Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law

Even though parliament can reprimand any action through its local regulation, global law does not allow the State to impose its rule outside its land. For instance, Saudi Arabian (SA) law states that infidelity is a felony that is punished by stoning to death.Advertising We will write a custom essay sample on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law specifically for you for only $16.05 $11/page Learn More This rule is applicable only in Saudi Arabia (Dupuy Kerbrat 2010, p. 64). It cannot be applied in other places even if a citizen of Saudi Arabia was found committing adultery. This takes us to the earliest code in the Lotus case, which says that a State cannot apply its rule in any shape in the land of another nation unless there is a global tradition or principle allowing the State to do so (Dixon 2007, p. 87). The UK-Netherlands accord of 1991 can serve as an example, where UK got approval from Netherlands before in dicting two Libyans charged with the Lockerbie intimidation (Shaw 2003, p. 23) Therefore, a jurisdiction centers deeply on the power to prescribe (Sweeney 2007, p. 50) in addition, this is what the paper will focus on. A state’s jurisdiction in the modern international system refers to its power to control the actions of individuals and property. Again, jurisdiction can be either civil or criminal (O’Keefe 2004, p. 736). Jurisdiction in real terms is not a universal concept that is; its meaning is not common to all people. The ancient activities of states and doctrinal inscriptions enables people comprehend that jurisdiction is broadly categorized into two major forms, that is, prescriptive and power to enforce. In the criminal context, jurisdiction to prescribe refers to the power of the state to invoke its criminal law in arbitrating certain actions. Jurisdiction to enforce on the other hand refers to the power of the state to employ criminal law practically through its criminal justice system that is, arresting (police), arbitrating (courts) and correcting (Amerasinghe 1994, p. 14).Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Whereas jurisdiction to prescribe might be extra-territorial, the power to enforce is strictly territorial. This implies that any state cannot take its criminal justice system (CJS) to another state since this might be considered intrusion. In case a state would wish to prosecute its citizen abroad, it has to issue an arrest warrant to the foreign state and urge the same state to assist in arresting the culprit. It is therefore evident that the power to prescribe and the power to enforce are not compatible at all (O’Keefe 2004, p. 740). Jurisdiction to prescribe and the power to enforce are rationally self-sufficient. However, the two forms of jurisdictions are intertwined. The state has the authority to make laws as long as they benefit the public. The same laws are not applied universally since environments are different. Laws apply well where they originate since the procedure employed in making them is logical. For prescriptive authority, utilization of force to implement an opinion is more realistic inside state boundaries than outside. When it takes place outside state boundaries, the possibility of inter-state disagreement is inevitable. A state in the international system may decide to punish its citizen or a resident of another state in case its interest is in danger (Simma Paulus 1999, p. 21) This brings about hostilities among states, which may cause wars. International law allows a state to issue an arrest warrant even when the suspect is not available in the state, what is referred to as arrest in absentia. The best example is the mutatis mutandis case that applies to individuals based on citizenship, flaccid personality and service in the military. States have rights to prescri be laws according to the internationally established standards (Lawson Bertucci 1996, p. 69) Through this, the rule of law is guaranteed in the international system. The implementation of prescriptive authority based on a jurisdictional nexus instituted after execution of the offence is a type of ex post facto criminalization.Advertising We will write a custom essay sample on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law specifically for you for only $16.05 $11/page Learn More This is disgusting because a substantive public criminal proscription and its subsequent castigation are applied to the offender only after execution of the impugned behavior. It is not a matter of following a proficient public process (O’Keefe 2004, p. 743). Enforcement jurisdiction pertains directly to the use of coercive authority. Between the two forms of jurisdiction, Enforcement type is the narrowest. This implies that it survives only w hen the criterion for prescriptive authority exist (Domingo 2003, p. 54). Enforcement Jurisdiction is applicable only with respect to people, belongings, or behaviors. The connection between the two forms of laws is comprehensible. A state cannot implement enforcement jurisdiction unless it subscribes to prescriptive jurisdiction (Brownlie 2008, p. 38). A good example that elucidates this connection is the Canadian Criminal code, which states that the state can exercise authority over any individual within Canada. An individual can be impeached whether in a foreign state or in his own country as long as he/she committed an offence. Judges Higgins and Kooijmans categorize this type of jurisdiction accurately. Prosecuting an individual present in the state is termed as ‘in personam’. Prosecution of an individual who sought refuge to another state is termed as ‘in absentia’ (O’Keefe 2004, p. 755). The decision to implement international law uniformly is meant to bring peace and tranquility in the global society. List of References Amerasinghe, C 1994, The Law of the International Civil Service, 2nd edn, Vol. 1, Clarendon Press, Oxford. Brownlie, P 2008, Principles of Public International Law, 7th edn, Oxford University Press, Oxford.Advertising Looking for essay on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More Dixon, M 2007, Textbook on International Law, 6th edn, Oxford University Press, Oxford. Domingo, OR 2003, The New Global Law, Cambridge University Press, New York. Dupuy, MP Kerbrat, Y 2010, Droit international public, 10th edn, Dalloz, Paris. Lawson, E Bertucci, ML 1996, Encyclopedia of human rights, 2nd edn, Taylor Francis, New York. O’Keefe, R 2004, â€Å"Universal Jurisdiction, clarifying the basic concept†, Journal of International Criminal Justice, Vol. 2, no. 3. Shaw, MN 2003, International Law, 5th edn, Cambridge University Press, Oxford. Simma, B Paulus LA 1999, â€Å"Symposium on method in International Law: The Responsibility of Individuals for Human Rights Abuses in Internal Conflicts: A Positivist View†, American Journal of International Law, Vol. 93, no. 302. Sweeney, B 2007, â€Å"Combating Foreign Anti-competitive Conduct: What Role for Extra-territorialism?† Melbourne Journal of International Law, Vol. 8, no. 35. This essay on Prescriptive Jurisdiction and Enforcement Jurisdiction in International Law was written and submitted by user Lauren D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

NE Colonies vs. Chesapeake essays

NE Colonies vs. Chesapeake essays During the late 16th century to the 17th century, Europe colonized the New World (present day United States). England was especially one of the European countries who decided to settle in the eastern coast of North America. England sent numerous groups over to America, which settled in two main areas. The two main areas that England settled in were the Chesapeake and New England areas. Although similar in a few ways, the New England and Chesapeake colonies became distinct in separate ways due to the type of people who settled the regions and the way the land was settled. These values changed the two colonies in three main aspects; population, economical, and religious. The Chesapeake region included Virginia, Maryland, New Jersey, and Pennsylvania. In about 1607 the first English colony was settled in America. The colony was called Jamestown, and was located along the James River. It was only inhabited by about 100 settlers. Of those settlers, almost all came looking to get rich quickly. Lead by domineering Capitan John Smith, only a few of them survived the harsh winter. Luckily, the Powhatan Indians taught the settlers about corn and tobacco growing. Without the Indians help the English may have never found their staple-crops. The New England area included the Massachusetts Bay Colony, Plymouth, Rhode Island, and Connecticut. Countless Puritan Separatists set up here because they wanted to complete separation from Catholicism (that Henry VIII started the separation with the Church of England) and convert to Calvinism. Therefore, their motives were religious, unlike the economical ones of the Chesapeake region. The Puritans did not invest in staple crops like the Chesapeake area, instead the focused their time on different crafts (like carpentry and printing). By 1700 the New England population was almost all English and white. It was almost all one race because New England was getting a reputation th...

Marketing library & information services Essay Example | Topics and Well Written Essays - 2500 words

Marketing library & information services - Essay Example In order to provide MLIS, understanding of the working of a library and its purpose and ideology is of great importance. Marketing has played a crucial role in the Australian academic libraries. Accelerating rates of change has become the marketing reality in current times (Kotler & Caslione, 2009). The scope of marketing in MLIS has seen increase in the recent years. This is partly due to technological advancement and partly due to changes in the educational requirements that the library aims to meet. In addition to that, new marketing methods have evolved that make it necessary for libraries to incorporate effective marketing into the delivery of resources to customers. The library needs to be speaking the language of the buyer in order to market well (Scott, 2007). Also marketing serves as a useful tool in promoting and advertising the resources of the library; this can have mutual benefits for both the library and its customers: to the library since it can attract more number of customers and to its customers in easily locating and accessing the services that they need. In Australian academic libraries, the role of marketing has received a lot of attention since educational advances and technological developments along with limited budgets have made students demand more in return for the membership fees that they are paying for libraries. One of the most significant contributions of marketing to LIS is that it helps in fostering a healthy marketing relationship with its customers. A good marketing strategy aims to identify potential customers and identifying their needs. It further requires the designing of products that meet these needs. Organizations are seeing the benefits of customer loyalty and are taking a customer-centric approach to strategy (Jain & Singh, 2010). If marketing is customer-focused, it helps to assert the importance of the customer over all other

Suez Canal Crisis Research Paper Example | Topics and Well Written Essays - 1750 words

Suez Canal Crisis - Research Paper Example This canal is not a natural one; it was constructed in 1869 in order to transport goods from Europe and Asia. Earlier the goods transportation between Europe and Africa was extremely difficult since the transportation ships forced to navigate around Africa to reach Europe from Asia. The construction of Suez Canal made the transportation of good between these two regions easier. Suez Canal crisis occurred in 1956 when a war broke out between France, Britain, and Israel against Egypt. The invasion of Egypt by Israel caused problems in the good transportation between Asia and Europe which forced Britain and France to issue a joint ultimatum to the concerning parties; Egypt and Israel. They started to bomb Egypt shortly after the ultimatum given which is believed to be a preplanned attack with the knowledge of Israel. This paper analyses the various dimensions of the Suez Canal crisis developed in 1956 with the help of topic such as the relationships between Israel and Egypt, relationshi ps between Eden and Nasser, the effects of cold war, history of Suez canal etc. Historically, the relationship between Egypt and Israel remains a strained one. Bible has many references for the strained relationships between Israel and Egypt. It is difficult for these two countries to establish strong relationships in future also because of their immense differences in culture and religious beliefs. Jews perceive Arabs as their enemies and their enmity started long time back. Most of the years of the twentieth century, Egypt was ruled by Britain. Egyptians were second class citizens in their home land during the colonial rule of Britain which developed dissatisfaction against the British among the Egyptian public. Violence against the British started to grow in Egypt as a result of their protest against colonial rule. British Prime Minister Antony Eden tried to deal this violence by increasing the number of British troops in Egypt. Nasser responded to Eden’s efforts by formin g a Revolutionary Command Council in Egypt. It was difficult for Britain to bear the huge cost of military operations in Egypt because of the financial problems developed in Britain during this period. The relationship between President Nasser and Prime Minister Antony Eden was not so good during the Suez Canal crisis period. They met each other in 1955 in Cairo in order to rectify the problems between them; however neither of them trusted each other and the strained relationship continued even after the meeting. Eden tried to force Nasser from establishing a strong relationship with the communist Soviet Union. He also urged Nasser to stop anti-British radio broadcasts. However, Eden failed to get a positive response from Nasser on both the issues. â€Å"Even the dinner put on for Nasser at the British Embassy was a failure as Nasser arrived in military uniform to be greeted by Eden in full evening dress†2. Nasser treated Eden’s efforts as a deliberate attempt to humil iate him and whatever the positives derived out of this meeting was destroyed because of this incident. Britain forced to end their colonial rule in Egypt and Egypt became an independent state in 1953 even though British presence continued till 1956. Nasser became the president of Egypt in 1954. The nationalization of Suez Canal was the immediate action taken by Nasser after assuming the president’s post which resulted in the Suez Canal crisis of 1956. History of Suez Canal As mentioned earlier, Suez Canal was

INTELLECTUAL PROPERTY LAWS Essay Example | Topics and Well Written Essays - 500 words

INTELLECTUAL PROPERTY LAWS - Essay Example This is before utilizing a person’s image or voice for commercial gain, which in this case is Tiger Woods’ picture. Therefore, â€Å"Right of Publicity† ensures corporations, firms and businesspersons do not exploit people’s persona either famous or not to benefit themselves. Hence, protect them and compel those who wish to use these pictures to obtain a legal consent from the owners (Fishman, 2010). States usually recognize people’s rights by granting them free will to either allow or disallow usage of their images especially for commercial purposes (Fishman, 2010). Hence, in this case Tiger Woods has a sole responsibility of deciding if Wheaties cereal firm is liable of using his image or not by agreement. In this case, Tiger woods ought to exercise the â€Å"Right of Publicity† in controlling how Wheaties cereal’s firm utilizes his pictures and others that may intend to do so (Fishman, 2010). This is via granting them consent besides deciding the required compensation based on how long the firms will have to use his reputation in advertising their products. Tiger Woods owns the â€Å"Right of Publicity† similar to any other people in ensuring firms do not exploit his reputation and pictures. Hence, he has the authority of demanding compensation in return, which is in form of cash though this is as per the agreement with the corporate firms. Based on the â€Å"Right of Publicity†, owners have the mandate of prosecuting anyone who might have used their images without their consent (Fishman, 2010). This is especially through advertising or through other forms like reputation riding when the owners are not aware. However, the right also grants owners like Tiger Woods freedom to negotiate with the potential businesspersons, firms and corporations if they are ready to pay for his pictures in advertising their

Problem Based Learning PBL

Problem Based Learning PBL Introduction Problem-based learning (PBL) is a pedagogical tool in which students engage in a problem without introductory knowledge; they work to solve the problem by using existing knowledge and applying it to the situation in order to reach a solution (Wirkala Kuhn, 2011). The National Council of Teachers of Mathematics describes technology as an essential element in teaching and learning mathematics (NCTM, 2000). The use of computers influences the mathematics that is taught and enhances students learning (2000). When implemented effectively, technology can be a tremendous tool for learning. Computers can be usedà ¢Ã¢â€š ¬Ã‚ ¦as an environment for exploring mathematical concepts through interaction (Huetinck Munshin, 2008, p. 87). In this study, students will explore mathematical concepts using computers via a problem-based learning approach. Specifically, this research study will investigate how computer-assisted PBL effects student interest and achievement in a high school mathematics co urse. Much research has been done to investigate PBL in medicine and science. There has been more research in mathematics education that investigates the effects of PBL on achievement than of PBL and interest. I would like to examine both of these factors. The question of interest is as follows: How do using computers to teach problem-based learning (PBL) in high school mathematics classrooms increase student interest and achievement in mathematics? Following the introduction, in section 2, relevant literature about PBL will be discussed. In section 3, the statistical methods will be stated. In section 4, the analysis of the data will be presented. In section 5, my conclusion and discussion will be given. Literature Review PBL in Medicine Various researchers in the medical field have studied problem-based learning for quite some time. In the 1980s and 1990s, PBL was used in medical schools and began to be accepted by schools in North America and Europe (Savery, 2006). Researchers have studied how PBL effects achievement and/or knowledge. One group of researchers studied academic achievement of students in two medical schools (Verhoeven, Verwijnen, Scherpbier, Holdrinet, Oeseburg, Bulte, Van Der Vleuten, 1998). One school had a PBL instructional design and the other used a non-PBL instructional design. Test results showed no significant differences on total test scores. After the test was split into three categories, a few, non-systematic differences were found (p. 310). Hmelo (1999) studied how PBL in medical education can affect cognitive skill. The study found that the PBL students increased the accuracy of their hypotheses more than the nonPBL students (p. 197). The conclusion of the findings show that using a PBL approach in medical education does make a difference in what students learn. Another study examined students performances on Step 1 and Step 2 of the United States Medical Licensing Examination(USMLE) following the implementation of a problem-based learning curriculum (Blake, Hosokawa, Riley, 2000, p. 66). This study analyzed scores and found that students in the PBL classes scored higher on USMLE Step 1 than did students in the traditional classes. For the USMLE Step 2, the average test score for students in the PBL classes were above the national mean. In contrast, score were below the national mean for classes in the traditional curriculum (p. 66). Based on the data, the study concluded that the use of a PBL curriculum as a major educational method during the first two years of medical school does not compromise performance on standardized tests (p. 69). Other researchers found that in a PBL program; there were significant knowledge gain (Schwartz, Donnelly, Sloan, Young, 1994, p. 148). Knowledge gain was measured by giving students a pre and posttest. Students were administered an NBME surgery shelf examination on the first day of the clerkship (pretest) and a different one of the last day (posttest) (p. 148). Another study compared clinical performances in a medical clerkship of students who were enrolled in a class that used a PBL approach versus students who were enrolled in a class that used a traditional style approach (Richards, Ober, Cariaga-Lo, Camp, Philp, McFarlane, Rupps, Zaccaro, 1996). The PBL participants consisted of 88 third year internal medicine students. The lecture-based learning (LBL) participants consisted of 364 students in the same program. The researchers compared examination scores between the two groups. The results reveal that the students who had completed two years in the PBL curriculum had a higher medicine clerkship rating (p. 189). Thus, this study determined that a PBL curriculum may enhanceà ¢Ã¢â€š ¬Ã‚ ¦clinical perfo rmances (p. 187). A similar study was performed in a postgraduate medical education program in The Netherlands. The study aimed to examine the effectiveness of problem-based learning in comparison with lecture-based learning (Smits, de Buisonje, Verbeek, Dijk, Metz, Cate, 2003, p. 280). Knowledge, in terms of achievement, was measured by tests. They found that under PBL instruction, performance increased more. In the conclusion, the researchers state that this study shows evidence that the problem-based program has some small extra value for the participants in improving their performance (p. 285). Although there is a limited amount of research on the impacts of PBL on interest, there have been a few researchers to study this situation. Biley (1999) studied PBL in a nursing program. The study found that there were both advantages and disadvantages of using PBL in instruction. A disadvantage the study found is that tension occurred during the process of changing from more traditional forms of education to PBL (p. 587). The findings also showed benefits of PBL which coincide with previous studies; the benefits include the recognition of increased self-motivation, team work, and a more accurate theoretical representation in the classroom (p. 588). Smits, et. al (2003) studied students satisfaction in addition to knowledge. Satisfaction was measured by a rating. Researchers found that the problem-based group was significantly less satisfied than the lecture-based group (p. 284). Another study found dissimilar data relating to interest and enjoyment. Sobral (1995) found that PBL stu dents had a higher level of enjoyment and reported that they enjoyed their learning experience and would be more likely to look for studies in the same field (99). The researchers concluded that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways (p. 93). PBL in Science Education Researchers in science education have also studied the impacts of problem-based learning on achievement. One study (Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, Sà ¶zbilir, 2007) examined the impact of PBL in a physical chemistry laboratory class. Researchers looked at students attitudes towards a chemistry laboratory course, scientific process skills of students, and their academic achievement in relation to PBL (p. 99). They found that after students were exposed to PBL, their test scores were considerably higher. A similar study was done in a chemistry class. Tarhan and Acar (2007) examined how effective PBL is in increasing student achievement. Results from the post-testà ¢Ã¢â€š ¬Ã‚ ¦showed that PBL is effective on students achievement (Tarhan, Acar, 2007, p. 351). One group of researchers investigated the effects of PBL for female students enrolled in a STEM program (Lou, Diez, Tseng, 2011). They found that students tended to gain more solid science and mathematics knowledge through STEM learning in PBL (Lou, Diez, Tseng, 2011, p. 195). Another study investigated PBL in science by conducting research using an experimental (PBL group) and control group (textbook group) (Inel Balim, 2010). Researchers examined how PBL affected academic achievement; they found a significant difference between the groups. Specifically, researchers concluded the problem-based learning method in scienceà ¢Ã¢â€š ¬Ã‚ ¦teaching is more effective in enhancing students academic achievement than simply using the scienceà ¢Ã¢â€š ¬Ã‚ ¦curriculum (Inel Balim, 2010, p. 16). Similarly, Sungur, Tekkaya, and Geban (2006) conducted a study to examine the effect of PBL on academic achievement and performance in a biology class. Participants were randomly assigned to one of two groups: the control or experimental group. Students were given a pre- and post-test that measured academic achievement and performance. Researchers concluded that PBl instruction caused a si gnificantly better acquisition of scientific conceptions than the traditional instruction (Sungur, Tekkaya, Geban, 2006, p. 158). AkinoÄÅ ¸lue and TandoÄÅ ¸an (2007) investigated PBL in science education. They gathered research to determine how PBL effects achievement, attitude, and concept learning. Researchers concluded that the implementation of problem-based active learning model had positively affected students academic achievementà ¢Ã¢â€š ¬Ã‚ ¦ [in] the science course (AkinoÄÅ ¸lue TandoÄÅ ¸an, 2007, p. 71). Chang (2001) conducted research in several 10th grade science classes to study how problem-based computer-assisted instruction (PBCAI) impacts science achievement (p. 147). The researcher compared the PBCAI to a direct-interactive teaching method (DITM) (p. 147). He determined that more students in the PBCAI group had higher scores than the DITM group in terms of achievement. Chang concluded, the PBCAI was more effective in promoting students achieve ment than was the DITM (p. 147). Liu, Hsieh, Cho, and Schallert (2006) studied self-efficacy, attitudes, and achievement in a computer-enhanced PBL class. This study is similar to the research of the present study. The participants of interest in this study were middle school students. Researchers collected data from 549 sixth graders from two middle schools. Data was collected from a pretest/posttest, questionnaire, and interviews. Data indicated an increase in students science achievement and self-efficacy for learning science after their engagement in a computer-enhanced PBL environment (Liu, Hsieh, Cho, Schallert, 2006, p. 225). Researchers in science education have also studied the impacts of problem-based learning on student interest in and attitude of science. Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, and Sà ¶zbilir (2007) collected data from a physical chemistry lab regarding students attitudes towards the class through a PBL treatment. They found students attitudes towardsà ¢Ã¢â€š ¬Ã‚ ¦the course were not changed significantly after PBL treatment (p. 109). Liu, Hsieh, Cho, and Schallert (2006) found an increase in science achievement in a computer-enhanced PBL class. They also collected data about students attitudes towards science. Based on their findings, they found no significant change. Besides studying achievement in a PBL class, Tarhan and Acar (2007), also conducted student interviews and found that students enrolled in the PBL class were more motivated (p. 351). Motivation relates to attitude in and interest of science. Another study, by Ferreira and Trudel (2012), inves tigated how a PBL curriculum in science impacts student attitudes toward science. Participants answered survey questions, wrote in student journals, and took an assessment. Data was gathered from these instruments in addition to teacher observations (Ferreira Trudel, 2012). Researchers found that there was a significant increase in student attitudes towards science (Ferreira Trudel, 2012, p. 23). Lou, Diez, and Tsend (2011), who studied the effects of PBL for female students enrolled in a STEM program collected data related to student attitudes (Lou, Diez, Tseng, 2011). Researchers found that the participants from the PBL curriculum attitude towards STEM improved. AkinoÄÅ ¸lue and TandoÄÅ ¸an (2007) investigated the effects of PBL in science education. They collected data to determine how PBL effects students attitude towards science. Researchers concluded that the implementation of problem-based active learning model had positively affected studentsà ¢Ã¢â€š ¬Ã‚ ¦attit udes towards the science course (AkinoÄÅ ¸lue TandoÄÅ ¸an, 2007, p. 71). Nancy Cerezo (2004) examined PBL in middle school math and science classes. The study investigated students perceptions of PBL in regards to its effectiveness and students interest in the content. Results from the study indicated that students perceived problem-based learning encouraged their interest and provided a more in-depth understanding of the concepts. Students indicated that problem-based learning helped them learn more about a topic and created a feeling of excitement about coming to class. (Cerezo, 2004, p. 9) This study related to the present study since it investigated PBL in mathematics and how students interest in mathematics changes. All research pointed to increased achievement or improved knowledge when a PBL curriculum was implemented in a science classroom. Gà ¼rses, Aà §Ãƒâ€žÃ‚ ±kyÄ ±ldÄ ±z, DoÄÅ ¸ar, and Sà ¶zbilir; Liu, Hsieh, Cho, and Schallert; provided conclusions that were contradictory to the findings of Tarhan and Acar; AkinoÄÅ ¸lue and TandoÄÅ ¸an; Lou, Diez, and Tseng; Ferreira and Trudel; and Cerezo in regards to interest in the subject or motivation. Specifically, the latter being the researchers who saw a significant difference in interest towards the subject. That is, that they found that there is a relationship between PBL and increased interest in a subject. PBL in Mathematics Education In mathematics education, PBL is relatively new, but many researchers have found that it is effective in increasing achievement. One team of researchers found no statistically significant data in favor of PBL (Tarmizi, Tarmizi, Lojinin, Mokhtar, 2010). Researchers conducted a study to investigate the effects of PBL on mathematical performance, measure of instructional efficiency, and perceived advantages or disadvantages of the approach (Tarmizi, Tarmizi, Lojinin, Mokhtar, 2010, p. 4683). They used a quasi-experimental design and gathered data via a posttest. Each variable of interest of the study was measured using a specific tool. First, scores from tests measured mathematics performance(p. 4685). Next, researchers collected data for mental effort via a nine-point symmetrical category scale (p. 4685). Efficiency index is a term which shows the relationship between learning and test (mental) effort and performance (p. 4685). Researchers used a mathematical formula to calculate dat a for this variable. Last, affective attributes were measured using Likert-style questions. Researchers found that the average scores for the overall achievement for the PBL group were greater than the control group. After researchers statistical analyzed the data, they determined that the mean difference was not statistically significant (p. 2685). Another group of researchers, Clarke, Breed, and Fraser (2004), studied participants at three high schools in California. Researchers investigated how a problem-based mathematics curriculum, the Interactive Mathematics Program (IMP) were related to student achievement (p. 8). Researchers also collected data to measure achievement or mathematical performance. They compared PBL/IMP students to their peers in conventional classes. This data came in the form of test scores from the Scholastic Aptitude Test (SAT). Findings show that IMP students averaged higher SAT scores than did pupils of conventional classes (p. 14). PBL was studied in ano ther area of mathematics, Statistics (Tarmizi Bayat, 2011). Researchers compared data between a PBL group and a conventional group. Two posttests were administered and the scores were analyzed. They concluded that there was a significant difference between the mean performance of the PBL group and that of the conventional group indicating PBL efficacy (p. 344). Bostic and Jacobbe (2010) studied PBL in a fifth grade mathematics classroom. Researchers collected data by administering a pre-test, posttest, and student interviews. Data from the pre-test and posttest showed statistically significant growth in students ability to solve problems correctly (Bostic Jacobbe, 2010). Similarly, there has been some research to investigate the relationship between PBL and interest in mathematics. An indication that students are interested in mathematics is the students level of engagement. Tarmizi, Tarmizi, Lojinin, and Mokhtar (2010) also studied the effect of PBL and student engagement. Student engagement was measured by an open-ended survey. The mean average rubric engagement score was a 2.08, which indicated that the PBL group had benefited from the learning experiences with a proficient level (Tarmizi et al., 2010, p. 4687). Another research team studied the relationship of PBL in mathematics and student perceptions of mathematics (Clarke, Breed, Fraser, 2004). A problem-based mathematics curriculum, the Interactive Mathematics Program (IMP), was implemented in three California high schools (p. 7). Researchers collected data from two questionnaires. The Mathematics Belief questionnaire examined student perceptions of their mathematical competence, and student beliefs about mathematical activity and the origins of mathematical ideas (p. 9). The Mathematics World questionnaire required students to identify the extent to which specific everyday activities were mathematical (p. 9). In comparison to traditional Algebra classes, researchers found that IMP students help a significantly more positive attitude towards mathematics (p. 14). The IMP participants also felt more mathematically able than their peers (p. 14). Use of computers in mathematics In mathematics, using computers and other related technologies to enhance instruction can greatly affect student achievement. Computers can be usedà ¢Ã¢â€š ¬Ã‚ ¦as an environment for exploring mathematical concepts through interaction (Huetinck Munshin, 2008, p. 87). When students are actively interacting with new ideas, their level of engagement and knowledge increases. Computers enable students to quickly explore many varied examples to generalize about the underlying characteristics of mathematical entities (p. 89). If students can make more generalizations, they will be more likely to be able to apply the concepts later. One group of researchers investigated how implementing a dynamical geometric software such as Geometers Sketchpad (GSP) affects mathematics teaching (Nordin, Zaharia, Mohamed, Embi, 2010). They found that this exploratory learning method and the discussions involved in understanding the mathematical concepts adopted from the gsp digital module can help boost hi gher order thinking skills (Nordin, Zaharia, Mohamed, Embi, 2010, p. 116). OCallaghan (1998) found that a computer program implemented in Algebra had greater achievement than their peers did in traditional algebra classes. Palmiter (1991) conducted research with university students and compared achievement between students enrolled in a class taught using a computer algebra system and students enrolled in a class taught using paper-and-pencil computations (1991). The researcher found that students enrolled in the class that was taught with the computer system had higher test scores for both the conceptual and computational exam (1991). Ragasa (2008) investigated the effects of computer-assisted instruction on achievement of college students in a statistics course. The researcher found that the mean score of the posttest of the achievement test for the computer-assisted group was significantly higher than that of the control group (Ragasa, 2008). In mathematics, the use of computers to aid instruction can improve students attitude and interest in mathematics. Ragasa (2008) also studied students attitudes in response to computer-assisted instruction. The researcher was unable to conclude that there was a significant effect on student attitude. OCallaghan (1998) studied the effects of Computer-Intensive Algebra (CIA) and traditional algebra curricula on students understanding of the function concept (p. 21). Among other findings, OCallaghan discovered that the CIA students attitudes were significantly different higher (1998). Another study examined college students attitudes towards using computers as an instructional aid in an Algebra class (Ganguli, 1992). The researcher determined that the attitudes of the students in the computer group were significantly increased. I hypothesize that in high school mathematics, problem-based learning, through the use of computers, will increase student interest and achievement. Previous studies have demonstrated similar findings. In the following section, methods will be discussed.

Read and Respond to: Amy Tan’s Mother Tongue Essay

Amy Tan is a passionate writer of books such as â€Å"The Joy Luck Club† and other published works. Now that we have read her text read her text â€Å"Mother Tongue†, we learn new things about her as a writer. In my first response to Amy Tan’s passage I described her as a self-motivated author as I read what motivated her to write. She introduced readers to her mother, a woman who enjoys reading Forbes and listening to the Wall Street Journal talks. This gave us as readers a clue that Amy’s mother was used to reading more advanced pieces. Amy tan tells us about her mother’s English and how it sounded â€Å"broken† or as if something was â€Å"missing† every time she talked. While at the same time, her mother’s way of speaking English sounded natural and real to Amy, and I think this could be a reason she chose â€Å"Mother Tongue† as her title. While Amy described herself as a rebel by nature, she pursued her passion to become a great write for herself, and for her mother, while disproving all negative assumptions about her. A good example of this when she started writing fiction. She mentions in her article that most sentences although grammatically correct, had an in-authentic sound to her and unnatural. In other words she was probably writing something â€Å"mother wouldn’t approve†. I go back to when Amy Tan mentions that she enjoyed disproving assumptions made about her while she was starting out. She was told that her English was not good enough to be a writer and still pursued her goal and worked hard to become a great writer. She gives off a sense of pride and accomplishment when she writes that about how she knew she had succeeded as a writer when her mother finished reading her book and said to Amy, â€Å"so easy to read†. Mother Approved. As a personal opinion, I think most people are not like Amy Tan. In the sense of us sometimes not being passionate enough to truly follow what we want and work towards it regardless of what other may have to say. There are many influences out there and must learn to only pay attention to those that will help us get closer to our goal and ignore the rest. As a good friend of mine once told me; It’s not that don’t care about certain people, it’s just that at this very moment where our goals are constantly in our minds, we need to focus and let go and only stick to what will help us accomplish our goals.