...Political Science, Philippine Government and Constitution I. MULTIPLE CHOICE QUESTIONS 1. The power of the government to enact laws promoting public welfare by restraining and regulating the use of liberty and property is otherwise known: a. Taxation b. Eminent domain c. Police power d. Ray-gun 2. The above-mentioned power is inherently vested upon the a. Judiciary branch b. Executive branch c. Legislative branch d. Armed Forces of the Philippines 3. The statement “No person shall be deprived of his life, liberty or property” is a. Absolutely true b. Generally true c. An exception to the general rule d. Bulls**t! Considering that many are being unjustly deprived of these rights day in and day out. 4. In the above-mentioned statement, person pertains to a. All, without exceptions b. Both natural and juridical c. Both citizens and aliens, without exceptions d. None of the above 5. The Judiciary can review the acts of the other branches of the government and determine whether there has been grave abuse of discretion amounting to lack or excess of jurisdiction in such acts. This is reflective of the doctrine of a. Separation of powers b. Checks and balances c. Non-delegability of powers d. She-had-me-at-my-worst…you-had-me-at-my-best……….and-you-chose-to-break-my-heart 6. The aforementioned function of the Judiciary to make such determination is otherwise known as a. Judicial review ...
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...for and against argument • Assess all evidence • Decide which opinions, theories, models are preferable INTRODUCTOIN Research conducted for the national commission on the causes and prevention of violence, ward et al asked ‘are women more aggressive in committing violent crimes today than in the past? Women were viewed as gatekeepers of social morality and the common fear is that women are changing. Ward and his colleagues relied on to document the nature of women ‘violent offences. They have examined whether and how the characteristics and crimes of incarcerated female offenders have changed. This essay also seek to explain the patterns of stability and change over the last third of the 20th century in women’s crimes of violence and the moral panics that explain violent criminality by women. Although boys engage in more delinquent and criminal acts than do girls, female delinquency is on the rise. In 1980, boys were four times as likely as girls to be arrested; today they are only twice as likely to be arrested. In this article, Elizabeth Cauffman explores how the juvenile justice system is and should be responding to the adolescent female offender Reasons why there is less research on female criminality? Smart (1976) stated that throughout history female violence or crime have has been neglected` in criminology theories. The studies show that females were documented to commit less crime, which resulted female offenders being simply conformed within the theoretical...
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...Living Values Education Living Values Activities for Children Ages 8–14 Diane Tillman With Activities from Educators Around the World This file has been made available to educators and parents as a courtesy of Health Communication, Inc. and the Association of Living Values Education International. This file contains the Peace Unit of Living Values Activities for Children Ages 8–14. The full book in English with 12 values units is available through HCI and amazon.com. (Published in 10 languages. See page 8 for a list of which languages.) Values posters are available for free download on the www.livingvalues.net website. Please note that the Setting the Context and Introduction sections are updated. These updated chapters will be in the new edition of the book, when HCI reprints. This edition made available on the international Living Values Education website. (May 2012) C O N T E N T S Setting the Context 3 The Need for Values Education 3 The Living Values Education Approach 4 LVE Resource Materials 8 Purpose and Aims 9 The Living Values Series 9 For Children and Youth At-Risk 11 History of Living Values Education 12 Acknowledgement 13 Results 16 Introduction – Exploring and Developing Values 21 Teaching Values 21 The Developing Values Schematic...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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..."CHII"IURENGA II 1896 - 1897: A REVISIONIST STUDY THESIS Submitted in Fulfilment of the Requirements for the Degree of MASTER OF ARTS of Rhodes University I by MARK PHILLIP MALCOLM HORN January 1986 The following typog~aphical co~~ections attention since submission of this thesis. have come to my p.i line 8, "Phillip" should ~ead Philip. p.vi, li.ne 11, "Risings" should ~ead Rising. p.Vll, line 12, "~esponce" should ~ead ~esponse. p.3, line 17, "wa~f-io~" should read warriors. p.5, line 4, "96" should read 1896. p .. 8, line 3, IILomangLlndi should read LomagLlndi. p.9, line 2, " (inve~ted comma) missing after "role". p.19, line 9, "triatises" should read treatises. p.28, line 18, "analysis" should ~ead analyses. p.30, line 10, "the and" should ~ead "and the". p.42, line 28, "Histo~ians" should ~ead Histo~ian's. p.47, line 13, "Lomangundi" should ~ead Lomagundi. p.48, line 12, ~ sign missing befo~e the figu~e of 121 000. p.52, line 5, 1. ~5ign missing before the figure of 3. p.55, line 1, ~ sign missing befo~e the figu~es 10 to 60. p.55, line 3, -£ sign missing befo~e the figu~e of 100. p.56, lines 7 - 10, quote to be indented. p.b2, li.ne 1tJ, "dela" should be separated out to read "de la". p.tI4, line 4, "assisthim" should be sepa~ated out to ~ead "assist him"~· p.b"?, line 11, "inte~nicine" should t-ead intet-necine. p.83, line 17, "Ma~ch 1895" should ~ead Ma~ch 1894. p.89, line 5, "faction" should ~ead fl~action. p.95, line 29, fn. 12, "lNA" should ~ead NAZ...
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...Research report: 21 Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management Disabled people’s experiences of targeted violence and hostility Chih Hoong Sin, Annie Hedges, Chloe Cook, Nina Mguni and Natasha Comber Office for Public Management © Equality and Human Rights Commission 2009 First published Spring 2009 ISBN 978 1 84206 123 7 Equality and Human Rights Commission Research Report Series The Equality and Human Rights Commission Research Report Series publishes research carried out for the Commission by commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research Team for further information about other Commission research reports, or visit our website: Research Team Equality and Human Rights Commission Arndale House The Arndale Centre Manchester M4 3AQ Email: research@equalityhumanrights.com Telephone: 0161 829 8500 Website: www.equalityhumanrights.com You can download a copy of this report as a PDF from our website: www.equalityhumanrights.com/researchreports If you require this publication in an alternative format, please contact the Communications Team to discuss your needs at: communications@equalityhumanrights.com Contents List of abbreviations Acknowledgements...
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...VOLUME EDITOR S. WALLER is an Associate Professor of Philosophy at Montana State University Bozeman. Her areas of research are philosophy of neurology, philosophy of cognitive ethology (especially dolphins, wolves, and coyotes), and philosophy of mind, specifically the parts of the mind we disavow. SERIES EDITOR FRITZ ALLHOFF is an Assistant Professor in the Philosophy Department at Western Michigan University, as well as a Senior Research Fellow at the Australian National University’s Centre for Applied Philosophy and Public Ethics. In addition to editing the Philosophy for Everyone series, Allhoff is the volume editor or co-editor for several titles, including Wine & Philosophy (Wiley-Blackwell, 2007), Whiskey & Philosophy (with Marcus P. Adams, Wiley, 2009), and Food & Philosophy (with Dave Monroe,Wiley-Blackwell, 2007). P H I L O S O P H Y F O R E V E RYO N E Series editor: Fritz Allhoff Not so much a subject matter, philosophy is a way of thinking.Thinking not just about the Big Questions, but about little ones too.This series invites everyone to ponder things they care about, big or small, significant, serious … or just curious. Running & Philosophy: A Marathon for the Mind Edited by Michael W. Austin Wine & Philosophy: A Symposium on Thinking and Drinking Edited by Fritz Allhoff Food & Philosophy: Eat,Think and Be Merry Edited by Fritz Allhoff and Dave Monroe Beer & Philosophy: The Unexamined Beer Isn’t Worth Drinking Edited by Steven D. Hales Whiskey & Philosophy:...
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...P A R T I Be Aware “ E very man takes the limits of his own field of vision for the limits of the world,” wrote philosopher Arthur Schopenhauer. The wider a person’s field of vision, of course, the deeper and more accurate his or her grasp of everyday experiences. The chapters included in this section of the book will enlarge your understanding of the thinking process; clarify the important and frequently misunderstood concepts of truth, knowledge, and opinion; identify the habits that corrupt thinking; and show you how to become a more critical reader. ISBN 1-256-46689-1 The Art of Thinking: A Guide to Critical and Creative Thought, Tenth Edition, by Vincent Ryan Ruggiero. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. ISBN 1-256-46689-1 The Art of Thinking: A Guide to Critical and Creative Thought, Tenth Edition, by Vincent Ryan Ruggiero. Published by Pearson. Copyright © 2012 by Pearson Education, Inc. C H A P T E R 1 Developing Your Thinking: An Overview Is thinking an activity that is done automatically, without conscious effort, or one that we can direct? Is daydreaming a kind of thinking? Are feelings an effective substitute for thinking? Do exceptional thinkers experience mental blocks, lapses in concentration, and confusion the same way average thinkers do? Can thinking skill be acquired, or does one have to be born with it? In this chapter, you will find answers to these questions and other basic facts that will enable...
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...The Benefits of Playing Video Games Isabela Granic, Adam Lobel, and Rutger C. M. E. Engels Radboud University Nijmegen Video games are a ubiquitous part of almost all children’s and adolescents’ lives, with 97% playing for at least one hour per day in the United States. The vast majority of research by psychologists on the effects of “gaming” has been on its negative impact: the potential harm related to violence, addiction, and depression. We recognize the value of that research; however, we argue that a more balanced perspective is needed, one that considers not only the possible negative effects but also the benefits of playing these games. Considering these potential benefits is important, in part, because the nature of these games has changed dramatically in the last decade, becoming increasingly complex, diverse, realistic, and social in nature. A small but significant body of research has begun to emerge, mostly in the last five years, documenting these benefits. In this article, we summarize the research on the positive effects of playing video games, focusing on four main domains: cognitive, motivational, emotional, and social. By integrating insights from developmental, positive, and social psychology, as well as media psychology, we propose some candidate mechanisms by which playing video games may foster real-world psychosocial benefits. Our aim is to provide strong enough evidence and a theoretical rationale to inspire new programs of research on the largely unexplored...
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...CHAPTER-BY-CHAPTER ANSWER KEY CHAPTER 1 ANSWERS FOR THE MULTIPLE CHOICE QUESTIONS 1. b The sociological perspective is an approach to understanding human behavior by placing it within its broader social context. (4) 2 . d Sociologists consider occupation, income, education, gender, age, and race as dimensions of social location.(4) 3. d All three statements reflect ways in which the social sciences are like the natural sciences. Both attempt to study and understand their subjects objectively; both attempt to undercover the relationships that create order in their respective worlds through controlled observation; and both are divided into many specialized fields. (5-7) 4. c Generalization is one of the goals of scientific inquiry. It involves going beyond individual cases by making statements that apply to broader groups or situations. (7) 5. b The Industrial Revolution, imperialism, and the development of the scientific method all contributed to the development of sociology. The fourth influence was the political revolutions in America and France — there was no political revolution in Britain at that time. (8-9) 6. d Positivism is the application of the scientific approach to the social world. (9) 7. d Of the four statements, the one that best reflects Herbert Spencer’s views on charity is “The poor are the weakest members of society and if society intervenes to help them, it is interrupting the natural process of social evolution.” While many contemporaries of Spencer’s were...
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...aspirants to attempt descriptive English properly. We give a complete framework covering each and every topic of descriptive English paper. The book comprises techniques to attempt précis and essays, contains types of letters, sample letters & even model tests for your practice. This will provide the aspirants with basic knowledge of general rules of attempting English language descriptive paper, guiding them in learning English to an extent to which they attempt confident use of English. The book is aimed to provide you the content, sufficient enough, to attempt the descriptive English paper efficiently and may lead you to success in your examination. For this purpose all the current topics are being covered here. This book also intends to provide the competitors a conceptual base through the explanations of the questions asked. Any modification or error shall be entertained and we will try to incorporate it in our next issue. DESCRIPTIVE ENGLISH DESCRIPTIVE ENGLISH 4 Mahendra Publication Pvt. Ltd. www.mahendrapublication.org TOPICS CONTENTS Pg. No. 6 8 16 21 31 31 32 33 34 35 35 37 39 41 41 42 43 44 45 47 48 49 50 51 55 56 57 58 59 60 62 62 64 65 67 67 69 69 71 71 72 What is Descriptive English Precis Writing Letter Writing Essay Writing & Sample Essays ECONOMY Brain Drain CSR Rise in Oil Prices Union...
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...ExpAQAPoetryClusters4Relationships_pp125-156_FINAL_Layout 1 28/05/2010 13:32 Page 125 Cluster 4 Relationships Different types of relationship are the focus of this cluster. Some poems, such as ‘Quickdraw’ and ‘Hour’, deal with the positive and/or negative emotions inherent in romantic relationships. Some deal with family relationships and the complex feelings that can be experienced by parents and children, or brothers and sisters, as in ‘Nettles’ and ‘Harmonium’ or ‘Brothers’ and ‘Sister Maude’ respectively. Some of the recurrent themes include conflict between couples, and the emotional vulnerability and pain that love can cause, whether it is between a father and his son or a couple at the start of a romantic love affair. When studying this cluster, it might be useful for students to focus on some of the following considerations: • What form of relationship is the focus of this poem? Is it a romantic or familial relationship? Is the poet drawing attention to any universal experiences as they portray this relationship in particular? • From whose perspective is the poem written? Is it first, second or third person address, and how does this affect meaning? Who does the poem address? Or is it about, rather than directed to, someone? Does the form of communication affect the meaning? Is the poet speaking directly, or does the poet use a persona to communicate their ideas? • Consider the mood / tone of the poem. Is it light-hearted or serious in tone? Is it making a serious...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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