The title of my essay is Campaign Finance Reform.

The title of my article is Campaign Finance Reform. Having tight guidelines for battle funds is the most ideal route for running effort accounts. This is valid in that it would diminish the defiling job of boundless commitments, lessen the exertion required to raise reserves, however unregulated crusade funds likewise have their benefits.Firm rules for battle accounts would decrease the undermining job of boundless commitments. This would be finished by expanding singular commitment limits, so it would decrease the time competitors go through fund-raising. Additionally, it would permit all the more little givers of cash once more into governmental issues to voice their supposition. In addition, it would raise the breaking point to $3,000, which just adjusts as far as possible for a long time of swelling. It would give improved possibility for all contender to get their messages through.Another advantage of having an exacting framework for crusade accounts is that it would decrease the exertion required to raise reserves. This would ma ke the competitors be more worried about the issues than the cash they need to raise.FinancesAlso, this would give up-and-comers chances to go up against rich enemy's subsidizing their own battles. Moreover, it would make accessible irreplaceable duty of political campaigners to the electorate. At long last, it would help in lessening huge benefactors in campaigns.However, it seems that unregulated crusade money additionally has its advantages. For example, delicate cash would not be restricted permitting there to be no adulterating, on the grounds that it is between an up-and-comer and their ideological group. Likewise, it would enable challengers to collect the cash they have to develop a triumphant battle. What's more, controlling effort accounts resembles confining the First Amendment for ideological groups and their competitors. Besides, political undertakings and political battles have a place with the individuals, and not the up-and-comers or the national government.In resolu tion, confined crusade funds are exceptionally helpful in that it lessens the tainting job of boundless gifts, decline the undertaking important to build cash for a battle; nonetheless, a free framework for battle money likewise has benefits. Likewise, a limited structure for crusade money would make our political framework more beneficial and better.

Jaws Case Study Example | Topics and Well Written Essays - 500 words

Jaws - Case Study Example C. jacchus and C. pygmaea display longer masseter and temporalis muscles. They likewise have higher fiber to bulk proportion. They have a more noteworthy trip capability of distal ligaments henceforth the muscle can extend further. The more strands in C. Jacchus and C. Pygmaea lead to more extensive jaw expands and subsequently can offer more power during gouging (Campbell 25). They likewise have shorter point of pinnation, bigger PCSA just as a littler extent of ligaments. S. Oedipus has a more prominent ligament extent when contrasted with normal marmoset masseter. Henceforth, S.oedipus has a lower muscle trip and a lower withdrawal speed prompting shorter extending and consequently littler expands. It additionally has a more prominent pinnation point and a littler PCSA. They, along these lines, produce a littler gnawing power when contrasted with C. jacchus and C. pygmaea. (Garber, Estrada, Heymann and Strier 208). Tunnels and Nash (10), clarifies that the sidelong pterygoid muscle in C. pygmaea and C. jacchus gives them a more extensive expand. They likewise found no distinction in the anteroposterior proportions of the two species. There is little to recommend that these warm blooded animals have experienced a rearrangement of the structures of the delicate tissue. Kilgore et al (11) recommend that C. pygmaea, C. jacchus and S. oedipus have developed essentially to adjust to their method of taking care of. Both the new writing refered to and the course exercise manuals concur that C. pygmaea and C. jacchus can have a more extensive jaw expands than S. oedipus. This has affected their taking care of propensities just as their eating regimen. C. pygmaea and C. jacchus have a long mandible that empower it produce a more grounded chomp as the masseter and temporalis are longer when contrasted with the latter’s shorter that are short (Lord 56). Future clinical examinations should mean to set up whether muscles have an ideal length that, along these lines, produces ideal gnawing power. Additionally, examinations should investigate the places of the extended

Complete Guide to New SAT Essay Scores

The new SAT has a brand new Essay section! The essay is now designed to allow you, the student, to show off those analysis and essay-crafting skills you’ve been building in English class. You will have 50 minutes to read a passage and then write an essay analyzing how the author makes his or her point. Two readers will grade your essay on a scale from 1- that found â€Å"80% of pigeons examined in New York City qualified as being overweight†. These sentences are both pretty basic, but the second one does a much better job of proving that the writer is able to connect evidence from the passage to the author’s overall strategy. This evidence should then be followed by a couple of sentences providing commentary on whether this evidence is effective in proving the main point or whether it could be improved upon.    3. Does your essay focus on parts of the passage that help you answer the question? This is the caveat to the second question. To score well, you should reference plenty of evidence, but also make sure it’s focused on helping you make your point. Don’t just throw quotes in and hope it looks good. The graders will know the passage very well and will know what you should have picked up on. Planning your essay before you begin writing is essential to ensuring your essay stays focused and only uses evidence that backs up any claims you make about the author and his or her point.   Analyzing a passage can be daunting, but if you dig out your English notes and refresh your knowledge of rhetorical devices and arguments, you’ll have all the tools you need. Just remember: find your evidence, cite your evidence, and then analyze your evidence. Following those steps will help you score well on all three big questions and master the Analysis part of the SAT essay. New SAT Essay Score: Writing Writing is the part of the Essay score in which the nitty gritty details come to play. It is also the most likely to be harmed by rushing through the essay and not having time to proofread or check your work. To determine what Writing score your essay deserves, the graders will ask themselves three questions. 1. Is your essay cohesive and logically written? This question ties in with the Reading and Analysis scores in that it is based on how you put your thoughts together. The graders want to see that you have a clear central claim (thesis statement) that you maintain throughout your essay. A good way to set yourself up for success   here is to make sure that every claim you make connects to your thesis. Never assume that your readers will make the connection on their own. The other half of this question addresses whether you have a well-written introduction and conclusion and whether your ideas flow logically and smoothly between them. 2. Does your essay display an appropriate style and tone? You should treat this essay the same way you would treat one you were planning to turn in to your English teacher. Pick your words carefully to reflect a formal style and to keep your tone as objective as possible. This is a great opportunity to show off your stellar vocabulary. However, don’t throw in words just to sound â€Å"fancy†, and just stick to ones you know well and feel comfortable using. Varying your sentence structure is also a great way to improve your writing style. Avoid using too many simple sentences (such as this one!). Instead, occasionally combine two or three clauses in a sentence to make your writing more interesting to read. 3. Does your essay demonstrate good grammar and mechanics? This part of the score depends on the nitty gritty details of your writing. The graders understand that you are under a time limit and they don’t expect absolute perfection. However, if any grammar or mechanics errors get in the way of their ability to understand your writing, they will mark you down. Make sure you’re comfortable with topics such as subject-verb agreement and punctuation rules. Chances are good you have already had plenty of practice writing cohesive, formal essays and using correct grammar. If any part of the Writing score makes you nervous, however, try practicing by editing some of your writing. Grab an old essay or journal entry and see how you could improve its flow, sentence structure, or grammar. Knowing what kind of mistakes you tend to make can arm you against making them on the SAT.

Overview of Folk Etymology

Folk etymology involves a change in the form or pronunciation of a word or phrase resulting from a mistaken assumption about its composition or meaning. Also called popular etymology. G. Runblad and D.B. Kronenfeld identify two main groups of folk etymology, which they call Class I and Class II. Class I contains folk-etymologies where some change has occurred, either in meaning or form, or both. Folk etymologies of the Class II type, on the other hand, do not usually change the meaning or form of the word, but function mainly as some popular, though false, etymological explanation of the word (Lexicology, Semantics, and Lexicography, 2000). Class I is by far the more common type of folk etymology. Connie Eble points out that folk etymology applies mostly to foreign words, learned or old-fashioned words, scientific names, and place-names (Slang and Sociability, 1996). Examples and Observations The process of altering otherwise incomprehensible words, in order to give them a semblance of meaning, is called folk, or popular, etymology. A product of ignorance, it nevertheless should not be underestimated as a factor of language history, for many familiar words owe their form to it. In kitty-corner, kitty is a jocular substitution for cater-. Cater-corner is an opaque compound, while kitty-corner (diagonally from) suggests the movement of a prowling cat. . . .Stepmother, stepdaughter, and so forth suggest the derivation from step. Yet a stepchild is not one step removed from its natural parent; -step goes back to a word meaning bereaved. Many people share Samuel Johnsons opinion that bonfire is a good fire, from French bon, but it means bonefire. Old bones were used as fuel down to the 1800s. The vowel o was shortened before -nf (a regular change before two consonants), and a native English word began to look half-French.(Anatoly Liberman, Word Origins: Etymology for Everyone. Oxford University Press, 2009) Woodchuck and Cockroach Examples: Algonquian otchek a groundhog became by folk etymology woodchuck; Spanish cucaracha became by folk etymology cockroach.(Sol Steinmetz, Semantic Antics: How and Why Words Change Meanings. Random House, 2008)   Female Historically, female, from Middle English femelle (from Old French femelle, a diminutive form of Latin femina woman/female), is unrelated to male (Old French male/masle; Latin masculus (little man/male); but Middle English femelle was clearly remodeled into female based on the association with male (approximately the 14th century) (OED). The remodeling of female brought female and male into their current and apparently sense-related and asymmetric relationship (one that many of us, now, are going to some lengths to unmake.(Gabriella Runblad and David B. Kronenfeld, Folk-Etymology: Haphazard Perversion or Shrewd Analogy.  Lexicology, Semantics, and Lexicography, ed. by  Julie Coleman and Christian Kay. John Benjamins, 2000) Bridegroom When people hear a foreign or unfamiliar word for the first time, they try to make sense of it by relating it to words they know well. They guess what it must mean--and often guess wrong. However, if enough people make the same wrong guess, the error can become part of the language. Such erroneous forms are called folk or popular etymologies.Bridegroom provides a good example. What has a groom got to do with getting married? Is he going to groom the bride, in some way? Or perhaps he is responsible for horses to carry him and his bride off into the sunset? The true explanation is more prosaic. The Middle English form was bridgome, which goes back to Old English brydguma, from bride guma man. However, gome died out during the Middle English period. By the 16th century its meaning was no longer apparent, and it came to be popularly replaced by a similar-sounding word, grome, serving lad. This later developed the sense of servant having the care of horses, which is the dominant sense to day. But bridegroom never meant anything more than brides man.(David Crystal, The Cambridge Encyclopedia of the English Language. Cambridge University Press, 2003) EtymologyFrom the German,  Volksetymologie

Song of Solomon Essay Theme of Maturing - 514 Words

Theme of Maturing in Song of Solomon While Song of Solomon is generally seen as a myth of the male maturation, it also contains the subtext of Pilates rite de passage and the ritual of cultural immersion. In her history is the process by which she acquires the values that will sustain Milkman and by extension, the black community. Pilates initiation occurs much earlier than Milkmans. Having been raised in relative isolation in the edenic Lincolns Heaven, Pilate is abruptly and cruelly cast out as an orphan into the greater reality. Her quest for acceptance, however, turns into rejection, her navel-less belly a semà © of exclusion. Thus, in a reversal of the male myth, her initiation does not result in integration into†¦show more content†¦149). Pilate must first deconstruct herself - symbolized by cutting off her hair - before she can reconstruct truth which in addition to her two maxims - that she does not fear death and she has compassion for troubled people (p. 150) - include traditional values. In her wanderings, Pilate has engaged in the hard work ethic: Hoeing, fishing, plowing, planting, and helping out at stills (p. 147). Formal education was not a waste. I didnt mind it too much, she says, matter of fact, I liked a lot of it. I loved the geography part. Learning about that made me want to read. And the teacher was tickled at how much I liked geography. She let me have the book and I took it home with me to look at (p. 142). Had it not been for the child-molesting preacher, Pilate would have stayed in school. Instead, she takes her education on the road, learning geography and life through exp erience. In addition, and more important than acquiring traditional values, Pilate, isolated from an uncomprehending society, develops compassion, a respect for peoples privacy, generosity, and unrestrained laughter. She gave up ... all interest in table manners or hygiene, but acquired a deep concern for and about human relationships (p. 150). That concern leads her back to community, the natural and inevitable completion of her maturation process. Ironically, then, isolation from community inadvertentlyShow MoreRelatedProject Managment Case Studies214937 Words   |  860 Pagesworkers, problems ranging from childcare and parking to occupational hazards and safety All employees entering the 777 program-managers, engineers, assembly line workers, and others-were expected to attend a special orientation session devoted to the themes of team work and quality control. Once a quarter, the entire 777 team of up to 10,000 employees met offsite to hear briefings on the aircraft status. Dressed casu ally, the employees were urged to raise questions, voice complaints, and propose improvementsRead MoreProject Mgmt296381 Words   |  1186 PagesWriting a term paper Setting up a sales kiosk for a professional accounting meeting Developing a supply-chain information system Writing a new piano piece Designing an iPod that is approximately 2 3 4 inches, interfaces with PC, and stores 10,000 songs Wire-tag projects for GE and Wal-Mart Attaching tags on a manufactured product Chapter 1 Modern Project Management 7 example, a pharmaceutical organization could have a program for curing cancer. The cancer program includes and coordinates

Unrescued free essay sample

It was a fine evening when I was among my friends running and playing.the cool air was rejuvenating while the last rays not the sun ornamented the sky.I was chasing a boy along the sidewalk when I heard a distant scream . however, it only semmed distant . As I looked down I saw a little creature near my feet.It was dark , feeble and was writhing in pain.t had mustered all of its courage to call for help. I and my friends responded to its call and gathered around . Its figure confused us. It was feeble and dark like a mongoose but had ears and paws like a dog . Caught in doubt , fear and pity we finally brought it some water. But the thing was so young and weak that it could lap the water no its own . We held its jaws apart and poured a few drops. It swallowed the water immediately and seemed to come to life. We will write a custom essay sample on Unrescued or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We looked around and found its siblings . There were many like it two dead and one unconscious. They were repulsive and gave a foul smell.We rescued both the pus (now we were sure that they were dogs) and placed them in a box.It dawned on us that they were rendered helpless due to neglect, intense heat and lack of food and water The next step was to find a suitable owner.I asked a lady in a nearby house if she would adopt them, Not only did she deny my suggestion but also replied rudely saying that she would never touch such dogs.Another lady said that she would only keep well- bred dogs such as German shepherd and alsatianms. Another man went to the extent of feigning ignorance towards the word adopt and started listing out a number of excuses. There was a woman who was ready to take care of the dogs ,but being poor it was hard for her to fill the stomach of her children. At the end of the day we left the two pups in a corner under some boards. I went home yet my attention rested with the dogs. I decided to bring them home and keep them for a day or two and find a suitable owner in the meantime.I returned to the place but I could not find them that night, the next morning or even in the evening.There was no sign mof them and the boards had crashed to the ground. They could have been eaten by another animal, thrown in the grabage or taken away- I could only guess. While I still think about those unreached dogs and others of their kind I can only hope to help such animals in the future. I promised to myself that once I stand on my feet I will contribute enough for conservation and protection of the troubled animals that inhabit ourn planet.

Mathematics Research free essay sample

Enterprise in education includes knowledge and understanding of the world of work and career planning and opportunities to engage in entrepreneurial activities, as well as the `development of enterprising attitudes and skills which enable young people to become successful learners, confident individuals, responsible citizens and effective contributors to society throughout life and at work, with an informed sense of their roles in the world. This has evolved from earlier definitions of enterprise education, which was commonly interpreted as enterprise activity. Pupils are also helped to develop those personal qualities and leadership skills essential for the world of work (Ramsey, 2004). Through enterprising activities in their mathematics experiences, both in and out of the classroom, they may be given opportunities to demonstrate leadership, initiative, determination, confidence and responsibility. Teaching entrepreneurship within mathematics can also develop positive attitudes to teamwork, to continuing education and training, to equal opportunities, and to the views, skills, capabilities and capacities of others. We will write a custom essay sample on Mathematics Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Enterprise activities with social goals, where outcomes not only benefit others but also encourage a sense of responsibility to the community and society as a whole, help young people to understand the connections between enterprise and active citizenship (Bouchhiki, 2003). It is undisputable that education is an arena of human life where virtually everyone believes they understand the problems and also know the solutions. Perhaps it is because we are all products of educational systems and reflect back on things we liked, those we didn’t, and changes that we believe would have mattered for us. We can also look beyond our own personal opinions to those of educational experts. Thus, this study will set out simple aims which are the concerned with the values on equipping students to meet the challenges of life, developing general knowledge and common sense, learning how to be discriminating in use of knowledge that is to know what knowledge is appropriate to use for what purposes, integrating what is learned with the whole being, arousing attention, and interest in the field of knowledge so it will be mastered in a worthy way. Further, there are also increasing numbers of individuals need to be able to think for themselves in a constantly changing environment, particularly as technology is making larger quantities of information easier to access and to manipulate. They also need to be able to adapt to unfamiliar or unpredictable situations more easily than people needed to in the past. Teaching mathematics in an entrepreneurial way encompasses skills and functions which are a part of everyday life like understanding economic indicators, understanding loan repayments, and calculating whether the cheapest item is the best buy. It is likewise practical to present a problem and develop the skills needed to solve that problem and is more motivational than teaching the skills without a context. It allows the students to see a reason for learning the mathematics, and hence to become more deeply involved in learning it. Teaching mathematics in a unique way can enhance logical reasoning, helping people to be able to decide what rule, if any, a situation requires, or if necessary to develop their own rules in a situation where an existing rule cannot be directly applied. Problem solving can also allow the whole person to develop by experiencing the full range of emotions associated with various stages of in real life situations and to find solutions in a practical way (Baum, 2001). With the above presentations, the researcher is motivated to conduct a study which relates to her field of specialization and of great importance to the holistic development of the young generation specifically in the aspect of decision making in order to survive in the world of recent economic problems. It is also her hopes and wishes that changes in mathematics effort can change the national education reform landscape and can provide something of lasting significance to be achieved to compete globally for talent and to attract and retain high-skills individuals to equally footing to other nationalities. Theoretical Framework This study was supported by several theories and concepts dealing with change and innovation, anchored instruction which is related to active learning, cognitive and efficacy beliefs, humanistic and positive self direction, social learning, teaching and learning entrepreneurship, innovative approaches in teaching and learning mathematics, contextual teaching and learning, and making mathematics instruction more exciting, interesting, attractive, and hopefully effective which are all efficacious to the present investigation. The following theories and concepts are: Change and Innovation by Gibb (2005), Anchored Instruction Approach by Robinson (2009), Cognitive Approach by Collins (2002), Humanistic Learning Theory by Gage Berliner (1986) as cited in Huitt (2001), Social Learning Theory by Bandura (1982 ) as cited in by Morris (2007), the Innovative Approaches in Teaching and Learning Mathematics by Huenda (1981) as cited in by Baratas (2009) Contextual Teaching and Learning (The Department of Mathematics Education, University of Georgia, 2001). Moreover, this study is also complemented with the five (5) tips to help make the mathematics instruction more exciting, interesting, attractive, and hopefully effective by Lidstone (2004). The theory of Gibb (2005) on Change and Innovation involves a process which develops individuals’ mindsets, behaviours, skills, and capabilities that can be applied to create value in a range of contexts and environments which link to the outline of learning the mathematics through the concept of enterprise and/or business thinking. He strongly suggests based upon his readings and actual observations and experiences that the aforesaid type of learning the subject is needed or essential in developing the qualities of mind for the 21st century. Learners of this century must have entrepreneurial attitudes as part of the learning process. It is where there is now considerable interest in governments are keen to develop the perceived economic potential of creative industries, innovation and creative thinking. It is also a thought that these are the areas where creativity and innovation will supply new products which are forecasted as the level where this potential can be nurtured and/or ‘harvested’ . Most universities have business ‘start up’ support either physical or mentored to develop students’ ideas to bring them ‘to market’. There has been some success with this type of initiative but it has not really reached its potential as it has tended to concentrate on the economic outcomes. In this theory of Gibb (2005), new ideas and practices in the internalization of the business related and/or enterprise approach in teaching mathematics are reassured to divert the monotonous traditional procedure in acquiring knowledge. He mentioned attributes of innovations and change: relative advantage, compatibility, and observability. Exhaustively enumerated, relative advantage is the degree to which an innovation is perceived as better than the idea it supersedes. The more the perceived advantage, the more likely innovations are to be adapted. Further, it is perceived by comparing the old way of doing things to the new way, which is particularly relevant to vary the teaching method so that it could be gauged based on the demand of time. In terms of teaching mathematics in the elementary level, varied techniques should be adapted by the teachers so that relative advantages of educating the learners can be attained. Mathematics teachers should be creative and sensitive to innovations, which are readily perceived to have an advantage and must surely jibe with the demands of the learners. As such, the Change and Innovation Theory can be summed up in adapting a change for the purpose of innovating the traditional practice of acquiring a certain discipline, but this should be carefully studied by the educational planners. If they can form a favorable impression, eventually to adapt and implement the innovation. Anchored Instruction Approach by Robinson (2009) focuses in the making of the learners engaged in the learning process by getting situated in the context. The context can be provided through images, pictures, animations, videos, realia, etc. In this direction, the use of the different search engines in the internet can become successful methodologies where the vast and dynamism of content availability in it can make the learners get involved in the subject of study. The sophistication available in the technology is that real world context or contexts can be created and provided as videos. Similarly, the availability of videos can be organized to suit to the classroom needs. In his contribution to the educational arena, Robbins (2009) emphasizes that teaching mathematics in an entrepreneurial way in the use of technology that surrounds us is one of the best ways to facilitate learning and not an ordinary learning but with concrete ideas and memory retention. Collins (2002) in his Cognitive Approach and Efficacy beliefs in learning mathematics stresses that considerable progress can be achieved in clarifying the growth of cognitive competencies and their use in adapting to and changing the environment. In his initial research, he verified that perceived efficacy beliefs contribute independently to intellectual performance rather than simply reflecting cognitive skills. The selected children who judged themselves to be of high or low efficacy at each of three levels of mathematical ability were then given difficult mathematical problems to solve. Within each level of ability, children who had the stronger belief in their efficacy were quicker to discard faulty strategies, solved more problems chose to rework more of those they failed, and did so more accurately than children of equal ability who doubted their efficacy. Childrens causal attributions for their academic successes and failures were unrelated to their mathematical performances. Efficacy beliefs predicted interest in, and positive attitudes toward, mathematics, whereas actual mathematical ability did not. As this study shows, students may perform poorly in entrepreneurial approach in teaching mathematics either because they lack the skills or because they have the skills but lack the perceived personal efficacy to make optimal use of them. It is therefore an encouragement to the part of the mentor to apply or use some innovative techniques to facilitate the learning of the novel modus operandi—the entrepreneurial skills, which is beneficial to the future livelihood undertakings of the learners. In the other aspect, the Humanistic Learning Theory which was adapted by Gage Berliner (1986) and as cited in by Huitt (2001), emphasizes the idea that acquiring knowledge from the mentors depend greatly on the art of teaching which has emotional value, more specifically on the methods, techniques, and strategies as tools in facilitating learning. In schools today, there are many different views on what is the best approach that educators should use to teach students. One important view to consider when deciding which approach to use is the humanistic view of education. The major focus of humanistic education is the development of the whole child (i. e. , the development of a student’s emotions, values, self-concept, goals, and needs. In the information age, the objectives of the humanistic theory are important in that they relate to the trends that are currently taking place in the workforce. However, the results of a meta-analysis demonstrate that the programs developed under the rubric of humanistic education did not achieve these objectives with students. As educators, they must analyze the importance of these objectives, describe why the results of the meta-analysis possibly occurred, and find possible solutions to the problems. The rise of humanistic learning theory in the 20th century with the original representative Rogers, who proposed that learning is self-realization, learners to learn the subject, must be respected, any normal learners able to educate themselves, interpersonal relationships is an important condition for effective learning. Computer, multimedia, Internet networking, communications, the use of Technology in the field of teaching for the integration of humanism and create the conditions for teaching thinking. The aforementioned ideology offers a wide range of learners and learning in the form of content-related phenomena, ideas, data and information, not directly or easily present conclusions, and leave room for the learners involved, leaving the learner self-modify, self-reflection, self-awareness and self-development space. These ideas are can be easily applied to the learners with the guidance and supervision of an experienced and exposed teacher to current trends in imparting knowledge to the learners. As the modern educational media to participate, forcing students to participate in learning, so that students from being passive to active, to develop good study habits. First, humanistic learning theory of meaning is based on humanistic psychology-based which means that learning is not a mechanical connection between the stimulus-response, but a meaningful mental process. Second, Humanistic Learning Theory has greater emphasis on emotional factors, emphasizing the emotional aspects of situations which advocates as much as possible directly into the study of the emotional world. In the teaching process, teachers must establish good relationships with learners to create a good learning atmosphere. Third, Humanistic learning theory focuses on the development of interest in learning, to satisfy the curiosity of the students of knowledge, it presents itself as an individual or activities of the things that the selective attitude and positive emotions. A n interest in art, his understanding of the activities will give priority to point to and art-related things, and show a positive emotional response. And this in the interest aroused after the learners to enable learners to maintain this focus, this also depends on keeping provided by modern education, media, situations change. Fourth, Humanistic learning theory assumes that students can be a result of open system, which emphasizes the main task of teaching to help students understand the constantly changing environment and their own, so that students based on their experiences in the world, from the complex facts and phenomena access to learning the specific knowledge and methods. In teaching, teachers give students to self-realization to provide a relatively free and relaxed learning environment and self-realization of the resources, students take the initiative to these modern education, media control, the use and selection approaches to enhance the intellectual capabilities of the students so as to achieve the spirit of Innovation and practical ability. Fifth, Humanistic learning theory is a self-development, even if the motivation from the outside, discovery, access, control, understand the feeling also comes from within. Themselves there is a need for self-realization, which constitute the motivation to learn, so this study is spontaneous, autonomous, self-conscious. The purpose of learning is to achieve self-learning process is the concept of people-oriented under the guidance of the students found that reveal themselves slowly and gradually move toward independence, toward the creation process. Themselves have a certain potential, our goal is to provide environment for these potentials can play only a learner teachers, a facilitator to help students self-realization. Thus, in teaching students to self-realization as much as possible to provide the learning space and environment to shape people. The Social Learning Theory by Bandura (1977) as cited in by Morris (2007) mentions a logical progression from the philosophy of pragmatism. The theory continues to identify that the learner is engaged in the social context as a â€Å"participating observer†. Thereby, the learner’s self-belief to perform or replicate specific tasks is influenced by the successful social behaviors and reinforcements that the role model (the entrepreneur) (Krumboltz, et al. 2006). The learner’s self belief is referred to as self-efficacy. According to Bandura, self-efficacy is intensified in the learner through any of four learning processes (listed from strongest influence to weakest): 1) The issue of teaching entrepreneurship is necessary to identify a learning theory that is determined by and remains consistent with the parameters of pragmatism. The th ree primary philosophical parameters, the view of the learner, the role of the teacher, and the type of learning, determine the learning theory. Although, the nature of the role of the pragmatic teacher is the same in nature as that of the learner, the pragmatic teacher is the facilitator/director of the becoming of the learner. The pragmatic teacher facilitates the experiences of the learner (Morris and Pai, 1999). Likewise, the learner facilitates the experiences of the teacher. Therefore, the learner and the teacher facilitate experiences for one another and are said to be co-investigators or co-learners in the field of entrepreneurship. Being the facilitator of the learner, the teacher has the opportunity to facilitate the learning by continuously introducing new experiences and thus the evolution of the truths and values of the next generation of entrepreneurs. The type of learning is therefore experientially based and continuous, thus, the learner is continuously revising and reconstructing experiences. Social Learning Theory according to Bandura proposes that learning occurs as a result of the learner observing the behaviors of others within a specified social context. Thereby, implying that in order for the learner to learn from the experiences of others, the learner must therefore, revise and reconstruct these observed experiences as they apply to the learner. Since this revising and reconstructing occur continuously sequential building of repeated successful performances; 2) the use of modeling through case studies and live role models; 3) feedback resulting from class discussions and specific feedback related to a specific performance; 4) self-assessment of capabilities through comparison of self to peers (Boyd and Vozikis, 2004). There is also a theory that presents learning mathematics in a Pinoy way. This is proof that Filipinos have contributions in the civilization of the world. This theory is known as Board Game Learning in Mathematics or the Damath. It comes from the Pinoy checker boardgame called â€Å"dama† and mathematics. It blends local culture, education and digital technology that aim to make math teaching and learning child-friendly, challenging and interactive. In its unique way, damath boardgame ushers the Filipino school kids into the new millennium by equipping them with competitive life-long learning for understanding and ICT-fluency skills. When school children play damath boardgame they also learn to explore, firm- up, deepen, and transfer to daily tasks the concepts of real numbers and its properties and operations. Moreover, it stimulates the children’s capability to think deeper through creative math storytelling, flowchart, concept map, tree diagram, picture riddle, haiku, cryptogram, secret code decoding, simulation, role playing, jingle or rap composing, reflection journal writing, and problem solving. This joyful and practical approach to contextualized teaching and learning math is the brainchild of 1981 presidential merit medal awardee teacher Jesus L. Huenda. As a public high school teacher in Sorsogon, Huenda always thinks of ways to optimize his talents to help others. This describes best this ordinary teacher who was cited by no less than the President of the Republic for his out-of-the-box â€Å"contribution in terms of innovative approaches in teaching and learning mathematics†. According to Huenda, this is how damath works: â€Å"I integrate some math concepts and numeracy skills in the indigenous boardgame of dama. In the 32 white squares (the other 32 alternately arranged squares are colored green) of the 88-square damath playing board, I put the symbols of mathematical operations like addition (+), subtraction (-), multiplication (? ) and division (? ). The 12 damath chips for each player are divided into two sets (blue and red chips): those with zero, and even numbers with positive sign (+); while odd numbers have negative (-) sign. The two playerstry to capture chips by adapting the existing dama rules to numeracy skills whichresult to higher positive points, while evading those with lower negative points. When the learners play damath, they aim to get higher point over the opponent. Capturing the opponent’s dama chips is strategically planned such that a player would target a chip representing high number. The game becomes a combination of strategic higher order thinking skills and basic mathematical operations. This strategy in teaching and learning math with Understanding by Desig n (UbD) framework has helped students look at Mathematics as a subject not so difficult to learn. Playing the electronic damath is also a contest on who gets the higher positive score which entails the use of the fundamental perations in math. â€Å"When students play the game, they tend to have deeper consciousness on the intricacies of the game. They get to consider every step that they make and how this can contribute to winning the game. In the process they develop analytical thinking skills,† Huenda explained. And there is no stopping Huenda from inventing edutainment games that teach students the basics in living such as entrepreneurship. Thus he came up with â€Å"entrepinoy damath,† a business venture game. Here, the fundamental operations of math and basic accounting are also used in the board game including debit and credit, simple bookkeeping, balance sheet and the like. The first set of damath chips represent rent, taxes, salaries, bonuses, discounts, cost price, and other operating expenses. The other half represents income like selling price, profit, savings, real property, building, equipment, etc. The game is played with the damath chips properly labeled: business expenses on one hand and business income on the other hand. The game is won by the one who has captured more chips representing incomes rather than expenses. With this learning for understanding approach, the learners are honed on strategic business models like the efficiency of incurring less cost in order to have more income. The learners also become conscious of effectively running a business venture,† Huenda explained. But in business as in life, the learners still have to be trained on values and ethics. So he came up with â€Å"damath de honor†. Here the damath pieces represent positive and negative Filipino ways including interpersonal relation, consumer protection, anti-corruption and red-tape practices. â€Å"Ipapakain mo ang negative values at makakaipon ka ng positive values. Dapat walang greed na siyang dahilan ng corruption at illegal business transaction,† he emphasized. Huenda opted to focus on educational technology innovations that will make a difference in basic education. The beneficiaries, no doubt, are the young school children who never imagined that the lowly boardgame of dama would ever play a significant role in their learning of life’s lessons. The Department of Mathematics Education, University of Georgia (2001) emphasizes that contextual teaching and learning involves both hands on learning and real world experiences. Contextual classrooms learn by doing. This allows students to understand the concepts more fully. It also takes the subject matter that can be learnt in the classroom and applies it to your everyday life. Students are motivated to connect the content of knowledge to the application. This is especially important in mathematics, because students often feel that they do not need math skills other than basic addition, subtraction, etc. When shown to them how they will use their skills in the everyday life, they are more likely to learn and be excited about learning it. Another view on the matter states that contextual teaching in mathematics needs a purpose of instruction such as application to daily lives and interactions. Lessons in contextual teaching should include meaningful contexts that help to create foundational knowledge for future reference. This type of teaching should actively engage students in the learning process, involving students in experiments with a wide range of content and ideas, being as creative as possible. Students should also be able to transfer what they have learned to real-world contexts when learning under contextual teaching in mathematics. Lastly, this study is to be complemented by the five (5) tips to help make the mathematics instruction more exciting, interesting, attractive, and hopefully effective by Lidstone (2004): 1) Help students  find real-life connections within each objective. Math is everywhere in  our everyday  life. Helping students to see how  a math concept  can  help them on a daily basis, or how it  is relevant to real-life often makes them more  receptive to the lesson. This may consider doing something as easy as incorporating names and interests in story problems being created; 2) Incorporate math games. Math games are a very effective way to make learning fun for students. Sometimes when students are playing an educational game the aren’t even aware they are learning, not to mention games typically involve cooperative learning, which students love. It must be sure the objective of the game coincides with the objective from the math lesson being taught; 3) Use hands-on manipulates and visuals. Pattern blocks, geoboards, number lines, dry erase boards and markers, teddy bear counters–these are all a math teacher’s best friends, and students love them as well. It is suggested to use a variety of manipulates and visuals to maximize student interest while giving them something more concrete to work with; 4) Try exploratory/discovery learning. Present a problem without giving much direction. Let the students figure out what tools they need to solve the problem. Pose  Ã‚  questions like:   What math operation will give you the answer you need? What items in the classroom will help you to reach the answer? Is there a way to check to see if your answer makes sense? Help those students who seem to be struggling individually, but let the other students run with it; and 5) Encourage students to share their thinking and strategies with the class. We all know there is more than one way to solve the same problem. Encouraging students to develop and share their own strategies enhances creativity  and  might even help those who are struggling to understand. Sometimes an explanation from a peer is easier to grasp  and might  help that struggling student to see a problem in a new, and possibly more clear  light. Conceptual Framework The results of this research can provide evidence that the potential for developing entrepreneurial orientation and promoting the abilities needed for a free and self-determined career has not been exhausted by any means. This will prove and show that the education process can have a considerable influence on entrepreneurial orientation, and that the Philippines’ call for the promotion of entrepreneurial spirit can be fulfilled in the sphere of education. Through the spirit of creative education – both learning and teaching creatively can lead to recognize and develop creative talent in students of all ages. These determined individuals are the hopes of the nation and can greatly build our future and can bring significant impact to humanity. It is undisputable that our countrys success lies in the hands of every Filipino citizen. Each one of us can contribute positive change to our nation. Likewise, we believed that everybody plays an important role to achieve owns countrys prosperity, from the child to the elders, from the peasant to the rich people, and from an ordinary mind to intelligent one. An avenue for being such is the adaptation of teaching techniques which can influence entrepreneurial orientation as well as inclinations which can ignite to start up a new business, can indeed be influenced considerably with potential targeted influences at the personality level, in the education process, and in the pupils immediate and general environment. The impact of entrepreneurial approach in teaching mathematics education will expectedly recognize as one of the crucial factors that will help youths to understand and foster an attitude toward entrepreneurship (Walstad, 2001). The attitude and knowledge of entrepreneurship will likely to shape their inclination to start their own business in the future (Wang Wong, 2004). It is timely to understand how to develop and nurture potential entrepreneurs while they are still students in school. In order to gain clearer understanding on the schematic diagram of the study, the researcher will consider the independent, dependent, and output conceptual model as shown in Figure 1, which will outline to the direction of the study. The independent variables include the entrepreneurial approach in teaching mathematics which involves the control group to be conducted the pre-test and the experimental group which is intended for the post-test. On the other hand, an intervening variables are presented which believe the factors than can affect the teaching and learning of mathematics through the aforesaid approach, which include the teachers’ and student’s profile. The former profile include age, educational qualification, and in-service trainings attended while the latter profile include age, gender, parents’ educational attainment, and family income. The dependent variables include the mathematics achievement of the Grade VI pupils, and the expected output is the implications in teaching mathematics using the contextual techniques. Statement of the Problem The main thrust of this study was to determine the effects of entrepreneurial approach in mathematics in teaching and learning process. It also aimed to let the students internalize and realize that there are some teaching approaches and techniques in acquiring knowledge of mathematics and to generalize the implications to their lives by the use of such approach, technique or strategy in learning numbers. Specifically, this study aimed to answer the following questions: 1. What is the socio-economic profile of the Grade VI pupils in Sultan Palao Ali Elementary School and Tagoloan Elementary School in terms of: 1. 1 age; 1. 2 gender; 1. 3 parents’ educational attainment; and 1. 4 monthly family income? 2. What is the achievement level of the control and experimental groups based on the posttest results of the Grade VI pupils in the Sultan Palao Ali Elementary School and Tagoloan Elementary School? 3. Is there a significant difference on the achievement level of the Grade VI pupils between the control and experimental group? . Is there a significant relationship between the achievement level of the Grade VI pupils and their demographic profile? 5. What implications in teaching mathematics using the contextual technique can be drawn based from the results of the study? Hypotheses Hypotheses in null form were formulated and tested empirically at 0. 05 level of significance. Ho1: Th ere is no significant difference on the achievement level of the Grade VI pupils between the control and experimental group. Ho2: . There is no significant relationship between the achievement level of the Grade VI pupils and their demographic profile. Significance This study will benefit the following : Curriculum Planners. This study will open their minds to support the educational goals of the Basic Education in the country when planning seminars or conferences toward the improvement of mathematics teaching and then making recommendations on the role of teachers, parents, and pupils in relation to strategies and approaches in acquiring knowledge in mathematics. School Administrators. They play a significant role in the entrepreneurial approach in teaching of mathematics. They must provide support to teachers – pedagogical, technical, financial, etc. As it is essential for teachers to meet and plan, some release time for teachers would be ideal. It also is their responsibility to communicate with parents so that these parents are not uninformed and misinformed. Lastly, as the leader, they have the authority to involve and encourage the whole school. Guidance Counselors. They certainly can offer suggestions and ideas based their own background on how they use mathematics in their own lives and jobs or how they solve a mathematics problem. They are the persons who can give pieces of advice and serve as allies and willing participants in the mathematics learneing of the children. Community. This study will to create a culture of healing with the capacity to help its members to gradually, but effectively, recover from the damages of protracted conflict affecting themselves, their families, and community members. This will also be the basis of their increasing awareness of the importance of an informed citizen in the communication and exchange of ideas about peace processes. Mathematics Teachers. This study will serve as basis in informing the learners on their tasks as instrument in imparting knowledge about peace education. This study will also be a worthwhile reference and source of information in peace education framework for the community. Parents. The results of the study will serve as information on the vital role of the of the parents as they are valuable resources for the classrooms. They certainly can offer suggestions and ideas based their own background on how they use mathematics in their own lives and jobs or how they solve a mathematics problem. Pupils. The result of this study will help them understand the essential roles of teachers and pupils in acquiring knowledge in mathematics as integrated in the curriculum. Future researchers. This study can serve as basis and benchmark for further similar studies to be undertaken along the line of entrepreneurial approaches in teaching mathematics. Scope and Limitations The locale of the study was focused in the three (3) complete elementary schools in Tagoloan District, Tagoloan, Lanao del Norte. These schools are: Sultan Palao Ali Elementary School, Tagoloan Elementary School, Kiasar Elementary School during the school year, 2011-2012. There are two (2) groups of respondents in this study, the Grade VI pupils and the mathematics teachers from the three (3) select elementary schools in Tagoloan District, Lanao del Norte. Moreover, for accessibility, familiarity, and security aspects of the researcher during the conduct of the study were the reasons why she chose Tagoloan District, Lanao del Norte as her locale of the study. From the three (3) complete elementary schools, the researcher utilized Kiasar Elementary School as the chosen school for the conduct of the validation of the researcher’s made questionnaire. Said sets of questionnaire were distributed to the 25 Grade VI pupils in the aforesaid school for the purpose of validation as a requirement in conducting research using the non-standardized questionnaire. The remaining two (2) complete elementary schools were automatically the chosen schools for the conduct control/traditional and experimental/entrepreneurial groups of respondents. The contents of the questionnaire for the pupils were focused only to business mathematics topics, like: percentages, simple interest, principal rate and time, estimating products of whole numbers and decimals, solving word problems in commission, rate of commission, total sales, total income, simple interest, rate and time. The study was conducted during the second semester of the academic year 2011-2012. It also involved in the scope and limitations of this study the independent, dependent, intervening variables, and output strategies, which were clearly emphasized in the conceptual framework. Definition of Terms For better understanding of the discussion in the succeeding chapters, the key concepts are defined conceptually or operationally: Anchored Instruction. This term refers to the major paradigm for technology-based learning that has been developed by the Cognition Technology Group at Vanderbilt (CTGV) under the leadership of John Bransford. The initial focus of the work was on the development of interactive videodisc tools that encourage students and teachers to pose and solve complex, realistic problems. The video materials serve as anchors (macro-contexts) for all subsequent learning and instruction. The primary application of anchored instruction has been to elementary reading, language arts and mathematics skills. (Bransford Stein 2003). Change and Innovation. In this study, this terms simply means the willingness of a concerned person to look at what perspectives are to be adapted and the desires to change for the better. This practice fuels improvement: improved products and features, improved methods, and improved knowledge. This belief is in line with the concept that innovation for betterment brings change. Cognitive Learning. This refers to a powerful mechanism that provides the means of knowledge, and goes well beyond simple imitation of others. This learning illustrates the importance of the acquisition of knowledge and skill by mental or cognitive processes — ;the procedures which are necessary for manipulating information in our heads. Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing. (http://library. thinkquest. org/26618/en-5. 5. 3=cognitive%20learning. htm). Enhanced Mathematics Program. The students in an enhanced mathemetics program will   study the regular mathematics curriculum of their grade level, explore areas of mathematics outside of the regular curriculum, cultivate creative thinking in mathematics, and participate in all mathematics contests at their grade level in order to learn a variety of problem solving techniques (http://bci. rdsb. ca/math/enhanced-mathematics-bluevale). In this study, it provides the most accomplished mathematics students with the opportunity to broaden the scope of their mathematics learning at their grade level, and to provide them with the expanded problem solving opportunities that they might not normally experience in their regular class. Enterprise in Education. Is about taking an enter prising approach to teaching and learning. Enterprise encourages all young people to learn and develop in a way that meets their needs and develops skills for learning, skills for life and skills for work. They need to have the skills and attitudes to cope with an unpredictable future, to be able to deal with setbacks and disappointments in a positive way, and to continue to learn for the rest of their lives. From the earliest age, children have a natural ability to be enterprising and it is important for that ability to be nurtured throughout their education (http://www. ltscotland. org. uk/learningteaching andassessment/learningacrossthecurriculum/themesacrosslearning). Enterprise Learning. Is a kind of learning which is in a constant state of transformation. Where and how a person we learns, the roles and responsibilities of staff, supporting technologies and systems all are continually evolving. On the other hand, the enterprise learning research is designed to help you understand the trends and be prepared for what’s around the bend, the best practices for all areas of learning through industry studies, factbooks, research reports and bulletins, case studies, illustrative models, webinars, videos, and much more. (http://www. bersin. com/Research/Content. aspx? id=114fid=12572). Entrepinoy. In this study, this term refers to a Filipino entrepreneur who organizes and manages any enterprise, esp. a business, usually with considerable initiative and risk. Entrepreneurial Approach in Teaching Mathematics. In this study, this refers to the techniques, strategies, and procedures in learning mathematics in a business related approach. Moreover, this undertaking reflects a growing awareness that entrepreneurship is a process of becoming rather than a state of being (Bygrave, 1989). This also has the aim of internalizing the tolerance of ambiguity and examined as possible traits associated with entrepreneurial behavior. Entrepreneurship. In this study , this term means a â€Å"life skill† to promote the development of entrepreneurial attitudes from primary school right through to university level. It also refers to the factors influence entrepreneurial thinking and attitudes towards vocational and general secondary education. Exploratory/Discovery Learning. This type of learning refers an approach to teaching and training that encourages the learner to explore and experiment to uncover relationships, with much less of a focus on didactic training (teaching students by lecturing them). Exploratory learning does not necessarily mean an unguided or unconstrained learning environment, but does mean that learners may discover unexpected lessons and reach conclusions following various paths. Exploratory learning approaches are considered most appropriate for teaching generalized thinking and problem-solving skills, and may not be the best approach for such things as memorization (http://edutechwiki. unige. ch/en/Exploratory_learning). Humanistic Learning. This concerns the basic concern is for human growth. In this orientation the basic concern is for the human potential for growth. As Mark Tennant notes, the concern with ‘self’ is ‘a hallmark of humanistic psychology. The personal freedom, choice, motivations and feelings had to have their place are considerable factors in this type of learning (Tennant, 1997). Innovative Approaches in Teaching and Learning. As applied in this study, this phrase means the center for Innovative Teaching and Learning (CITL) of mathematics which provides instructional support for instructors from individual consultations to support for high-profile educational initiatives that impact the entire campus. This approach to eaching is designed practically for facilitating the learning of mathematics. Learning Mathematics Pinoy Style. This is a type of learning Mathematics in the heart of Pinoy na Pinoy’s cultural advocacy. It aims to help the youth appreciate their roots and strengthen their pride and love for Filipino culture and heritage. By bringing Pinoy na Pinoy to schools in the Philippines especially in introducing a technique in teaching and learning, hopes to do its part in molding a confident citizenry who carry the burning fire of cultural pride and a stronger sense of Pinoy identity and character (Morales, 2011). Self-efficacy Belief. This refers to the variety of ways: as the belief that one is capable of performing in a certain manner to attain certain goals, as a person’s belief about his/her capabilities to produce designated levels of performance that exercise influence over events that affect lives. This is also a belief that one has the capabilities to execute the courses of actions required to manage prospective situations. Additionally, it builds on personal past experiences of mastery. It is believed that personalized ideas of self-efficacy affect the social interactions in almost every way. Understanding how to foster the development of self-efficacy is a vitally important goal for positive psychology because it can lead to living a more productive and happy life (http://en. wikipedia. org/wiki/Self-efficacy). Social Learning. This term usually refers to observational learning that occurs as a function of observing, retaining and replicating behavior observed in ones environment or other people. Moreover, if being applied as a theory of education, it means that it I an acquisition of social competence happens exclusively or primarily in a social group (Bandura, 1982 ) as cited in by (Morris, 2007).