 1993). If the job is not completed on time, then it would hurt the image of the company and customers might not trust the wordings of Mr. Hussey in future. It is important to built long term customers for every company instead of looking for short term profits and as the deadline of the project is tight and if it is accepted and deadline is not met, then it would be a long term loss for Whale Printing Company. Plus the project itself is not acceptable in terms of profitability; therefore there is no reason why Mr. Hussey should accept the job.

Business Plan Essay Example | Topics and Well Written Essays - 2250 words

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Introduction to Financial Accounting - Assignment Example Investors adopt this trading strategy because they would want to make big profits in as less time as possible, particularly when they perceive stocks as being overpriced. To short sell, an investor must have a margin account with the broker, for which the investor has to meet the initial margin requirement which is a proportion of the total investment that has to be paid in cash. For e.g., if an initial margin requirement is 50% on the total investment of  £10, 000 then an investor has to pay  £5000 in cash which is initial margin deposit and can borrow the rest of the amount. 1(f) Margin trading is purchasing stocks by borrowing money from the broker. For margin trading, an investor would need a margin account which has a specific initial and maintenance margin requirement (Reilly and Brown, 2003, p. 128). Investors opt for margin trading because it provides them with financial leverage or in other words, increases their buying power. If the margin in the account falls below the maintenance margin, the broker calls the investor to put in more cash in the account so that the margin can be maintained. This is known as a margin call (Reilly and Brown, 2003, p. 128) Therefore the range of maintenance margin values within which I will not get a margin call is values lesser than  £184652.9 and equal to or greater than  £163052.75 during the entire investment period. 2 (d) In order to find out if diversification would reduce the risk of the portfolio, the correlation of assets must be studied (Reilly and Brown, 2003, p. 245). The greater the number of negatively correlated assets in a portfolio, the lesser will be the risk. RSS and BLT correlation coefficient is 0.3637 which shows that the two stocks are moderately correlated, that might not help much in diversifying the risk of the portfolio.

Machiavelli's The Prince Essay Example | Topics and Well Written Essays - 1250 words

Machiavelli's The Prince - Essay Example 7, 2006) These principles have become insightful and meaningful political policies in the 16th century onwards in the European society. (http://www.123helpme.com/view.aspid=23518, Nov. 7, 2006) Although Machiavelli did not state directly how some European societies had failed in ruling them, he had specifically implied the thought through several examples that were presented in the book. But, The Prince did not, nevertheless, forget to point out those rulers who were worthy of praise in delivering the best principalities to its people. As each ruler change, the challenges that he faces also changes. The more that the society looks forward to modernization, the more that the ruler meets a challenging and a more demanding society. Moreover, the challenges and his reactions to these challenges at the same time depend upon how he acquired the principality. Therefore, the newer the ruler becomes, the more difficult are the problems that he faces. "I say, then, that in hereditary states accustomed to the rule of their prince's family there are far fewer difficulties in maintaining them than in new states; for it suffices simply not to break ancient customs, and then to suit one's actions to unexpected events; in this manner, if such a prince is of ordinary ability, he will always maintain his state, unless some extraordinary and inordinate force deprive him of it; and although it may be taken away from him, he will regain it with the slightest mistake of the usurper."(Machiavelli, p. 8) Machiavelli's conclusions were based from his experiences and observations from the previous rulers that he had encountered. Furthermore, in order for the ruler to convene the challenges of the modern society such that of the European society, a set of values is needed to be put into practice. But coping up with these problems, or rather overcoming them still depends upon how they had acquired the principality. One of the most significant points Machiavelli had stressed out were those of the different policies or strategies that a ruler may employ in developing a good society. The ruler's ability to exercise his power should be taken into account, as well as his ability to implement rules in the community. This may even encourage him to adopt new strategies in exercising his power up to an extent where he will be able to keep a hold on to the society he rules. There are however, traditional values that are found to be appropriate if applied in the modern society. Every principality should be governed differently such that every ruler faces his own difficulty in ruling the state. Still, depending on the ways in which the ruler had acquired the principality, there is a need for him to examine the situations and the values that he should practice in order to appropriately direct the society, and at the same time save it from his enemies. "As I have said, when those states that are acquired are used to living by their own laws and in freedom, there are three methods of holding on to them: the first is to destroy them; the second is to go there in person to live; the third is to allow them to live with their own laws, forcing them to pay a tribute and creating therein a government made up of a few people who will keep

Improving Decision Making in the Coca-Cola Company Case Study

Improving Decision Making in the Coca-Cola Company - Case Study Example The experience of Coca-Cola which is discussed above has become a classic marketing tale documenting the mistakes that managers can make in their decision-making process. The failure of Coca-Cola can be largely attributed to two factors namely, narrow definition of its marketing research problem and poor judgment in interpreting the research planning strategies around it (Kotler and Armstrong 2001). The experience of Coca-Cola which is discussed above has become a classic marketing tale documenting the mistakes that managers can make in their decision-making process. The failure of Coca-Cola can be largely attributed to two factors namely, narrow definition of its marketing research problem and poor judgment in interpreting the research planning strategies around it (Kotler and Armstrong 2001). Managers became narrow-minded and myopic in diagnosing the problem that Coca-Cola was facing. Instead of looking at all the factors which may be influencing the buyers in their purchases, thes e managers only look at the taste of the product. Their research has focused only at the taste ignoring the customers’ feelings about dropping the product. It turned out that Coke’s symbolic meaning in the United States is more important than taste. Coca-Cola’s managers also failed to use wise judgment in the introduction of New Coke. Even though their decision of dropping the old Coke is warranted by the 60% acceptance rate of the new formula, they did not anticipate that the 40% might still like the old Coke better.  Conclusion Decision-making process must not be too narrow to overlook some of the important factors and details. As the situation of Coca-Cola shows us, managers should always avoid hasty generalizations and marketing myopia. In the business environment, decisions should always be grounded on all the factors affecting performance. Focusing on one aspect only will yield a one-sided and inadequate decision.

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

Public Health - Essay Example The primary goal of the nurses is to promote and preserve the health of the population through the assessment of the health needs, health planning, implementation and evaluation of the current impact of health services to the target population (Clark, 2008). The nurse is expected to act as a clinician, health educator by dissemination of correct disease prevention information, facilitator by establishing linkages and evaluator of the outcome of the nursing interventions. The nurses are involved in health promotion services and disease prevention in the communities (Carroll, 2004). The nurse is actively involved in health planning process by identifying the community health problems and environmental hazards that present high health risk to the target population (Clark, 2008). Role in health planning The nurse must collaborate with specific risk populations within the community in developing a public policy that will guide the disease prevention efforts (Phyllis, 2009, p 20). ... The community health nurse must be actively involved in setting the priorities for the health-related interventions that lead to great impact on the health of the population (Carroll, 2004). Accordingly, the nurse will be tasked with the design and outlining the key areas that will be covered in the health education campaigns and disease prevention efforts such as providing awareness on the need of immunizations, personal hygiene and disease screening (Phyllis, 2009, p 22). It is the duty of the nurse to identify the vulnerable and high-risk groups and provide the necessary assistance in preventing the communicable diseases (Clark, 2008). Role in implementation The nurse is expected to assist the patients to attain optimum health care in situations of ill health, injury or normal health. Accordingly, the nurse is tasked with maintaining client and administrative health records and adhering to the professional and legal framework regarding the confidentiality and privacy of patients ( Clark, 2008). The nurse must advocate for the dignity and respect of patients and respect the autonomy of the patients in regards to the health needs. In addition, the nurse is expected to promote the principles of fairness and equity while addressing the health needs of the clients and promoting healthy environment in the homes, schools and community. As an educator, the nurse is tasked with promoting higher results through constant review of the emerging issues regarding the health care promotion services (Carroll, 2004). The nurse has a collaborative role that entails working closely with other health care professionals such as occupational therapists psychologists, biostatisticians, and nutritionists in promotion the health

Airport Master Plans Research Paper Example | Topics and Well Written Essays - 250 words

Airport Master Plans - Research Paper Example 4 billion by 2030 and there is required more runway space to cater to this large number of passenger growth on annual basis. The cargo will increase by 4.8 percent annually whereas, the cargo operations will increase by slightly less momentum than the cargo. The master plan caters to all these issues in a direct and comprehensive manner. The current master plan has catered to all the airport facilities, tenants, airlines, off-airport or transit plan, process to involve public, retail enhancement plan, environmental plan and financial plan for all the facilities at the airport. The new plan has expanded the Terminal 2 West and provided space for 10 jets, constructed new apron, taxilane, second level curb, parking structure, vehicle circulation, new access road, hangars and apron based on 12.4 acres of land. It will reconstruct the taxiway C, demolish the standing facilities at the airport and relocate the SAN Park Pacific Highway (‘Master Plan’,

The High Blood Pressure Essay Example for Free

The High Blood Pressure Essay The double whammy for people with hypertension is that the extra adrenalin required by being overweight or obese: constricts our arteries and blood vessels to raise our blood pressure and give us an energy boost ready to defend ourselves or to escape a dangerous situation; and it could also lead to type 2 diabetes! The good news is that losing weight need not be difficult or involve unappetizing diets. Losing weight is a natural way to reduce our high blood pressure. Here are my tips on how to lose weight healthily: # 1. Exercise: Take regular moderate cardiovascular exercise, such as brisk walking. Just 30 minutes brisk walking each day will improve our general health. Our heart and lungs will be strengthened; and, we will lose weight if we are burning more calories than we consume. We will also lower our high blood pressure. # 2. Diet: Adopt a healthy, calorie controlled diet that is rich in fresh fruit and vegetables, and is low in fat and salt. Avoid adding salt to your food at the table. Try to eat five different fruits and vegetables each day, of which at least one should be a green vegetable. Choose lean cuts of meat and try to have two portions of oily fish, such as salmon or mackerel, each a week. Some of the most successful weight loss diet plans advocate having six small healthy meals a day in stead of the usual two or three large meals. Try out the principles of food combining which lends itself to having several small meals a day. # 3. Drink plenty of water: Try to drink at least two litres of water a day; not all at once, of course, but aim to have eight glasses of water spread out through the day. Doing this will help you feel fuller for longer, reducing the temptation for us to cheat on our healthy calorie controlled diet. Our bodies will also be properly hydrated. Dehydration can cause high blood pressure.

How Aerial Travel and Cabin Pressure Adversely Affects the Human Body Essay Example for Free

How Aerial Travel and Cabin Pressure Adversely Affects the Human Body Essay The idea of humans traveling to the Moon or other areas out side of the Earths orbit is mostly scientific. However, when astronauts remain in space, having to re-balance the body to suit less or no gravity compared to the Earth could bring about many changes to the body. Scientists have found that the time required for recovery depends on the time spent in zero-gravity conditions. The longer one stays off of the Earths surface, the more damage can be caused. Strictly speaking, even a trip in an Airplane would require safety precautions to minimize damage to the body of this. For example, cabin pressure increased to maintain balance and prevent feeling different to a lower pressure. This essay will consist of two sections. The first will be of flight effects within the Earths hemisphere, and how to perhaps prevent damage to the body. The second, and longer section deals with space travel through Zero-gravity and effects of weightlessness on the body and the counter-measures to prevent damage to the body. Section 1, flight effects on the passengers, specifically dealing with cabin pressure: Airplanes fly at the cruising altitude of around 33000 feet, or approximately 10000 meters. Because the cruising altitude has a cabin pressure lower than air pressure on ground or even under sea-level, the oxygen availability is less and gases within the body expand. This causes the oxygen saturation level of the blood to reduce, which can lead to mild hypoxia, the reduced supply of oxygen to the tissues around the body. Due to the effects of hypoxia, alcohol consumption would affect the brain much more than it would on Earth. As the aircraft makes its decent back to Earth, air must be allowed to flow into the middle of the ear to equalize pressure differences. Passengers often can feel this change in air pressure. People with ear, nose and sinus infections are usually advised to avoid flying because of these changes in air pressure. Air travel in airplanes has less thank 20% humidity. This causes discomfort to the eyes, mouth and nose but does not risk the passengers health. This discomfort can be prevented by drinking liquids (water recommended) before and during the flight, and using skin moisturizers. Also passengers with short-sightedness or long-sightedness are advised to wear eye-glasses rather than contact lenses during flight as the contact lenses may dry out. In order to avoid de-hydration, passengers should drink non- alcoholic beverages. Section 2, how traveling through space affects humans Astronauts often experience Zero- Gravity during their travels through space. This zero gravity or micro gravity can bring about health concern to the body if astronauts remain in space for a long period of time. It would be much healthier for crews to live under artificial gravity. In order to prevent any biological changes in the body when experiencing zero gravity, scientists recommend a force of artificial gravity equal to a third of the Earths level of gravity. However, scientists still havent research affects of artificial gravity on humans but they know for a fact and there is an imbalance in the body due to the shifts of gravity levels. Artificial gravity prevents physiological changes from occurring. In zero-gravity, the body deteriorates. It takes less muscle to move around, so after a long period of time in space, muscles weaken so the body bends. Because there is no tension in space, muscles relax and after a while they atrophy as a result of disuse and eventually disappear. To prevent the fracture of bones, limbs and muscles, all space shuttles give the opportunity for astronauts to do rigorous exercise everyday to keep the muscles strong. Staying in Zero-gravity for months causes bones to lose mass and get thinner, as they are not carrying any weight. This means astronauts must go through rigorous trainings in the spacecraft everyday in order to keep muscle and bone strength. When a great deal of the crews precious time in space is spent exercising rather than doing science, money and potential knowledge are being squandered for the sake of health. It is a sacrifice, but a necessary one1 In space, receptors in the inner ear allow humans to sense direction. In space, ear receptors dont receive the same cues and the mind gets used to ignoring the inner ears feelings about balance. Hand-eye coordination, posture and balance are all affected by the disorientation of the mind. When astronauts return to earth, they are often overwhelmed by dizziness and have difficulty in maintaining balance. An example of the mind adapting to the new gravity less surroundings would be with Shannon Lucid, who was on board the Russian space Station MIR for six months. The astronaut said You just sort of get used to floating around but we also know that floating around is not all that astronauts do- they must resist the effects of micro gravity on the body. Also, no gravity means no resistance from growing, so some astronauts return to earth some 6 inches taller than when they left. It is only after a few months that they grow down/ shrink back to normal height. This is because of the unloading of spinal discs- because of lack of gravity, the discs in the spine are not holding up or don anything, so they tend to stretch rather than contract. Traveling through micro gravity causes bodily fluids to shift from the lower body to the cephalic area (head), and so peoples faces tend to swell and become rounder than they are on earth. When the brain senses a higher amount of blood than usual, it interprets the situation that there is now an overall increase in the total volume of fluids in the body. The brain responds by triggering the excretion of fluids, making astronauts prone to dehydration. Also, the fluid redistribution can shrink legs as the bones are weaker. These fluids pass through the kidneys, causing kidney filtration rate to increase, bone loss can cause Kidney stones. Fluids that leave the body include calcium loss and bone demineralization. The loss of blood plasma causes temporary Anemia upon the return to Earth. Some crew members get space anemia. Scientists are concerned about the affects of catching this disease on over all crew performance. Blood volume may decrease by 10 percent. The increase of fluids in the head causes the same feeling as when one has a cold and feels blocked in. in space astronauts begin to lose their sense of taste, causing the craving for strong flavorings in the food such as horseradish, mustard and taco sauce. Fluid loss, lack of exercise and diminished appetite cause weight loss as astronauts tend not to eat as much as they would on earth. Meals and exercise are planned to prevent excessive loss. Zero-gravity affects the cardio-vascular system. On earth we must cope with gravity, which sustains or slows down the blood-flow. In zero gravity, there is no gravity force, causing the heart to slow down due to the decreased demands of blood as it travels more freely. The immune system in the body is also affected by weightlessness. In space, one is exposed to illness as the immune response lowers and numbers of anti-bodies decrease after a long exposure to micro gravity. Approximately half of all astronauts are affected by this unpleasant syndrome which affects nausea, headache, lethargy and sweating (taken from NASA sources). Also, minor effects of weightlessness on the body include puffiness in the face, flatulence, weight loss, nasal congestion and often sleeping disturbances. Upon returning to earth, recovery time depends on the duration of stay in space. Muscles are weak and the body is not used to gravity forces, (causing them to feel dizzy) and so some astronauts are taken back in stretchers. This shows why astronauts need to be at the peak of fitness. If in the near future the human race would build space stations as tourist resorts, some would prefer hotels with zero-gravity and some would want partial gravity, which would bring about competition like hotels on earth, which would drive prices low. As gravity affects all biological, physical and chemical processes on earth, building an International Space Station gives new opportunity to study a world without gravity and its affect on animals and other living organisms. Observing the weightlessness effect on these living organisms could teach scientists about biological processes on earth, such as aging and osteoporosis. In the end, we can see that human travel through space is safer under artificial gravity when compared to astronauts being exposed to weightlessness, micro gravity or zero gravity (all three mean the same). Most of the problems mentioned such as fluid loss and muscle deterioration would not cause problems as long as the crew remained in a weightless environment. Remaining in a zero-gravity environment for over a long period of time could cause problems, however. In 1987, in the later stages of his 326-day mission, Russian Yuri Romanenko was fatigued both physically and mentally due to traveling through space. The majority of his day was spent sleeping regaining strength, in the meantime his bones were deteriorating. Some say if many like Romanenko stayed in space for much longer, he may not have survived re-entry to the Earth. Returning to Earth could cause problems as the body is much weaker due to demineralization and atrophy of the bones and shortage of red blood cells. Ones balan ce must now again be readjusted causing many astronauts to feel dizzy when back to a strong g force gravity on earth. Whether or not the large amount of time and money spent on keeping astronauts fit during space flight is worth the scientific findings is debatable. Physiological effects need to be prevented as much a possible. Again, this is usually prevented by rigorous exercise and micro gravity could still be a danger to the astronauts health. Many scientists believe that the benefits of transporting/sending out machines (robots) and humans to space, despite the health issues, are nothing compared to the huge benefit that society will receive. Humans will not be perfectly suited to living in a weightless environment, but that wont stop Astrobiologists and many other research firms like NASA from exploring space. The many benefits of space exploration such as technological knowledge and inspiration easily outweigh the negative aspects. Bibliography: Sources were from Newspapers, CDs, web sites and a large extract of a book in one of the web-pages. Most web sites accessed on the 11th December 2003 and 9th January 2004. 1) http://library.thinkquest.org/C003763/index.php?page=adapt02 2) www.permanent.com/s-nograv.htm 3) http://library.thinkquest.org/C003763/index.php%3fpage=adapt02 4) www.spacefuture.com/habitat/zerog.shtml 5) http://mos.org/cst/article/77/6.html 6) http://school.discovery.com/schooladventures/spacestation/basics/why.html 7) www.relaxincomfort.com/zerogravity_benefits.html 8) http://experts.about.com/q/2540/2677459.htm 9) www.uclas.ac.uk/facs/science/physastr/courses/space/ssyear1/sc1201.htm 10) http://www.who.int/ith/chapter02_01.html 11) Definitions from Microsoft Encarta 2003 Premium Suite CD 12) http://library.thinkquest.org/2606/Environmental_problems/water_pollution_-_effects.html (used for first idea of project) 1 http://library.thinkquest.org/C003763/index.php%3fpage=adapt02

Developing Education Creativity and Innovation

Developing Education Creativity and Innovation Development of education creativity and innovation in developing countries Abstract With this paper, we want provide information of how developing countries can improve the education. Ecuador has the same problems of education than other countries. It is necessary use new way of teaching that can help in the ambit of education. Creativity is a necessary value that currently has to be developed in the educational process. We could say that it is as important in education as literacy and we should give it the same interest now that creativity has become a factor or an essential requirement to innovate in any type of work. Creativity can be fomenting through several methods starting in the schools changing the typical teaching due the most of  children are losing that ability because they are afraid to make mistakes. Moreover, we could say  that education makes us less creative but also is necessary to impart artistic sense as an important  factor to avoid the afraid to follow your dreams. Also, we found that the time to interact with  other people is more valu able than make homework during all day. Introduction Actually, a most important problem with school is education killer many ideas of children only focus in create smart people, and it is not appearing changes due the great companies think to need this people to work. Today Education has had the same problems for some times because it continues using the same form as formerly used to do. The education does not use new methodologies that can work very well in different countries. Around the world all education system has the same structure letting down the art education, when the subject is more important (do school kill creativity, s/n). Education has a hierarchy and always art is in the background, this is the reason why many people do not study dance or picture school are only focus in subjects that they Education system thinks are important. The same educational system around the world because great companies require more staff and more qualified for their jobs, they require smart people. Some companies are chemical or biological or it may be technology where they use many maths that is reason which education remains the same for a long time. Therefore, for students from developed countries develop their creative and innovative skills, it is ne cessary that schools use new ways of teaching, impart artistic education and provide students with periods of interaction so they have more opportunities to learn at home and by interacting with the society in general. Use new ways of teaching For a long time, system education use the same way to teach using new technologies or application and platforms that can help to learn more fast. Young people can use new technologies and application they can use it. Some school started to use these technologies and they have had better results, the many students use correctly those news platforms more than adults. So, that school can use applications or platforms or can implement new methods o learn that are new ways to teach. A better idea to teach is use the technology to our favor. School can accede to platforms or application that young people today use in their ordinal life. For example, USAs school student use khan academy to help students, if student did not learn in their class, the student can use khan academy to learn by himself from the comfort their home. (Segal, 2016).   In the same way, a student can use their cellphone to watch videos or calculator or other things to learn more as Duolingo that is an application that can be downloaded in smartphones to learn new leagues. Other idea to use in school could be to implement new methods of teaching as the case where the students are owner of their time. To sum up school use different way to teach to students used different methods or new technologies or applications in their cellphone or computers. Khan academy or Duolingo are a best solution to young people who spend a lot of time in the world of technology. Other way also is implement other type to reach like is Innova school which student are owners of all their time. Developing countries need applicate others ways of learning more updated for the guys of this 21st century. Impart artistic education Today, many students that now are teachers or engineer or doctors could have been professional sing or dancer but system education has not allowed. Besides, school continue teaching with the same education system of year ago, that depressed artistic education. In other hand, artistic education help to students to have fun and have more knowledge about different things that are not only concentrate in science subjects. Hence, Artistic education is important to develop students skill and to have knowledge about more different subject. First of all, artistic education can help to develop student skill because they can choose the subject their likes the most. Finland has a better curriculum which student can access to learn dance, music, picture and he can develop his abilities correctly in the area he most likes (Doyle, 2016). Second of all, the students can learn more things about other subject. Also they have more knowledge about other topics that they did not know. They can develop in different fields not only a science as is the case today in all schools in the world. As a result, Schools can provide artistic education and thus help many students to develop fully their skills, but also to know different subjects and expand their knowledge. Students receiving artistic classes can develop and reinforce little knowledge about subjects such as singing, painting and more. Also, receiving this class the students learn new subjects that they did not know and the students can enjoy them. Students need to have enough knowledge of several topics to help them open their minds, and therefore help them to decide on what to be in their future. Periods of interaction so they have more opportunities to learn at home and by interacting with the society in general. Students need time to assimilate class information because it is both information-intensive and complex. In many countries students have little recess time and in some places like Ecuador in schools there is no class break time in class just a small recess in the middle of the morning. This does not help the students to process the information well and tend not to understand the class well. Therefore, in order for students to have periods of interaction, fewer duties should be sent and there should be breaks between classes. It is important to break in each class because the student can go out to give their brain a respite since much information can disturb it. The recess is the most important of the classes where the student can absorb the information of the class and give himself a rest (Ossola, 2014). Another important point for students to have more time to interact with the environment is to send little homework because students have to spend a lot of time solving them instead of interacting with their environment (Doyle, 2016). School children need to go out and explore their world to look for in the future to be able to create or investigate. To conclude students, need time to interact with all their environment browsing at home can only be achieved if schools break between each class and send fewer homework. The recess is very important so that the students can take a break and imagine, think and order well their ideas that the student has. Less homework means more time to interact to socialize, to learn is important because they are children and should go out and explore. Students need time to learn that schools deny this. It must be changed if they want students to be creative or innovative because they do not have this time and we deprive them of enjoying the world of being children. Conclusion In conclusion, in order for developing countries to think freely and develop their creativity and innovation capacities, it is important that educational institutions teach or use new learning models also to impart more subjects such as artistic education, and most important of all, they need periods of Interaction to interact with their environment and so be able to assimilate the knowledge received in classes. Educational establishments have at their disposal new models or forms of learning like innovative school in Peru that work well today that some use the technology or internet platforms like Duolingo or khan academy that have worked successfully in other countries and leave behind the old-fashioned model. Another solution is to provide artistic education that helps children and young people to develop their skills in any field of art, and students will have a better knowledge because they will receive more subjects that maybe they had not seen before but that can be to the students liking. And last but not least to have time to interact between each class is very important because with this we can clear, assimilate or understand the classes as we will have some time to breathe the mind. Encouraging the student to be creative in class is an important step for developing countries to move forward because their students will have more opportunities to succeed in life and thus help their respective country. References Doyle, W. (2016, Febrero 18). The Hechinger Report. Retrieved from system, How Finland broke every rule and created a top school: http://hechingerreport.org/how-finland-broke-every-rule-and-created-a-top-school-system/ Ossola, A. (2014). Scientists are more creative than you might imagine. the atlanta. Robinson, S. K. (n.d). Do schools Kill Creativity? Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en Segal, S. (2016, May Friday). The case for disruption in Latin Americas classrom. Retrieved from World economic forum on Latin America 2016.