Why I Need Money For College Essay Examples

Why I Need Money For College Essay ExamplesThe reason I need money for college essay examples is not because I'm stupid. It's because some of my friends' parents just got really rich and they're going to take all of my college funding with them. Do you know what they want? Why do I need money for college essay examples?When I'm asked why I need money for college essay examples, I tell them it's so I can write my own thesis. Right. What does that mean?Basically, if you go back to my first paragraph, I said that money was very important to me. The reason I needed money for college essay examples was so I could write my own thesis.Now, I could have gotten money for college and spent it all at the grocery store on multiple levels of food. But then I wouldn't have anything to do with my thesis, I would be a lazy bum and by the time I finish my thesis, I'd be ready to start taking classes again. So in this scenario, you're getting more than you need or want by spending a dime.Now, I've got to ask; why would I even need money for college essay examples? Is there any real use for something like that?This is where I need money for college essay examples most: To be able to write a good-looking essay and to do so without spending the money from my parents' cashmere rugs. And what's more, I'll be able to do this because I know all of the formatting basics, I'm familiar with the subject matter, and I have lots of good examples to give off in order to impress other professors and make my work easier to understand. If I don't have money for college essay examples, I'll probably end up doing a lot of research.The purpose of money for college essay examples is more than a way to get people interested in taking your college class. In the long run, I don't think that's all that helpful, but it's a way to get a semester or two out of them. As long as you know how to write good-looking essays, I think it will be a worthwhile investment for the student.

How to Write a Sample of Good Narrative Essay?

How to Write a Sample of Good Narrative Essay?Writing a sample of good narrative essay spm is one of the most important skills that you can learn. If you want to write a sample of good narrative, you must first learn how to structure your piece. This can be difficult because writing is a process and there are many different ways to format a story.Good narrative essay spm will be composed of three parts - Story, Setting and Characters. In the beginning, you need to define the characters that are going to make up your sample. With a little research, you will find out which person or people you would like to include in your sample.There are many different styles of writing; however, there are also many types of writing that are considered acceptable. As a writer, you should be able to understand the different styles and how they fit into the genre. It's best to check your essay with an editor before submitting it to any publication.Having a good idea of how your audience will react to y our sample of good narrative essay spm is important. When you plan out your story, try to figure out what emotions the audience will experience. Depending on the emotions you are trying to express, you will know what type of theme to develop in your piece. If you are writing about a conflict, for example, you will need to know which character the readers will find most sympathetic.The most important step when writing a sample of good narrative is creating a plot line. As soon as you have written your story, it is important to create an outline. This helps you make sure that you have the most basic information for your sample of good narrative.Writing a sample of good narrative essay spm is a process that is important for writers. If you want to know how to write a good story, you must understand how to create a plot, outline and characters. You need to understand what kind of emotions to create and what mood to set up. By doing this, you can create the desired ending and the perfect tone for your writing.If you want to learn how to write a good narrative, make sure that you know all these steps. For example, if you are writing a story about a murder, you must understand the underlying motives of the murder and the persons involved. Once you have this knowledge, you can create a sample of good narrative essay spm that is both informative and fun.

Research methods in education free essay sample

This topic will give you the overview of a research report and an example of a research report. After completing this topic, you should be able to explain the chapter contents of: (a) Research Problem; (b) Review of the Literature; (c) Research Method; (d) Research Findings; and (e) Conclusions (Figure 2. 1). Figure 2. 1: Topic Contents 2. 2 EXAMPLE OF A RESEARCH REPORT â€Å"THE EFFECTS OF PREREQUISITE MATHEMATICS ABILITY, TEACHING METHOD AND ENGLISH LANGUAGE SKILLS ON MATHEMATICS ACHIEVEMENT† CHAPTER 1 RESEARCH PROBLEM 1. 1 Introduction State the purpose of research and explain the brief contents/subtopics of section/ chapter. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. This chapter will explain the background of research, statement of the research problem, purpose of research, importance of research, limitations of research, definition of terms, and summary. 1. 2Background of Research Explain the motivation for carrying out this research in terms of theoretical issues or practical problems. We will write a custom essay sample on Research methods in education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lately, mathematics achievement of most students in both the primary and secondary schools is deteriorating. The teaching of mathematics in English does affect mathematics learning for some students, but it creates significant problems for others. Schools had tried to solve some of these problems, but still could not improve mathematics achievement of these students. 1. 3 Statement of Research Problem Explain the factors/variables to be included in this research, show the conceptual/theoretical framework of research, and state the research problem. The literature on teaching and learning mathematics indicated that prerequisite mathematics ability is necessary for students to understand any new mathematics content. Beside prerequisite mathematics, most of past research showed that proper teaching mathematics can improve students’ performance in mathematics. Lately, research on mathematics learning discovered that English language skills facilitate mathematics learning. The theoretical framework of the research is given in Figure 1. 1. This research attempted to determine whether prerequisite mathematics ability, English language skills, and teaching method affect mathematics achievement. Figure 1. 1 Theoretical Framework of the Research 1. 4Purpose of Research Explain the purpose of research, research objectives, research questions and research hypotheses (if any). The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathematics achievement. The objectives of this research were: 1. 4. 1 Research Objectives This research was carried out with the following objectives: (a) To determine the effect of prerequisite mathematics ability on mathematics achievement. (b) To determine the effect of teaching method on mathematics achievement. (c) To determine the effect of English language skills on mathematics achievement. 1. 4. 2 Research Questions This research was carried out to answer the following research questions: (a) What is the effect of prerequisite mathematics ability on mathematics achievement? (b) What is the effect of teaching method on mathematics achievement? (c) What is the effect of English language skills on mathematics achievement? 1. 4. 3 Research Hypotheses The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using direct instruction and cooperative learning. (c) There is no difference in mathematics achievement between students with low and high English language skills. 1.5Importance of Research Explain the importance of research findings in terms of theory confirmation/building or their implications to practitioners. The findings of this research hopefully will create awareness among school administrators and mathematics teachers of the necessity to prepare students with English language skills and prerequisite mathematics knowledge before teaching new mathematics content. The findings also will h elp mathematics teachers to choose appropriate mathematics teaching method to improve students’ mathematics achievement. 1. 6Limitations of Research Explain the limitations of this research in terms of population, sample, instruments, data analyses or other related problems to the research. This research was carried out in two secondary schools in Petaling Jaya area with a sample of 120 students. The prerequisite mathematics ability, teaching method and English language skills were classified into only two categories each. The instruments were limited to prerequisite mathematics test, English language test, and mathematics post-test. Interaction effects of prerequisite mathematics ability and English language skills with teaching method were not investigated in this research. 1. 7Definition of Terms Give the constitutive (conceptual) and operational (measurement) definitions of the terms/variables used in the research. The followings were the key terms used in this research and their constitutive and operational definitions: (a) Mathematics achievement Mathematics achievement can be defined as the ability of a person to solve mathematical problems at a difficulty level that is appropriate to the person. In this research, mathematics achievement was measured using a mathematics post-test that covered the syllabus on area of triangle,rectangle, and circle. (b) Prerequisite mathematics ability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1. 8Summary Give a summary of important aspects explained in this section/chapter. This research was carried out to improve students’ mathematics achievement. The purpose of this research was to determine whether prerequisite mathematics ability, teaching method and English language skills affect mathema tics achievement. The research, which was conducted in two secondary schools in Petaling Jaya area, used teacher-made tests to collect the required research data. CHAPTER 2 LITERATURE RREVIEW 2. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Literature Review which is divided into Related Literature and Related Research. The Related Literature explains prerequisite mathematics, language skills, direct instruction and cooperative learning. The Related Research presents some research on the effects of prerequisite mathematics ability, language skills and teaching method on mathematics achievement. 2. 2 Related Literature Explain concepts, theories, principles or models that are related to the research problem. The purpose of this research was to investigate the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. This section will explain the two teaching methods that were used in this research, namely, direct instruction and cooperative learning; and also the roles of prerequisite knowledge and language skills in teaching and learning. 2. 2. 1 Direct Instruction Slavin (2006) defined â€Å"direct instruction† as â€Å"an approach to teaching in which lessons are goal-oriented and structured by the teacher†. The teacher transmits information directly to students by structuring class time so that the students achieve the clearly stated objectives as efficient as possible. It is efficient for teaching a well-defined body of knowledge or skills such as mathematics. Direct Instruction comprises of the following seven (7) steps of activities: (a) State Learning Objectives and Orient Students to Lesson; (b) Review Prerequisites; (c) Present New Materials; (d) Conduct Learning Probes; (e) Provide Independent Practice; (f) Assess Performance and Provide Feedback; and (g) Provide Distributed Practice and Review. 2. 2. 2 Cooperative Learning Slavin (2006) defined â€Å"cooperative learning† as â€Å"instructional methods in which students work together in small groups to help each other learn†. The students are prepared with specific skills that will help them work better in a group. These skills include active listening, giving clear explanations, avoiding negative comments, etc. An effective cooperative learning model is called Student Teams-Achievement Divisions (STAD). STAD comprises of the following four (4) steps of activities: (a) Teach – the teacher present the lesson; (b) Team Study – students work on worksheets in their teams to master the material; (c) Test – students take individual tests; and (d) Team Recognition – team scores are computed based on team members’ improvement scores and class newsletter recognizes high-scoring teams. 2. 3 Related Research Explain and comment about previous research/ studies that are related to the research problem in terms of population, sample, instruments, analyses, findings and limitations. Based on the research framework, this section will present the previous research/ studies related to the effects of prerequisite mathematics ability, teaching method and English language skills on mathematics achievement. Specifically, this section will present the research on direct instruction (Systematic Instruction) and cooperative learning (Student Teams-Achievement Divisions STAD). 2. 3. 1 Research on Direct Instruction The Systematic Instruction (SI) is one form/model of Direct Instruction. SI is a comprehensive Direct Instruction approach with a high degree of structure. Studies on the evaluation of nine programmes using Direct Instruction were carried out (in Slavin, 2006). DISTAR and Behaviour Analysis, the two highly structured Direct Instruction programmes, were found most successful in improving students’ reading and mathematics achievement. Of the nine programmes, only DISTAR was successful in improving low-achieving disadvantaged students close to the national average achievement. DISTAR and Behaviour Analysis students were also highest in self-esteem. About 60% of DISTAR students graduated from high school, compared to only 38% of other students in the same school. 2. 3. 2 Research on Cooperative Learning Slavin (1986) had done a research on Student Teams-Achievement Divisions (STAD). The research found that students learn substantially more in cooperative learning than in traditional/direct instruction, if two conditions are made. First, there must be some reward or recognition given to students, such as certificates. Second, each group must make sure that all of their members are learning, not just the good ones. When these conditions are met, cooperative learning is effective in grades 2 through 12, in all subjects and in many types of schools. Other than academic achievement, cooperative learning had positive effect on race relations, self-esteem, and attitudes toward school (Slavin, 1990). 2. 4 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Literature Review for this research. The Related Literature discussed about direct instruction, cooperative learning, and the roles of prerequisite knowledge and skills and language skills in teaching and learning. The Related Research discussed about the research on direct instruction, namely, Systematic Instruction, and cooperative learning, namely, Student Teams-Achievement Divisions. CHAPTER 3 RESEARCH METHOD 3. 1 Introduction Introduction Explain the brief contents of section/chapter. This chapter presents the Research Method which is divided into Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses, Pilot Study, and Summary. This research used experimental design to investigate the effects of prerequisite mathematics ability, English language skills, and teaching method on mathematics achievement. 3. 2 Research Design A factorial experimental design was used to investigate the effects of three independent variables; namely, prerequisite mathematics ability, English language skills, and teaching method; on the dependent variable of mathematics achievement. This section will explain the factorial design with each of the independent variable having two levels. The two levels of prerequisite mathematics ability were low and high; the two levels of English language skills were low and high; and the two levels of teaching method were direct instruction and cooperative learning. A (2x2x2) factorial design was used in this research with a total of eight groups/cells. The factorial design is shown in Table 3. 1. Table 3. 1: (2x2x2) Factorial Design on Mathematics Achievement Prerequisite Mathematics Ability Low High English Language Skills: Low Direct Instruction Direct Instruction English Language Skills: High Direct Instruction Direct Instruction Prerequisite Mathematics Ability Low High English Language Skills: Low Cooperative Learning Cooperative Learning English Language Skills: High Cooperative Learning Cooperative Learning 3. 3 Population and Sample Explain the scope/limitation of research in terms of population and sample how respondents are selected. This was a part of an action research planned for a public secondary school in Petaling Jaya, Selangor, Malaysia. The research population comprised of all the Form 4 students in the school for the school year of 2009. A total of 240 Form 4 students were randomly selected as research sample. Other population and sample were not considered in this research, since it was an action research for the school. 3. 4 Research Instruments Explain research instruments to be used and how they are developed/ constructed. There were four instruments used in this research, namely: (a) Backgrounds Questionnaire to collect data on backgrounds of respondents; (b) Prerequisite Mathematics Pretest to measure students’ prerequisite mathematics ability; (c) English Language Pretest to measure students’ English language skills; and (d) Mathematics Posttest to measure students’ mathematics achievement. The four research instruments were developed by two mathematics teachers and two English Language teachers from the school. The Backgrounds Questionnaire was focused on students’ gender, ethnic, stream, and PMR Mathematics grade. The Mathematics Pretest and Posttest were developed based on the topic of Probability and Statistics, while the English Language Pretest was developed based on Form 4 syllabus. 3. 5 Procedure for Data Collection Explain step-by-step of the procedure for data collection from obtaining the permission to do research to how the data were collected. The 240 Form 4 students were called to meet the School Principal and researchers at the school’s hall. They were briefed about the research and were given the Backgrounds Questionnaire, Prerequisite Mathematics Pretest, and English Language Pretest. After the results of the Prerequisite Mathematics Pretest and English Language Pretest were obtained, the students were classified into four groups of 60 students each, namely: (a) studentswith â€Å"low† Prerequisite Mathematics scores and â€Å"low† in English Language scores; (b) students with â€Å"low† Prerequisite Mathematics scores and â€Å"high† in English Language scores; (c) students with â€Å"high† Prerequisite Mathematics scores and â€Å"low† in English Language scores; and (d) students with â€Å"high† Prerequisite Mathematics scores a nd â€Å"high† in English Language scores. Each of the four groups of students was later assigned randomly to two groups of 30 students each to form a total of eight groups. One mathematics teacher was trained on how to teach mathematics using Direct Instruction, and another mathematics teacher was trained to teach mathematics using Cooperative Learning. After the training, one of the mathematics teachers taught four of groups of students on the topic of Probability and Statistics for a period of three weeks using Direct Instruction. The other four groups of students were taught by the other mathematics teacher on the topic of Probability and Statistics also for a period of three weeks using Cooperative Learning. At the end of three weeks, all students were given the Mathematics Posttest. 3. 6 Procedure for Data Analyses Explain step-by-step of the procedure for data analyses from marking the test(s) to how the data were analyzed to answer each research question. One English language teacher was asked to mark the English Language Pretest answer scripts, one mathematics teacher was asked to mark the Prerequisite Mathematics Pretest answer scripts, and another mathematics teacher was asked to mark the Mathematics Posttest answer scripts, based on the marking schemes provided by the researcher. The backgrounds information of the students and their Prerequisite Mathematics Pretest scores, English Language Pretest scores, and Mathematics Posttest scores were entered into a computer file for analyses. The Statistical Package for Social Sciences (SPSS) was used to analyze the research data. Frequencies and percentages were used to analyze the backgrounds of students who participated in the research. The Analysis of Variance (ANOVA) was used to test the following null hypotheses on the main effects of the independent variables investigated at 0. 05 level of significant. The following null hypotheses were formulated to answer the research questions: (a) There is no difference in mathematics achievement between students with low and high prerequisite mathematics abilities. (b) There is no difference in mathematics achievement between students who are taught using lecture method and cooperative method. (c) There is no difference in mathematics achievement between students with low and high English language skills. 3. 7 Pilot Study 4 Explain how you carried out the pilot study and improvements you made on your research after the pilot study. A pilot study for the research was carried out in the same school when the two mathematics teachers were given the training on how to teach mathematics using Direct Instruction and Cooperative Learning. A small sample of 20 students was used in the pilot study, whereby the students were given the Backgrounds Questionnaire, English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest. The students were interviewed by the researcher on their understanding of the Questionnaire, Pretests, and Posttest. The researcher had refined the Questionnaire, and a new set of equivalent English Language Pretest, Prerequisite Mathematics Pretest, and Mathematics Posttest were developed by the same two mathematics teachers and two English Language teachers based on the comments from students. 3. 8 Summary Give a summary of important aspects explained in this section/chapter. This chapter presented the Research Method that was focused on the Research Design, Population and Sample, Research Instruments, Procedure for Data Collection, Procedure for Data Analyses and Pilot Study. The research was carried out on 240 Form 4 students from a public secondary school in Petaling Jaya, Selangor. A Backgrounds Questionnaire, an English Language Pretest, a Prerequisite Mathematics Pretest, and a Mathematics Posttest were used as research instruments. A pilot study was carried out at the same school and the instruments were refined based on students’ comments. Descriptive statistics were used to explain the backgrounds of respondents, while ANOVA was used to test the null hypotheses of the research. CHAPTER 4 RESEARCH FINDINGS 4. 1 Introduction Explain the brief contents of section/chapter. This chapter presents the Research Findings which is divided into the Backgrounds of Respondents and the Results of Data Analyses and Research Findings. The Backgrounds of Respondents discuss the composition of respondents by gender and ethnic. The Results of Data Analyses and Research Findings explain the results of Analysis of Variance on Mathematics Achievement and the hypothesis tests on the effects of Prerequisite Mathematics, Teaching Method, and English Language Skills on Mathematics Achievement. 4. Backgrounds of Respondents Explain the backgrounds of the research respondents, e. g. their gender, age, family income, etc. This research was carried out at a public secondary school in Petaling Jaya, Selangor, Malaysia. A total of 240 Form 4 students were randomly selected as research sample. These students were assigned to four groups based on the results of Prerequisite Mathematics Pretest and English Language Skills Pretest. The background of respondents in terms of gender, ethnic, mean score and standard deviation (SD) of Prerequisite Mathematics, and mean  score and standard deviation (SD) of English Language Skills are given in Table 4. 1. The respondents comprised of 120 male students (50%), 120 female students (50%); which were made up of 120 Malay students (50%), 96 Chinese students (40%), and 24 Indian students (10%). In terms of Prerequisite Mathematics and English Language Skills, Group 1 (Low Math English) comprised of 60 students with mean of 31. 8% in Prerequisite Mathematics and 42. 6% in English Language Skills. Group 2 (Low Math High English) comprised of 60 students with mean of 32. 1% in Prerequisite Mathematics and 72.

How Logical Fallacy Invalidates Any Argument

How Logical Fallacy Invalidates Any Argument Fallacies are defects that cause an argument to be invalid, unsound, or weak. Logical fallacies can be separated into two general groups: formal and informal. A formal fallacy is a defect which can be identified merely by looking at the logical structure of an argument, rather than at any specific statements. Informal fallacies are defects which can be identified only through an analysis of the actual content of the argument. Formal Fallacies Formal fallacies are found only in deductive arguments with identifiable forms. One of the things which makes them appear reasonable is the fact that they look like and mimic valid logical arguments, but are in fact invalid. Here is an example: Premise: All humans are mammals.Premise: All cats are mammals.Conclusion: All humans are cats. Both premises in this argument are true, but the conclusion is false. The defect is a formal fallacy, and can be demonstrated by reducing the argument to its bare structure: All A are CAll B are CAll A are B It does not matter what A, B, and C stand for. We could replace them with wines, milk, and beverages. The argument would still be invalid for the exact same reason. It can be helpful to reduce an argument to its structure and ignore content in order to see if it is valid. Informal Fallacies Informal fallacies are defects which can be identified only through an analysis of the actual content of the argument, rather than through its structure. Here is an example: Premise: Geological events produce rock.Premise: Rock is a type of music.Conclusion: Geological events produce music. The premises in this argument are true but clearly, the conclusion is false. Is the defect a formal fallacy or an informal fallacy? To see if this is actually a formal fallacy, we have to break it down to its basic structure: A BB CA C This structure is valid. Therefore, the defect cannot be a formal fallacy and must instead be an informal fallacy that is identifiable from the content. When we examine the content, we find that a key term (rock) is being used with two different definitions. Informal fallacies can work in several ways. Some distract the reader from what is really going on. Some, like in the above example, make use of ambiguity to cause confusion. Defective Arguments There are many ways to categorize fallacies. Aristotle was the first to try to systematically describe and categorize them, identifying 13 fallacies divided into two groups. Since then,  many more have been described and the categorization has become more complicated. The categorization used here should prove useful, but it is not the only valid way of organizing fallacies. Fallacies of Grammatical Analogy Arguments with this defect have a structure that is grammatically close to arguments which are valid and make no fallacies. Because of this close similarity, a reader can be distracted into thinking that a bad argument is actually valid. Fallacies of Ambiguity With these fallacies, some sort of ambiguity is introduced either in the premises or in the conclusion itself. This way, an apparently false idea can be made to appear true so long as the reader does not notice the problematic definitions. Examples: Equivocation FallacyNo True Scotsman FallacyQuoting out of ContextFallacies of Relevance These fallacies all make use of premises which are logically irrelevant to the final conclusion. Examples: Ad HominemAppeals to AuthorityAppeals to Emotion and DesireFallacies of Presumption Logical fallacies of presumption arise because the premises already assume what they are supposed to prove. This is invalid because there is no point in trying to prove something you already assume to be true. No one who needs to have something proven to them will accept a premise which already assumes the truth of that idea. Examples: Begging the QuestionComplex QuestionFalse DilemmaFallacies of Weak Induction With this type of fallacy, there may be an apparent logical connection between the premises and the conclusion. However, if that connection is real, then it is too weak to support the conclusion. Examples: Ad Hoc RationalizationOversimplification Exaggeration Sources Barker, Stephen F. Elements of Logic. Hardcover - 1675, McGraw-Hill Publishing Co. Curti, Gary N. Weblog. Fallacy Files, March 31, 2019.   Edwards, Paul (Editor). The Encyclopedia of Philosophy. Hardcover, 1st edition, Macmillan/Collier, 1972. Engel, S. Morris. With Good Reason: An Introduction to Informal Fallacies. Sixth Edition, Bedford/St. Martins, March 21, 2014. Hurley, Patrick J. A Concise Introduction to Logic. 12 Edition, Cengage Learning, January 1, 2014. Salmon, Merrilee H. Introduction to Logic and Critical Thinking. 6th Edition, Cengage Learning, January 1, 2012. Vos Savant, Marilyn. The Power of Logical Thinking: Easy Lessons in the Art of Reasoning...and Hard Facts About Its Absence in Our Lives. Hardcover, 1st edition, St Martins Press, March 1, 1996.

Word Choice Disinterested vs. Uninterested

Word Choice Disinterested vs. Uninterested Word Choice: Disinterested vs. Uninterested Here at Proofed, we see plenty of linguistic mix-ups. However, few cause more confusion than â€Å"disinterested† and â€Å"uninterested.† It’s easy to understand why these words sometimes baffle even native English speakers, as they’re alike in many ways. Both are adjectives related to attention, for example, and the prefixes â€Å"dis-† and â€Å"un-† are sometimes used interchangeably. But â€Å"disinterested† and â€Å"uninterested† have importantly distinct meanings, so it’s vital to use them correctly in academic writing. Disinterested (Objective) The word â€Å"disinterested† implies freedom from bias and self-interest. When we want to take a neutral or objective attitude towards something, we would adopt a â€Å"disinterested approach†: Although he cared about the environment, as a scientist, James knew he had to address climate change disinterestedly. Uninterested (Bored) The word â€Å"uninterested,† by comparison, means â€Å"indifferent† or â€Å"bored.† Thus, if we simply have no concern for something, we are â€Å"uninterested†: Although Jane was a environmentalist, she was uninterested in the science behind climate change. The Prefixes: Dis- and Un- One way to remember the difference between these terms is to consider what the prefix at the beginning of each word means. The prefix â€Å"dis-† implies separation (e.g., disconnected, disjointed). So being â€Å"disinterested† is an attempt to look past your own interests: a deliberate attempt to adopt a neutral attitude. The prefix â€Å"un-† in this case implies a negation (e.g., unhappy, unknown). As such, being â€Å"uninterested† is the opposite of being interested: i.e., a lack of interest rather than a deliberate attempt to approach something without bias. Disinterested or Uninterested? As you can see, there’s a huge difference between the meanings of â€Å"disinterested† and â€Å"uninterested.† To make sure you use these terms correctly, remember the following: Disinterested = Neutral or unbiased Uninterested = Indifferent or bored If you can remember this, you should avoid errors in your writing. But since it’s easy to overlook these things, it never hurts to have a professional check your work. Try sending a 500-word sample to be proofread for free.

The National Security Agency and Cryptography Term Paper

The National Security Agency and Cryptography - Term Paper Example In the past, cryptography was primarily used for military and government intelligence, which is still very important to date. However, advancement in electronic communication systems especially the internet has fueled the use of cryptography in sending private messages and information such as medical records, banking data and credit card numbers among others via electronic channels. Cryptography ensures rapid, secure and confidential electronic communication between two or more people (Nsa.gov, 2). Garfinkel points out that mathematical cryptography involves the use of mathematical processes for sending secret information. It uses the method of encryption, which only the recipient can comprehend. Through this method, a plaintext message is converted into ciphertext, which is sent to the other party. The receiver of the message converts the ciphertext back to plaintext using decryption. The channels through which the messages are sent may be open or accessible to outside parties who i ntercept messages but these people cannot understand or interfere with the information. A Cryptographic system is a process, method or system that provides security in terms of integrity, non-reputation, authentication, access control and confidentiality. The system provides encryption and decryption, which may be software, hardware or even a manually performed process. A cryptographic system ensures confidentiality of information by preventing its disclosure to unauthorized persons either in a local network or across a network. Therefore, for a cryptographic system to be effective in preventing unauthorized decryption of messages, it should be strong, making it hard to crack and to break the system. However, a system is considered weak if it is easily decrypted, has defects in its designs or if it allows weak keys (Dulaney 326). The cryptographic system should also provide an assurance that the recipient receives the original message from the sender. It should not allow any kind of modification on the message during transmission because if this happens, the message is altered and it becomes unintelligible and inaccurate, which may have serious consequences on the recipient. For instance, if such alterations happened in medical records that involved drug prescriptions, the patient under medication may be in danger. Therefore, a cryptographic system should ensure integrity in its process by having mechanisms that will indicate that the message was altered or corrupted, hence allowing proper precautions (Dulaney 327). There are four fundamental principles behind cryptography. The first principle implies the use of a plaintext, which is the message that the sender wishes to encrypt. After the encryption, the message becomes a ciphertext, which is the second principle. The third principle involves a mathematical function known as encryption algorithm that encrypts the message and the fourth principle implies the type of key or keys used in cryptography. The key(s) can be a phrase, a number or a word that is used by the mathematical function for encryption. The main goal of cryptography is to ensure that the original plaintext cannot be reproduced from the ciphertext without using the corresponding key(s) (Garfinkel, 33). Cryptography requires both the sender and the receiver to have the knowledge of the procedures involved in encryption and de

Speech class assignment Essay Example | Topics and Well Written Essays - 500 words

Speech class assignment - Essay Example It delves deeper and in specific; this is as opposed to the general purpose of a given speech. Sproule (574) states that it enlivens the general purpose of the speech, where it covers aspects such as what the audience is being enlightened on. This situation is so, especially if the general theme of the speech aligns with informing the audience. It may also cover what the audience is being persuaded to do in the case the general purpose of the speech lies under the theme of persuasion. In listening to this speech, there are a numerous of points and emphases noted. Among them are the emphases of the fact that Vice President Lyndon B. Johnson was riding only two cars behind his boss when President J. F. Kennedy was shot. There is another emphasis, which states that barely 24 hours had passed before V.P Johnson ascended to the Presidency of the Unites States of America. The phrase ‘ladies and gentlemen’ are said in an emphasizing manner, where the lecturer introduces the issues to do with the ratification of the 25th amendment that deals with the succession of a president. Finally, there is an emphasis on the point that article 25 of the Constitution was vague thereby giving room to misinterpretations and confusions. Listening to speech four without the visual element, it is almost impossible to note the areas being emphasized by the speaker. The tone is flat without any poses and variations. As such, the speaker appears to be speaking on one subject. The tonal variation, which should come with the comparison of various aspects of the speech, remains lacking. The emphasis that should be placed on the various types of artwork, specifically the impressionistic versus the 18th-century artwork. On the mention of the example of an impressionistic painting, the speaker does not change his tone. The mention of the painter is also done in a flat tone. Finally, the changes in subjects are also done without much consideration of the tonal