Basics Of Chinese Buddhism Essay Research Paper free essay sample

Basicss Of Chinese Buddhism Essay, Research Paper Who was the Buddha? 1.1. Early Life of Luxury Siddharta Gautama, better known as the Buddha, was a prince of India who was born in Nepal and was heir to the thrown of the Sakya folk of the Gautama kin. He was born, non for the first clip, in 566BC. His first name means end reached and was normally known as Gautama or Sakyamuni, the wise adult male of the Sakya. His male parent was told be a sage at Sakyamuni s birth the If he remains at place, the kid will go a great King. If he leaves, he will go a great instructor. At 16 he was married to Yasodhana with whom he had Rahula, his boy. At the age of 29 he had been tormented by the enigmas of being, after being shaded signifier the hurting and agony of life, Siddharta ran away organize his castle one twenty-four hours to prosecute his quest, his hunt for true interior peace with the universe, to happen enlightenment. We will write a custom essay sample on Basics Of Chinese Buddhism Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1.2. Marvelous Birth The Buddha # 8217 ; s birth was marvelous. On the 8th twenty-four hours of the 4th lunar month, Queen Maya was walking in the Lumbini Garden in Suddhodana # 8217 ; s palace evidences, South of the Himalayas. As she stood under a sala ( ashoka ) tree and raised her right arm to pick a flower, the baby Buddha sprang from her side without doing his female parent hurting or bloodshed. He instantly took seven stairss towards the North, and announced in a loud voice that this was his concluding embodiment. 1.3. The Middle Way On his pursuit for truth he deprived himself of nutrient and basic necessities for six full old ages. After gaining that neither full luxury nor full corruption seamed to reply the inquiries of life, he devised the in-between manner. In making so he created a system that has been looked upon by 1000s of coevalss after him. The in-between manner demonstrates that the psyche is non genuinely happy if it has all the necessary things in life every bit good as more than on demands or wants, or that your are genuinely happier when you have none of you necessities or excess wants or demands. After the six old ages of famishment of all necessities, Siddharta came near to decease and renounced his chagrin of the flesh. This scandalised his comrades, who in bend abandoned him. Siddharta Gautama was non the lone Buddha to be. If fact, there were and perchance still are many other Buddha s that have existed, Siddharta was merely on of the more good known Buddha s for he invented Buddhism, by det ecting the significances of life and decease and learning the universe of his discoveries. 1.4 Reaching enlightenment. With no one beside him, Siddharta sat in the Nelumbo nucifera place, under a sacred fig tree at Bodh-Caya in around 531BC. As clip passed, the secrets of life and decease were revealed to his spirit, in cognizing this he became certain that siting himself of all passions and desires he was freed from the rhythm of birth and metempsychosis. Siddharta had reached the province of enlightenment, thereby going a Buddha. At 80 old ages of age Siddharta Gautama, announced that his clip was at an terminal. He ate a repast that was an offered to him from one of his followings. In eating this repast it brought on a concluding unwellness. He walked a small farther, and so lay down on his right side between two trees. His concluding words were Decay is inherited in all compound phenomena! Work for your release with diligence! 2. What IS Buddhism? The name Buddhism comes from the word # 8216 ; budhi # 8217 ; which means # 8216 ; to wake up # 8217 ; and Buddhism is the doctrine of rousing. This doctrine has its beginnings in the experience of the adult male Siddharta Gautama. Buddhism is both a faith and a doctrine, while at the same clip it is neither. Specifically it is a non-theistic faith, intending it has no God but uses spiritual patterns. Seen through this, it shows that you can non pray to Buddha, you can merely seek to accomplish enlightenment and seek to be like Buddha. The word doctrine comes from two words, # 8216 ; philo # 8217 ; which means # 8216 ; love # 8217 ; and # 8217 ; sophia # 8217 ; which means # 8216 ; wisdom # 8217 ; . Buddhism teaches that we should seek to develop our rational capacity to the fullest so that we can understand clearly. It besides teaches us to develop love and kindness so that we can be like a true friend to all people. Buddhism is besides a system of religious patterns ( intoning, speculation ) that allows a individual to get the better of their ain personality a live their life more in melody with the existence. The end of Buddhism is to accomplish enlightenment. This involves placing wholly with the existence ( Buddha nature ) and seeing your ain personal jobs as much less of import than you antecedently thought. If you can accomplish this, your jobs will go no more of import than leaves drifting on the air current. Buddhism is highly difficult to depict and those who have managed to depict it decently have taken many old ages and many books to make so. To try to explicate Buddhism at a little degree takes many old ages to garner the proper information, for Siddharta Gautama neer wrote down his instructions. When person worships a God, they praise him or her, doing offerings and inquire for favors, believing that the God will hear their congratulations, receive their offerings and reply their supplications. Buddhists do non indulge in this sort of worship. The other sort of worship is when we show respect to person or something we admire. When a instructor walks into a room, or when the national anthem is played we stand up. These gestures of show regard for individuals and things. This is the type of worship Buddhist pattern. A statue of the Buddha with its custodies resting gently in its lap and its compassionate smile reminds people to develop peace and love within ourselves. The aroma of incense is to remind people of the influence of virtuousness, a lamp is a reminder of visible radiation of cognition and flowers which fade and die, reminds us of the briefness of life. Buddhists beliefs Buddha # 8211 ; the instructor Dharma # 8211 ; the instructions Sangha # 8211 ; the followings, those being taught. Buddha is non a God you can pray to, or give your life to doing him happy. Buddha was a adult male. The lone thing possible is to be like him, idolizing him like a God will make nil. Karma Karma means, # 8220 ; to make # 8221 ; . It is knowing, deliberate, willful action. Every action must hold a reaction and an consequence. Karma explains the differences between people. It explains why some people are fortunate while others are less fortunate, some are happy while others are less happy. The Law of Karma Teachs that similar actions will take to similar consequences. If we do a good action, finally we will acquire a good consequence, and if we do some bad action finally we will acquire a painful consequence. Bad acts average metempsychosis in the lower kingdom, in the kingdom of enduring # 8211 ; snake pit, hungry shades and animate beings. If these bad actions were non bad plenty to ensue in metempsychosis as an animate being or a shade, they will ensue in sadness in the following life as a human being. Good Acts of the Apostless actions result in felicity, and metempsychosis in a higher life. For illustration, generousness consequences in wealth in the following life. The Five Principles The five principles are the footing of Buddhism. 1. Avoid killing or harming living existences 2. Avoid stealing 3. Avoid sexual misconduct 4. Avoid lying 5. Avoid intoxicant and other elating drugs. The Four Noble Truths 1. ) There is enduring. 2. ) All agony is caused by human desire 3. ) Ending human desire can stop agony Eightfold Baronial Path can stop desire: 1. Right apprehension 2. Right idea 3. Right address 4. Right action 5. Right support 6. Right attempt 7. Right heedfulness 8. Right concentration. Metempsychosis Many people think that Buddhists believe in reincarnation. THIS IS NOT TRUE. Reincarnation is a Hindu belief. Buddhists do non believe that people have souls, so reincarnation in impossible. However, they do believe in # 8216 ; metempsychosis # 8217 ; . Buddhism teaches that when a individual dies they are born-again and that this procedure of decease and metempsychosis will go on until they reach Nirvana. Most faiths believe that the nucleus of the individual is the psyche that is everlastingly and survives in the hereafter. Buddhism says that the individual is made up of ideas, feelings and perceptual experiences interacting with the organic structure in a invariably altering manner. At decease this mental energy is re-established in a new organic structure. Buddhism explains how persons survive without the belief in a # 8220 ; psyche. Some critics say metempsychosis was non a portion of the Buddha # 8217 ; s original instructions or that the Buddha copied the thought of metempsychosis from the Hindu philosophy of reincarnation. Nirvana Nirvana comes from the word significance, # 8216 ; to blow out # 8217 ; and refers to blowing out the fires of greed, hatred and psychotic belief. It is non heaven, but a release from the wheel of decease and metempsychosis. When all a individual s imperfectnesss are destroyed by wisdom they become free, and joyful and no longer capable to metempsychosis. Some people are afraid that it means a complete terminal and void. But Buddha # 8217 ; s stating that # 8220 ; Nirvana is the ultimate felicity # 8221 ; makes it clear that it is a worthwhile end. A unfavorable judgment some people have is that Nirvana takes so long to and so few can make it. But Buddha said that if his instructions are followed unfeignedly and carefully you could make Nirvana within your present life. What is a Stupa? When the individual who has died is a Buddha ( enlightened one ) or an Arhant ( saint ) or an particularly great instructor, their castanetss and ashes are collected after cremation. These may be placed in a tope or pagoda ( burial hill ) or in a Buddha-rupa ( image of the Buddha ) . Whenever the Buddhist sees a tope in the countryside or a Buddha-rupa in a shrine room it is a reminder of the instruction and it is honoured because of that. 4 What Buddhists do Chanting and mantras # 8211 ; Om Mani Padme Hum # 8216 ; Om Mani Padme Hum # 8217 ; ( Hail the gem in the Nelumbo nucifera ) is a six syllable chant ( mantra ) used as the defender from danger. It is claimed that anyone who says this mantra will be saved from all dangers. This mantra inscribed on stones, supplication wheels, tope walls, loose rocks heaped as Mani ( gems ) on roads, waies, mountain base on ballss, the attacks and issues of small towns. It is inscribed in supplication wheels with 1000000s of these mantras inscribed on paper inside the supplication wheels. Turning one unit of ammunition of the supplication wheel means this mantra can be recited 1000000s of times. Beads ( mala ) Beadss are chiefly used to number mantras, which are recited for four different intents: + To pacify ( to do peace ) + To increase ( to derive wealth ) + To get the better of ( to work out jobs ) + To chasten ( to utilize force ) Beadss made of Bodhi seeds or wood can be used for many intents, for numbering all sorts of mantras. Buddhist supplication Buddhists don # 8217 ; t pray to a God, but they do hold speculation patterns which can be compared to praying. Radiating love and kindness to all living things is an of import pattern which benefits both yourself and the people and things you show love to. In Tibetan Buddhism supplication is traveling on most of the clip. Tibetans pray in a particular manner. They believe that when certain sounds and words, called mantras, are said many times, they arouse good quivers within the individual. If a mantra is repeated frequently enough it can open up the head to a consciousness that is beyond words and ideas. Chinese Buddhism does non utilize words at all # 8211 ; it used speculation to seek to accomplish enlightenment. However, they will intone utilizing nonsensical words, to assist in speculation. Buddhist shrines A shrine is found in Buddhist places and temples. At the Centre is normally an image of the Buddha. It may besides hold such objects as a volume of Buddhist Bibles or images or exposure of Buddhist monastics and Masterss. Buddhists gestures In Buddhism, the traditional gesture is to put the thenar of both custodies together and raise them high in forepart, normally up to the degree of the brow. In order to show deep regard a Buddhist may bow or lie face down in forepart of an image of the Buddha. This helps the Buddhist to get the better of their self-importance and go more ready to listen to the Teaching of the Buddha. Buddhist festivals Every May, on the dark of the full Moon, Buddhists all over the universe celebrate Vesak for the birth, enlightenment and decease of the Buddha. Major ritual activities include offering incense, intoning texts from the Sutras or singing anthem, and quiet speculation. Peoples clean their houses and hang up Garlands of flowers. Statues of the Buddha are brought out of the temple to be washed and polished and all the books come out to be dusted. When it is dark, people gather with tapers or little oil lamps. The biggest Buddha statue is put on a platform outside the temple and visible radiations shine all unit of ammunition it. Scented H2O is thrown onto it. Keeping their visible radiations, everyone starts to travel unit of ammunition the Buddha statue so that in the terminal it is encircled with visible radiation. New Year In Chinese Buddhism the New Year starts in late January or early February harmonizing to the lunar calendar. Plowing Festival In May, when the Moon is half-full, two white cattles draw a gold painted Big Dipper, followed by four misss dressed in white who scatter rice seeds from gold and silver baskets. This is to observe the Buddha # 8217 ; s first minute of enlightenment, which is said to hold happened when the Buddha was seven old ages old, when he had gone with his male parent to watch the plowing. Ancestor Day Celebrated from the first to the 15th yearss of the 8th lunar month. It is believ erectile dysfunction that the Gatess of Hell are opened on the first twenty-four hours and the shades may see the universe for 15 yearss. Food offerings are made during this clip to alleviate the agonies of these shades. On the 15th twenty-four hours, Ancestor Day, people visit graveyards to do offerings to the departed. Kuan Yin Birthday This festival which celebrates the Bodhisattva in Tibet and China. It occurs on the full Moon twenty-four hours in March. Buddhist nuptialss Monks can non be marriage celebrators but they can # 8220 ; bless # 8221 ; the twosome by intoning after the ceremonial. Buddhist funerals These are simple ceremonials where the good workss of the departed are remembered, and a Loving-kindness speculation can be done. 5 How and when Buddhism came to China. Following his Enlightenment, the Buddha instructed his adherents to distribute his instruction in all waies of the universe. It was non until the early old ages in the Christian epoch that his learning finally reached China. Around 520 A.D. an Indian monastic named Bodhi Dharma arrived in Canton by sea. He finally settled in the North of China where he founded the Shaolin monastery. Bodhidharma was besides born as a prince between 440 and 470 CE. Although born a Brahmin ( a high-caste Hindu ) , he was converted to Buddhism. His instructor was a monastic called Prajnatara who came from Magadha, the place of birth of Buddhism. His instructor told him to travel on a mission to China. The existent day of the month of his reaching in China is slightly baffled. The recorded day of the months vary from 475 to 520. On reaching he was summoned to the capital Emperor Wu-ti who was already a Buddhist who prided himself on his generous support of the faith. Legend has it that, on their meeting the undermentioned conversation took topographic point. Emperor: I have amply endowed the Buddhist faith so how much virtue would you say I have gained. Bodhidharma: # 8220 ; No virtue whatsoever. # 8221 ; The Emperor was taken aback, holding heard that good brings good and evil brings evil # 8211 ; the Law of Karma. What Bodhidharma was seeking to demo was that the Emperor # 8217 ; s purpose was incorrect and it is the purpose that determines the Karmic consequence. The Emperor # 8217 ; s purpose was non free giving but for his ain addition and to hike his ain self-importance. The Emperor so asked Bodhidharma, # 8220 ; What so is the kernel of Buddhism? Bodhidharma replied, # 8220 ; No kernel whatsoever # 8221 ; The Emperor, slightly baffled, said, # 8221 ; Since you say that in Buddhism, all things have no kernel, who so is talking before me now? # 8221 ; Bodhidharma replied, # 8220 ; I don # 8217 ; t know # 8221 ; . So, China had its first Cha # 8217 ; an instruction, and the exhaustively baffled Emperor Wu-ti sent the monastic off. Bodhidharma made his manner to the North of China where he finally settled in the Shaolin Temple on Mount Sung in Honan Province. It is said that it was here in a cave on Mount Sung that Bodhidharma spent nine old ages in speculation. Legend says that Bodhidharma cut off his palpebras to forestall himself from falling asleep. The Shaolin temple has become celebrated as the first preparation Centre for Kung-Fu. 6 How Chinese Buddhism is different Chinese Buddhism is a mix of Taoism and Buddhism blending into one, Indian concern with release of the ego + Chinese focal point with nature. As Buddhism entered Chinese life it picked up some of the beliefs of the other chief faiths ( Taoism and Confucianism ) . Cha # 8217 ; an is the Chinese signifier of the Sanskrit word # 8220 ; Dhyana # 8221 ; , which means speculation. It spread to be the chief Buddhist tradition in Korea where it is called Son, and subsequently spread to Japan where it was known as Zen. Mahayana ( The Great Vehicle ) Buddhism is the instruction which is the footing of Ch an Buddhism. Mahayana is an umbrella for a great many Buddhist schools, from the Tantra school ( the secret instruction of Yoga ) of Tibet and Nepal to the Pure Land religious order, found in China, Korea and Japan. Ch an and Zen Buddhism, of China and Japan, are speculation schools. Harmonizing to these schools, to look inward and non to look outwards is the lone manner to accomplish enlightenment, which is the same as Buddhahood. Cha an emphasises intuition, its peculiarly Chinese component being that it has no words in which to show itself at all, so it does this in symbols and images. Cha # 8217 ; an comes from an of import discourse on speculation made the Buddha himself, which emphasised happening enlightenment from personal attempt alternatively of trusting on survey of the or the experiences of others. Ch an uses unconventional or unusual ways to wake up the adherent to a sudden and # 8216 ; wordless # 8217 ; experience of Enlightenment, including: puzzling speculation subjects ; Paradoxes ; perplexing replies ; or even shouting and crushing to allow # 8216 ; the underside of the bath autumn out # 8217 ; and to throw the pupil into a province of # 8216 ; no-mind # 8217 ; . For illustration, Chinese Buddhism invented the celebrated Koan s. These are perplexing inquiries which seem to hold no replies or bunk answered. The two most celebrated Koans are, If a tree falls in the wood, and no one hears it autumn, does it do a sound? and What is the sound of one manus clapping? There are many replies to these inquiries and some are every bit perplexing as the inquiries themselves, but they are meant to be head exercisings to assist the pupil Buddhist think beyond rational, mundane things, and seek to make bigger truths. The Chinese Laughing Buddha Bodhisattva Martreya is the most common Buddha in China. Martreya means the Loving or Friendly One and ancient creative persons show him as a fat, unit of ammunition, cheerfully smiling character. Statues of Martreya are normally found at the entryway of Chinese temples and among more superstitious Chinese Buddhists are sometimes worshipped as a God of good fortune and prosperity. 7 How Buddhism works in China today China banned about all faiths and spiritual patterns after the Revolution in 1949. For several old ages people continued to pattern their old beliefs, but limitations became tighter as clip went on. When the Chinese authorities invaded Buddhist Tibet in 1959 they tore down many of the monasteries and ruined the pictures and statues in them. Today, the Chinese authorities forbids Tibetans to have or set up any images of the Dalai or Panchen Lama. To acquire a occupation in Tibet now you have to talk Chinese and non many Tibetans have adequate money to travel to schools that teaches Chinese. It is estimated that 1.2 million Buddhists died between 1951 and 1979, in China and Tibet, as a consequence of persecution, and that 80,000 Buddhists fled to India, largely from Tibet. There were 6,259 Ch an temples and monasteries in Tibet prior to the 1959 invasion. In the twelvemonth 2000 there are merely eight left. In 1962 The 10th Panchen Lama wrote a long missive to Chinese president Mao Tse Tung, protesting that the Chinese soldiers were destructing edifices and killing Tibetans. He was arrested and put in prison for over 10 old ages. In 1987 he once more protested that the Chinese authorities were non handling the Tibetans reasonably. In1989 he told the universe that the Chinese were destructing the Tibetan people. He died shortly after. Some Tibetans think the Chinese poisoned him but no 1 knows for certain. During the 1960 s Chairman Mao instituted the Cultural Revolution, which was aimed at making a 2nd Chinese revolution amongst pupils and immature people. During this clip all spiritual and Buddhist patterns were banned, many monastics and 1000s of trusters were tortured, jailed or killed, and many of the 2000 twelvemonth old temples, monasteries and art plants were wholly destroyed. In the 1990 s the new Panchen Lama ( the 11th ) was 6 old ages old when he and his parents were kidnapped from their place in Tibet by the Chinese authorities. He is the universe # 8217 ; s youngest political captive and he has been losing for over 4 old ages. Panchen Lama is Vice-President or Prime Minister # 8211 ; Tibetans call him the 2nd sterling leader of Tibet. Buddhists believe that the Panchen Lama is the defender of all the universe # 8217 ; s living existences. China kidnapped the Panchen Lama, his parents and brother from their place in Tibet and are keeping them under house apprehension someplace in China. Today there is practically no Cha an Buddhism practiced anyplace in China. However, wherever a Chinese community exists in Asia, from Korea, to Singapore, to Indonesia to Australia, Cha an Buddhism survives and is practiced my 1000000s. The Eight Auspicious Symbols Right-coiled white conch The white conch which coils to the right symbolises the deep, far-reaching sound of the Dharma instructions, which awakens adherents, awakens them from the deep slumber of ignorance. Cherished umbrella The cherished umbrella symbolises the good work of protecting others from unwellness, harmful forces A ; impermanent agonies, and offers enjoyment of a banquet under its shadiness. Victory streamer This symbolises the triumph your ain organic structure, address and head, over obstructions and negativitities. It besides stands for the complete triumph of Buddhism over all harmful forces. Golden fish This symbolises the perfect province of all living existences in a province of bravery, without danger of submerging in the ocean of agonies, free to travel from topographic point to topographic point as freely merely as fish swim without fright through H2O. Dharma Wheel The aureate wheel symbolises the turning of the wheel of Buddha # 8217 ; s instruction, enabling people to see joy and release. Auspicious pulling The pulling symbolises how Buddhist instruction is intertwined with ordinary life. At enlightenment, pupils will experience the amalgamation of wisdom and compassion. Lotus flower The Nelumbo nucifera flower symbolises purification of the organic structure, address and head, and the full flowering of an enlightened life. Vase of hoarded wealth The hoarded wealth vase symbolises an eternal rain of long life, wealth and all the benefits of enlightenment to the universe. Some Cha an Koans Koans, or in Chinese Buddhism, kung-an, means public instance. They are a signifier of treatment and public instruction of wisdom. Koans are meant to interrupt down ordinary, rational idea. They are frequently absurd and enigmatic inquiries into which the pupil was expected to set every attempt to work out the mystifier. Students carried the inquiries with them every twenty-four hours, worrying and working on them, until the solution ( frequently framed every bit curiously as the inquiry ) was delivered to him/her directly from Buddha-state. In other words, the reply offered a glance of enlightenment. Normally the solution to the koan involved a lesson on the inanity of words, logic and fond regard to the ordinary universe. One monastic said to the other, # 8220 ; The fish has flopped out of the net! How will it populate? # 8221 ; The other said, # 8220 ; When you have gotten out of the net, I # 8217 ; ll state you. # 8221 ; Some professors asked a monastic to talk to them on religious affairs. The monastic ascended a dais, struck it one time with his stick, and descended. The faculty members were dumb- founded. The monastic asked them, # 8220 ; Do you understand what I have told you? # 8221 ; One professor said, # 8220 ; I do non understand. # 8221 ; The monastic said, # 8220 ; I have concluded my lecture. # 8221 ; ** A pupil said to the main monastic, # 8220 ; Help me to lenify my head! # 8221 ; The head monastic said, # 8220 ; Bring your head over here and I will lenify it. # 8221 ; The pupil said, # 8220 ; But I don # 8217 ; T know where my head is! # 8221 ; The monastic replied, # 8220 ; Then I have already pacified it. # 8221 ; ** If you meet a individual on the way, do non recognize him with words or silence. How will you recognize him? ** A monastic, taking a bamboo stick, said to the people, # 8220 ; If you call this a stick, you fall into the trap of words, but if you do non name it a stick, you contradict facts. So what do you name it? # 8221 ; At that clip a monastic in the assembly came away. He snatched the stick, broke it in two, and threw the pieces across the room. ** A monastic Saturday with his three pupils. He took out his fan and placed it in forepart of him, stating, # 8220 ; Without naming it a fan, state me what this is. # 8221 ; The first said, # 8220 ; You couldn # 8217 ; t name it a slop-bucket. # 8221 ; The maestro poked him with his stick. The 2nd picked up the fan and fanned himself. He excessively was rewarded with the stick. The 3rd opened the fan, laid a piece of bar on it, and served it to his instructor. The instructor said, # 8220 ; Eat your cake. # 8221 ; ** Has a Canis familiaris a Buddha-nature? This is the most serious inquiry of all. If you say # 8216 ; yes # 8217 ; or # 8216 ; no # 8217 ; You lose your ain Buddha-nature. THE VOW OF THE # 8216 ; TEN FOOTSTEPS # 8217 ; OF CH # 8217 ; AN TAO CHIA ( Chinese Buddhism ) I will hold compassion for all animate existences ; and will non do gratuitous injury or unneeded injury. Through my preparation, I will seek enlightenment, the differentiation between right and incorrect, release from psychotic belief and the malevolent influences of greed, green-eyed monster and fury. I will seek to exceed unneeded duality, and larn to accept that differences are frequently an attitude of head. I accept that of greater value than the accretion of goods, are justness and creativeness, right motivation and action, and essentialness, love and peace, and the freedom to turn. I will move with honor, without planing for self-advantage or narcissistic attempt, false pride or humbleness. I will seek to populate my life so as non to give cause for later declinations. I will assist those who are enduring, or disadvantaged, and those who seek release or enlightenment.

What a Fulgurite Is and How To Make One

What a Fulgurite Is and How To Make One The word fulgurite comes from the Latin word  fulgur, which means thunderbolt.  A fulgurite or petrified lightning  is a glass tube formed when electricity strikes sand. Usually, fulgurites are hollow, with a rough exterior and smooth interior. Lightning from thunderstorms makes most fulgurites, but they also form from atomic blasts, meteor strikes and from man-made high voltage devices falling onto the ground. Fulgurite Chemistry Fulgurites typically form in sand, which is mostly silicon dioxide. The melted sand forms a glass that is called lechatelierite. Lechatelierite is an amorphous material that is considered to be a mineraloid, similar to obsidian. Fulgurites come in a range of colors, including translucent white, tan, black and green. The coloration comes from impurities in the sand. Make a Fulgurite - Safe Method Fulgurites occur naturally, but there are a couple of ways you can make petrified lightning yourself.  Dont put yourself at risk of a lightning strike! The best way to make a fulgurite is to be safely indoors when its stormy outside. Check the weather forecast to find out when lightning activity is expected. Radar is good or refers to special maps for your area that record lightning strikes. You must complete preparation for a fulgurite several hours (or longer) before the storm arrives.Drive a lightning rod or length of rebar into the sand about 12 inches to 18 inches and extending up into the air. You can set up colored sand or some granular mineral besides quartz sand if you prefer. There is no guarantee lightning will strike your lightning rod, but you improve your chances if you select an open area where the metal is higher than the surroundings. Choose an area far from people, animals or structures.When lightning approaches, be far away from your fulgurite project! Do not check on whether you make a fulgurite until several hours after the storm has passed.The rod and sand will be extremely hot after a lightning strike. Use care when checking for a fulgurite so that you dont burn yourself. Fulgurites are fra gile, so dig around it to expose it before removing it from the surrounding sand. Rinse excess sand with running water. Rocket Fulgurites You can go the Ben Franklin route making a fulgurite by drawing the lightning down to a bucket of sand. This method involves launching a D model rocket toward a thunderhead that is estimated to be due to discharge. A spool of thin copper wire connects the bucket to the rocket. While said to be quite successful, this method is extraordinarily dangerous because the lightning doesnt just follow the wire back to the bucket. It additionally follows the wire and the area around it back to the trigger used to launch the rocket... and you! Simulated Lightning Fulgurites A safer, though someone expensive method, is to use an xfmr or transformer to force man-made lightning into silica or another oxide. This technique fuses the sand into lechatelierite, although it is much more difficult to achieve the branched effect seen in natural fulgurites.

Hurricane Essay Example | Topics and Well Written Essays - 750 words

Hurricane - Essay Example The federal government has placed several organizations that deal with the monitoring of surroundings to detect the possibility of a calamity happening. In light to this, the federal government has made some developments after Katrina. Organizations and disaster management bodies have been able to assist in the recovery and help rendering to the communities affected by the happening. Bodies like the federal emergency management agency (FEMA) is one of the spear heading body the federal government has deployed to the areas the hurricane hit to deliver assistance to the communities affected. Following hurricane Katrina’s occurrence, efforts were made to reflect past the instant response to the disaster. Long- term community recovery planning (LTCR) section was instigated initially in the recovery of the debris and assistance to the affected party. This evolving function of the government is determined to give the community a speedy recovery and enhances the community’s recovery on the lost property while looking into the future of sustainability of the community. The LTCR is a development the federal government put in place to assist the public and local governments in the recovery of the community housing and every economic stimulus infrastructure through engineers, architects, and other professionals of the disaster management. The LTCR made the plans for recovery in a swift succession where by the year 2006 the metropolitan plan of New Orleans was completed by spring. The function is doing the recovery in a fast pace alongside specific sustainability pr ojects. The implementations of the proposed plans have since been articulated. There were 17 recovery zones in the plan for the commercial development in New Orleans, which included the hard hit areas of the state. Recently, major developments have created the modern hurricane tracking technology that includes new computer technology models. The tropical waves that emanate from the west of Africa

IMPROVING BUSINESS Performance Essay Example | Topics and Well Written Essays - 1250 words

IMPROVING BUSINESS Performance - Essay Example The research in this case targets the improvement of performance of the company. The main activity in this case would be the analysis of the current performance of the company to determine the current performance, requirements and the challenges (Maginn 2007, p, 288). The solution of the challenges will result following the formulations of means to transform the challenges into opportunities. The exercise targets the division of the company into sectors of performance. The difficulties will then be determined in regards to the company’s performance. Recommendations for the solution of the problems in every perspective will then be made. Eventually, assessment will be made on the recommendations to pride from more efficient mechanisms for improving the business. Introduction The fact that PIPEWORK plc is an old established UK company, it is not at its performing at its best due to various reasons. The company has challenges with lack of a succession plan that makes it look visi onless. Lack of morale is a characteristic of many stakeholders hence hindering performance. Computerization of functions and departments is lacking leading to discrepancies in accounting and delivery delays. All these would be best addressed using the Business Process Reengineering. Moreover, there exist challenges with status quo who wish to maintain their status hence hindering the capacity of the company to get new technologies and managerial skills. Most of the staff and heads of department are untrained and incompetent leading to low quality products and poor service delivery. These challenges can only be best addressed by the Kaizen approach PIPEWORK plc is a UK based company that is a market leader in the pipework sector. PIPEWORK plc is divided into three divisions namely the Drainage Division, Do-it-yourself (DIY) Division and Boilers Division. Though they are operated as independent business units, with individual balance and profit sheets that are later amalgamated, the company has recorded losses with respect to the previous year’s performances (Patterson et al 2012, p, 624). This year’s turnover was ?700m with a pre-tax profit of ?35m though it is a loss compare to last year’s which was at ?900m with a pre-tax profit of ?50m. The average age of senior management staff being 56 years implies the company lacks in new managerial skills methods in the market. Lack of a succession plan by the Head of Human Resources and Divisional directors is clear indication for lack of a vision in the company. Only two divisions have staff and management appraisal procedures which are long overdue in terms of re-evaluation. In order to have a deeper establish the context for evaluation of PIPEWORK plc, it is vital to consider the vital sections considered for its maximal performance. Drainage Division Overreliance on the olden traditional way of making clay pipes using kilns leads to wastage rates due to fractures and malformation. The fracture s and malformations are as a result of long time the clay takes in the kiln and the fire used. Though the engineers have recently introduced PVC pipes, PIPEWORK lacks the internal resources to develop brand new products. This has made the company incur extra costs to suppliers to help them develop a new plastic pipe making machine to facilitate the division create newfangled products appropriate for present day market. It is expensive to produce the PVC pipes alongside the clay ones. In as much as PIPEWORK has opened a major manufacturing plant in Germany

Electronic Communications Privacy Act Essay Example | Topics and Well Written Essays - 1250 words

Electronic Communications Privacy Act - Essay Example , which require a legal framework to manage the workings of the new features created by the development in computer and internet sector (Matsuura, 2003). Ideally, the act seeks to ensure sanity and protection of privacy, but the rapid changes in the communication sector especially in the internet-based sector has rendered the act virtually ineffective while other laws such as the patriotic act have made it impossible to enhance privacy. In its present form, the ECPA has countless flaws owing to the dynamism of communication. The inadequacies of the act can be linked to its enactment. The ECPA was enacted in 1986 when the communication sector was not expansive or as specialized and innovative as it is today. As such, most of the concerns were addressed generally. Today privacy has become a major concern but back then, it was not a key concern. Fundamentally, the act seeks to enhance privacy but in light of other laws such as the patriotic act, it is ineffective (Electronic Privacy Information Center, 2012). The patriotic act granted the government huge leeway in compromising or breaching privacy in all the forms of electronic communications. The government can compromise the privacy of communications in the form of images, signs, writings and even oral communication due to the flaws of the law as revealed by United States v. Councilman. In the above suit, the defendant sought to block the government from accessing e mail in temporary storage prior to the recipient reading them. Nevertheless, on appeal, a full court of appeal revealed that e-mails on transit are not protected from surveillance (Packard, 2012). From the above, it is evident that despite having strict clauses on privacy ECPA is inherently inadequate. Surveillance is one of the most controversial issues in America owing to its extensive nature. The surveillance involves electronic data, which is protected by this act. Nonetheless, the government has seemingly unlimited access to electronic data. One of

Gender Differences in Mental Illness Experiences

Gender Differences in Mental Illness Experiences Title: In what ways does gender shape the experience of mental illness? Introduction Women and mental health is a vast topic and we do not presume to cover all aspects of it within the confines of this essay. We will, however, explore a number of relevant themes in some detail by particular reference to peer reviewed literature on the subject. In doing so, we recognise the fact that it is vital to make a critical assessment of the literature as, in any branch of medically related work, it is vital to acquire a firm evidence base. (Berwick D 2005). Much of the literature that we have assessed for consideration amounts to little more than simple opinion on a subject, and as such, is only of use as an opinion rather than a fact that has been subject to proper scientific scrutiny. (Green Britten 1998). In this essay we take note of opinions but aim to present verifiable facts. We do know that mental illness in the UK is associated with a significant burden of both disability and morbidity in general, and this will vary with both the severity of the illness at any given time and also the nature of the illness itself. (Annandale, E1998). A number of studies have shown that, as a lifetime experience, nearly half of the population will suffer some kind of quantifiable psychological or psychiatric disorder. (Bayer, 1987) The actual incidence of morbidity is hard to assess accurately. Firstly because doctors tend to under-diagnose positive psychiatric morbidity and secondly because there is a general reluctance to seek medical help with this type of complaint. It has been suggested that only 40% of people with a significant mood, anxiety or substance misuse problem will actually seek help in the first year of the problem becoming apparent. (Boswell G Poland F 2004) In the context of this essay we should note that, in broad terms, the overall rates of psychiatric disorder are approximately equal in both men and women, but the significant differences between the sexes are found in the patterns of how the disorders manifest themselves. (Castle DJ et al 2001) It is also fair to comment that an examination of the literature seems to suggest that the morbidity which appears to be associated with mental disorders has been the subject of more attention and research than the actual determinants and mechanisms that appear to be significant in both the promotion of mental health, and protection against mental illness, together with those factors which appear to give a degree of resilience against stress and other adversities which are gender specific. ( Rogers Pilgrim 2002) Gender differences We do know that a number of psychiatric illnesses have different rates of presentation. Some, such as schizophrenia have gender differential modes of presentation and illness trajectory (Kornstein S Clayton A 2002). Just why should this be? A number of authors point to various features of gender difference that may account for this difference. Castle (et al 2001) spend a large proportion of their book differentiating the male and female brain in terms of the effect of testosterone on neurodevelopment. While this is undeniably a source of difference, it would appear that their argument rather falls apart when other authors point to the fact that the differences that we are considering here are actually better correlated with both gender and culture than actual biological sex. (Pattison 2001) Gender has much deeper socio-economic and cultural implications than simply a sexual consideration. It is gender that is one of the prime determinants of the differential power and status factors that influence the degree of control that both men and women have over their socio-economic situation and social position in their own cultural hierarchy. This, in turn, determines both their susceptibility, and indeed their exposure, to significant mental health risks. (Busfield J 1996) We have already alluded, in passing, to the differential incidence of various illnesses. We know that depression and anxiety related patterns of illness, together with those that have a significant element of somatosisation of their symptomatology, are more likely to occur in women than men with a ratio of about 3:1. Illnesses such as reactive (unipolar) depression is found to occur with double the frequency in women, when compared to men. This particular disease process is statistically the most common mental health problem that affects women, but it also tends to be more persistent in women both in terms of longevity of the episode and in frequency of relapse. (APA 1994) Gender differences are also apparent when it comes to a consideration of substance abuse, however it is usual to find the reverse ratio in most studies on the subject. Alcohol abuse and dependence will occur 2.5 times more frequently in men than women. It is not certain whether these changes are primarily cultural or biological, as they do vary to a degree between different cultures, but the sex difference is generally found. (Kraemer S 2000) Unlike the unipolar depressive disorder, bipolar disorder, like schizophrenia, has no differential rate of presentation although there are defined differences in the disease trajectory in terms of age at presentation, the frequency and nature of the first rank psychotic symptoms. This may have a bearing on the longer term sequelae such as social readjustment and long term disease process outcome. (Kaplan HI et al 1991) It is also a demonstrable fact that the degree of morbidity rises exponentially with multiple degrees of comorbidity. In studies on the subject, women outnumber men in this area as well. This consideration then begs the question, â€Å"just what are the gender specific different factors that determine mental health or the susceptibility to mental illness?† We have already suggested that many factors are not purely biological, and a number of different papers point to the fact that many of the triggers and stressor factors which can be associated with mental illness, are also gender specific. The gender based role in a particular society ( certainly in the UK), will produce different exposure to different stressors and negative life experiences. Equally it will give different exposure to the protective effect of a positive life experience. (Moynihan C 1998) We can cite specific examples in this regard. Women are frequently the domestic target of male-based violence. This factor is probably important in the fact that women have the highest incidence of post traumatic stress disorder (PTSD).(Jewkes R 2002) There is still a gender gap in the earnings tables, both in total lifetime earnings and also in average earning levels. This implies that women tend to be less financially independent and more socio-economically deprived (on average) that males. In many societies this is also translated into lower social status that the male and this is often also associated with fewer social freedoms – all of which may be associated with an increasing psychological co-morbidity. (Gordon G et al 2001) There is also the consideration that in the majority of cultures, it is the woman who typically bears the major impact of care in the family, not only of the children, but also of the elderly relatives, and this frequently produces constant and unremitting levels of stress, which again, is recognised as a major trigger for psychological morbidity. (Davies TW 1994) All of these factors, when considered collectively, appear to exert a significant influence on the overall patterns of gender specific distribution of psychiatric morbidity in the community at large. These factors are generally exacerbated (and the gender differences accentuated), when there are sudden and unpredicted fluctuations in the general income level or the stability of the social strata.(Murray M 1995). We have already alluded to the fact that the rates of diagnosis by the healthcare professionals tend to underestimate the true incidence of psychiatric morbidity in the community. It is likely that the healthcare professional can also skew the results in a different way. We know, from a number of studies, that gender bias occurs in both the diagnosis and treatment of mental conditions. Doctors have been shown to be more likely to make a diagnosis of depression in women than in men even when the cohorts have been previously matched in terms of symptom severity and when the present with matched symptoms. Doctors are also statistically more likely to prescribe psychotropic medication for women than for men. (Bhui K et al 1995), Why should this be? Part of the reason is that women have demonstrably different patterns of presentation of psychological morbidity than men. Women are more likely to be open and to disclose their problems to a healthcare professional than a man. Women tend to disclose problems to a primary healthcare team professional (and therefore be treated in the community), whereas a man is statistically more likely to present to a secondary care specialist (which is possibly why men have a disproportionately high representation of inpatient care) (Boswell G Poland F 2004) This may be due to the general perception of the gender stereotype. It is more â€Å"socially acceptable† for a man to have an alcohol problem. Some would argue that Dean Martin made a career out of his drinking. Women are â€Å"expected† to be more emotionally labile than men, and the typical male stereotype is to be stoical and unflinching in the face of adversity. These patterns of behaviour in both the general public, as well as in the perceptions of healthcare professionals, go a long way towards perpetuating many of the gender inequalities that we have examined thus far. It is certainly possible that they may be responsible, at least in part, for the apparent varying susceptibility of the sexes to different illness patterns. (Bandarage A 1997) Conclusions In this essay we have considered some of the evidence that related to the gender differences in the presentation and trajectory of mental illness. We note that the WHO recognises many of these factors on a global scale and has put forward three factors that it considers to be protective in the development of mental morbidity (especially depression). In the light of our discussion above, it can be seen that, although the WHO addresses the points generally to the whole population, they, arguably, have a greater relevance for women than men, certainly in our current culture in the UK. Having sufficient autonomy to exercise some control in response to severe events. Access to some material resources that allow the possibility of making choices in the face of severe events. Psychological support from family, friends, or health providers is powerfully protective. (WHO1998) We have established that women represent the greatest element of morbidity in the overall consideration of both psychiatric and psychological pathology. This may a real finding, but we note that there is a considerable element of bias in the figures, both from the differential rates of presentation and also relative gender bias that appears to exist in the healthcare professionals in general. There is also additional bias in the fact that women have a longer life expectancy than men and therefore have more â€Å"life chances† to present with psychiatric morbidity, quite apart from the fact that the morbidity rates increase with advancing age, primarily associated with the dementias and various organic brain syndromes (Russell D 1995). On a world wide basis, women are more susceptible to the destabilising effect of war, economic instability and natural disasters which add to the burden of negative life experiences that are a prime risk factor for the development of mental illness. (Brown GW 1978). We have also identified the fact that the woman’s position in her particular culture or society is also a very significant factor in generating gender differences. There are gender differences in society and therefore it clearly comes as no surprise that these differences are reflected in the gender differences in health generally. The woman, in the majority of cultures is expected to assume a number of different roles (sometimes simultaneously), each with their own pressures. The unremitting role of the carer is common and clearly a cause of chronic stress. This can be both combined with, and exacerbated by, situations of comparative poverty which again magnifies the effect of all of the negative stressors which can mitigate towards mental ill-health. Other factors such as sexual abuse can also play a gender specific role in the aetiology of mental illness. In the words of Masson, (J.M. 1986) in his historical overview of the field of psychological disability: There is a positive relationship between the frequency and severity of such social factors and the frequency and severity of mental health problems in women. Severe life events that cause a sense of loss, inferiority, humiliation or entrapment can predict depression. Some authors point to the difficulty of communication of the patient with the healthcare professional. In areas where there are cultural or perceived socio-economic differences, it is accepted that this may be a significant factor (Platt, FW Gordon GH 1999). If difficulty of communication is a problem, the conscientious healthcare professional should endeavour to be aware of it and minimise it’s potential impact with strategies such as a translator or perhaps a more empathetic or understanding approach. One could hope that this would go some way to reducing the burden of disclosure from a patient who may already have a significant burden of psychological illness themselves. All in all, we can conclude that the whole area of gender, in relation to mental health problems, is both difficult, multifactorial and complex. A significant amount of work has been done in this field, but there is clearly scope for a great deal more. References Annandale, Ellen (1998) The Sociology of Health Medicine A Critical Introduction. Cambridge: Polity 1998 APA 1994 American Psychiatric Association. DSM-IV. Diagnostic and statistical manual of mental disorders. 4th ed. Washington, DC: APA, 1994 Bandarage A 1997 Women, population and a global crisis London : Zed books 1997 Bayer, Ronald (1987) Homosexuality and American Psychiatry The Politics of Diagnosis. Princeton, New Jersey: Princeton University Press. 1987 Berwick D 2005 Broadening the view of evidence-based medicine Qual. Saf. Health Care, Oct 2005; 14: 315 316. Boswell G Poland F 2004 Women’s minds, Women’s bodies London: Routledge ISBN 0333919696 Brown, George W. Tiril Harris (1978) The Social Origins of Depression A Study of Psychiatric Disorder in Women. New York: The Free Press. 1978 Brown, G.W., S.Davidson T.Harris (1977) Psychiatric Disorder in London and North Uist Social Science and Medicine 11: 367-377 Bhui K, Christie Y, Bhugra D. 1995 Essential elements in culturally sensitive psychiatric services. Int J Soc Psychiatry 1995;41:242-56 Busfield, Joan (1996) Men, Women and Madness Understanding Gender and Mental Disorder. London: Macmillan. 1996 Castle DJ, John McGrath, Jayashri Kulkarni (eds) 2001 Women and Schizophrenia Cambridge University Press, ISBN 0 521 78617 7 : 2001 Davies TW. 1994 Psychosocial factors and relapse of schizophrenia. BMJ 1994;309:353-4. Gordon G, Welbourn A. 2001 Stepping stones and men. Washington,DC: InterAgency Gender Working Group, 2001. Green J, Britten N. 1998 Qualitative research and evidence based medicine. BMJ 1998; 316: 1230-1233 Jewkes R 2002 Preventing domestic violence BMJ, Feb 2002; 324: 253 254 ; Kaplan HI, Sadcock BJ 1991 Synposis of Psychiatry, behavioural Sceinces Baltimore: Maryland Wilkins Wilkins 1991 Kornstein S Clayton A (eds) 2002 Womens Mental Health: A Comprehensive Textbook 2002 The Guilford Press, ISBN 1 57230 699 8 Kraemer S 2000 The fragile male BMJ, Dec 2000; 321: 1609 1612 ; Masson, J.M. (1986) A Dark Science. Women, Sexuality and Psychiatry in the Nineteenth Century. New York: Farrar, Strauss and Giroux. 1986 Moynihan C 1998 Theories in health care and research: Theories of masculinity BMJ, Oct 1998; 317: 1072 – 1075 Murray M.1995 Prevention of anxiety and depression in vulnerable groups. London: Royal College of Psychiatrists, 1995 Pattison H 2001 Women and Schizophrenia †¢ Women and Mental Health BMJ, Jul 2001; 323: 114 ; Penfold, P. Susan Gillian A.Walker (1984) Women and the Psychiatric Paradox. Milton Keynes: Open University. 1984 Platt, FW Gordon GH 1999 Field Guide to the Difficult Patient Interview 1999 Lippincott Williams and Wilkins, pp 250 ISBN 0 7817 2044 3 London: Macmillian Press 1999 Rogers A and David Pilgrim 2002 Mental Health and inequality London: Macmillan, ISBN 0333786572 : 2002 Russell, Denise (1995) Women, Madness and Medicine. Cambridge: Polity. 1995 Showalter, Elaine (1987) The Female Malady. Women, Madness and English Culture 1830-1980. London: Virago. 1987 Skultans, Vieda (1987) The Management of Mental Illness among Maharashtrian Families: A Case Study of a Mahanubhav Healing Temple. Man: Journal of the Royal Anthropological Institute 22(4):661-679 Szasz, Thomas S.(1971) The Manufacture of Madness. A Comparative Study of the Inquisition and the Mental Health Movement. London: Routledge. 1971 WHO 1998 World Health organisation 1998 The World Health Report Executive Summary   Geneva: World Health organisation 1998 ############################################################ 17.1.06 PDG Word count 2,813

Illusion And Disillusion In He :: essays research papers

The Journey from Illusion to Disillusion in Hemingway’s Old Man and The Sea   Ã‚  Ã‚  Ã‚  Ã‚  In our world today we are constantly bombarded with messages of illusion and falsity, however the states in which people travel through their lives differ. Some people are suspended in a state of illusion for all their lives, only realizing their potential on their deathbed. Others have their illusions stolen from them as a child and are brought up in a world without magic and fanciful ideas. For most, we discover this passage from illusion to disillusion at a time in our lives when we need it most. Quite simply, one cannot lead a happy and productive adult life when one is oblivious to the truths of this world. This does not mean, however, that the perfect life is one free from illusions, hopes and dreams. Ideally through the process of disillusionment one will learn the importance of their dreams and hold on to the ones that make them most productive. In Hemingway’s novel, The Old Man and The Sea, the main character Santiago needs this rite of passage to d efine and seal his destiny, and to truly understand and believe in himself. It is through this journey that he establishes limits and boundaries on the illusions he holds onto ritualistically, and yet opens himself up to the larger possibilities of life at the same time. He goes through very obvious and specific stages in his struggle, in a world of illusion, through the sacrifice and pain of the journey and into disillusionment.   Ã‚  Ã‚  Ã‚  Ã‚  Santiago is a proud man, and the world of illusion which captivates him is the only thing that keeps him going, day after day. Sadly, Santiago does not truly have confidence in himself. He attributes much of his success and failure to luck: “‘Eighty-five is a lucky number,’ the old man said. ‘How would you like to see me bring one in that dressed out over a thousand pounds?’';(Hemingway, 13). Santiago is so preoccupied by the idea of luck, and it seems to him that all his experiences are based on powers greater than his own. This seems to parallel Hemingway’s, own illusions, as Young explains, “... both [Santiago and Hemingway] were given to remarking ‘I am a strange old man.’ And both men were preoccupied with their ‘luck’ - a kind of magic which people have in them, or do not.'; Santiago must believe that he is unlucky, as this illusion allows him to continue fishing, continue failing.

Explaining Attitudes As Dependent Variable Education Essay

3.0 IntroductionThere are 12 subdivisions in this chapter. The first subdivision is an overview of the chapter. The 2nd subdivision discusses related theories used in this survey. Next, discusses variables and hypothesis used in this survey. The forth subdivision concentrating on Research Model and follow by population and samples used in this survey. Section six in this chapter explain the instrument used and section seven of this chapter explain briefly the measuring points used. Following subdivision discourse how the information aggregation done and follow by pilot survey and the dependability trial consequence for the pilot survey. Section eleven discuss about the information analysis and near by the sum-up of the chapter.3.1 Related TheoryIn explicating attitudes as dependent variable ( DV ) , this subdivision will discourse Diffusion of Innovation ( Rogers, 1995 ) and Technology Acceptance Model ( Davis et al, 1989 ) . For the independent variable ( IV ) , this subdivision pre sents sensed usefulness, sensed easiness of usage and external factors that comprise learning manners, web log competency and instructors ‘ demographic ( i.e. gender, twelvemonth of learning experience and instruction degree ) .3.1.1 Diffusion of Innovation Model ( DOI )Harmonizing to Rogers ( 1995 ) , a individual attitude towards a new engineering is a cardinal component in its diffusion. Rogers Innovation Decision Process theory provinces that inventions diffusion is a procedure that occurs overtime through five phases ( Figure 3.1 ) : Knowledge – the individual becomes cognizant of an invention and has some thought of how it functions. Persuasion – the individual forms a favorable or unfavorable attitude towards the invention. Decision – the individual engages in activities that lead to a pick to follow or reject the invention. Implementation – the individual puts an invention into usage. Confirmation – the individual evaluates the consequences of an innovation-decision already made.A Diffusion_of_Innovations_Theory-1.png Figure 3.1: Diffusion of Innovation Model ( Rogers, 1995 ) As Rogers ( 1995 ) had stated that instructors positive attitudes exhibit their induction into the innovation-decision procedure, this theory appears relevant for usage in survey instructors ‘ attitudes towards web log usage in learning. Teachers may hold already gone through the Knowledge and Persuasion phases ( Rogers, 1995 ) . They likely proceed to the Decision stage with the usage of web log in learning. Theorists have indicated, attitudes can frequently announce future decision-making behavior ( Ajzen & A ; Fishbein, 1980 ) . Zimbardo and Leippe ( 1991 ) defined attitude as an rating temperament toward some object based on knowledges, affectional responses, behaviors, and behavioral purposes. Harmonizing to Albirini ( 2004 ) and Chao ( 2005 ) , attitude is an informed sensitivity to react and consist three concept: Affectional – TheA affectiveA constituent of attitude is said to dwell of a individual ‘s rating of, wishing of, or emotional response to some state of affairs, object, or individual. Affectional responses reflect one ‘s attitude with esthesiss of pleasance, unhappiness, or other degrees of physical rousing. Cognitive – TheA cognitiveA constituent of an attitude is conceptualized as a individual ‘s factual cognition of the state of affairs, object, or individual, including oneself. In other words, the cognitive constituent refers to how much a individual knows about a subject, such as computing machines. Behavioural – TheA behaviouralA constituent of an attitude involves the individual ‘s open behavior directed toward a state of affairs, object, or individual. Therefore, this survey considered the three concepts of attitudes. Based on past researches, the Technology Acceptance Model ( TAM ) by Davis et Al. ( 1989 ) has widely used to look into users attitudes towards new engineering. Davis et Al. ( 1989 ) stressed that attitude of a user towards a system was a major determiner of whether the user will really utilize or reject the system. The following subdivision discusses the Technology Acceptance Model.3.1.2 Technology Acceptance Model ( TAM )Harmonizing to Davis et Al. ( 1989 ) , user attitude is influenced by two major beliefs: perceived usefulness and sensed easiness of usage, with sensed easiness of usage holding a direct influence on sensed utility. Finally, both these beliefs were suggested were straight influence by the system design features represented by external variables ( Figure 3.2 ) . External Variables Perceived Usefulness Perceived Ease of Use Attitude towards Behaviour Behavioral Intention to Use Actual System Use Figure 3.2: Technology Acceptance Model ( Davis et al. , 1989 ) External variables typically include system features, user preparation, user engagement in design, and the nature of the execution procedure ( Venkatesh & A ; Davis, 1996 ) . As this research focuses on instructors and instruction, the external variables refer to learning manners, web log competency, and instructors ‘ feature which comprise gender, old ages of learning experience and degree of instruction.3.1.3 External Factors3.1.3.1 Teaching Manners As cited by Salem ( 2001 ) , learning manners refer to the processs or procedures adopted and employed by the instructor in order to accomplish the daily aims of the lesson. They are besides the conglobations of one ‘s positions, strong beliefs, and attacks on the attainment of maximal consequences in the teaching-learning procedure. Teaching manners are personal properties of a instructor and vary from one instructor to another. Harmonizing to Kaplan and Kies ( 1995 ) , learning manners refers to â€Å" a instructor ‘s personal behavior and media used to convey informations to or have it from the scholar † and involves the execution of the instructor ‘s doctrine about instruction ( Conti, 2004 ) . Teaching manners were classified in different ways. Salem ( 2001 ) classified learning manners as ocular, audile, group, kinesthetic, single and tactile. Ocular instruction manner – The instructor presents the lesson through images, studies, diagrams, graphs, or other related illustrations. Auditory learning manner – The instructor lectures or gives unwritten accounts most of the clip. Group learning manner – The instructor adopts group interaction and group treatment techniques in the learning the lessons. Kinesthetic instruction manner – The instructor engages the pupils in physical motions as they learn the topic. Individual instruction manner – The instructor requires single recitations, single undertakings, assignments, etc. Tactile learning manner – The instructor adopts â€Å" hands-on † activities. While Salem ( 2001 ) offered six instruction manners, Heimlich ( 1990 ) suggested learning manners into four spheres ; Expert, Provider, Facilitator and Enabler. Teacher with an â€Å" expert † preferred manner are capable oriented and seek efficiency in information sharing chiefly through talk. The â€Å" supplier † instructors are learner-cantered and desire effectivity in learning. Methods built-in to their manner of learning include group treatment, presentation and guided activities. The â€Å" facilitator † instructors are teacher-cantered and the methods of direction depend on capable content ; more than on the scholars. The â€Å" enabler † manner of instruction is really learner-cantered in that the scholars define both the activity and the procedure in the acquisition environment. Cano et Al. ( 1992 ) , Raven et Al. ( 1993 ) and Whittington and Raven ( 1995 ) used Heimlich ( 1990 ) definition and point used to determine the topics ‘ preferred instruction manner. This instrument defines two spheres, sensitiveness ( ability of the instructor to ‘sense ‘ the shared features of the group of scholars ) and inclusion ( teacher ‘s willingness and ability to use techniques to heighten the larning experience based on the groups ‘ features ) . The low inclusion and low sensitiveness quarter-circle is labelled â€Å" expert. † A instructor who scores in the low inclusion and high sensitiveness quarter-circle is labelled the â€Å" supplier. † The high inclusions and low sensitiveness quarter-circle is labelled â€Å" facilitator. † The concluding dimension is the high inclusion and high sensitiveness quarter-circle and instructors with this manner are labelled â€Å" enabler. † Compared to others definition, Grasha ( 1996 ) is the 1 that popular among recent research workers ( Dugas, 2005 ; Kiong, 2006 ; Norzila et al. , 2007 ; Vaughn and Baker, 2008 ; Zamri et al. , 2009 ; Ahmad and Panai, 2010 ; and Kassaian and Ayatollahi, 2010 ) . Grasha ( 1994 ) place five instruction manners ; Expert, Formal Authority, Personal Model, Facilitator and Delegator. Expert – Possess cognition and expertness that pupil demand. Strive to keep position as an expert among pupils by exposing elaborate cognition and by disputing pupils to heighten their competency. Concerned with conveying information and insuring that pupils are good prepared. Formal Authority – Possesses position among pupils because of cognition and function as a module member. Concerned with supplying positive and negative feedback, set uping learning ends, outlooks, and regulations of behavior for pupils. Concerned with the correct, acceptable and standard ways to make things and with supplying pupils with the construction they need to larn. Personal Model – Beliefs in â€Å" instruction by personal illustration † and established a paradigm for how to believe and act. Oversees, ushers, and directs by demoing how to make things, and encouraging pupils to detect and so to emulate the teacher ‘s attack. Facilitator – Emphasized the personal nature of teacher-student interactions. Guides and directs pupils by inquiring inquiries, researching options, proposing options and promoting them to develop standards to do informed picks. Overall end is to develop in pupils the capacity for the independent action, enterprise, and duty. Work with pupils on undertakings in a advisory manner and attempts to supply every bit much as support and encouragement as possible. Delegator – Concerned with developing pupils capacity of map in a independent manner. Students work independently on undertakings or as portion of independent squads. The instructor is available at the petition of pupils as a resource individual. Table 3.1 Summary of Teaching Style ModelModelCategorized of Teaching StylesWriterHeimlich ( 1990 ) Expert Supplier Facilitator Enabler Cano et al. , 1992 ; Raven et al. , 1993 ; Whittington and Raven, 1995 Grasha ( 1996 ) Expert Formal Authority Personal Model Facilitator Delegator Dugas, 2005 ; Kiong, 2006 ; Norzila et al. , 2007 ; Vaughn and Baker, 2008 ; Zamri et al. , 2009 ; Ahmad and Panai, 2010 ; and Kassaian and Ayatollahi, 2010 ) Salem ( 2001 ) Ocular Auditory Group Kinesthetic Individual Tactile Salem ( 2001 ) , Soliven ( 2003 ) 3.1.3.2 Blog Competence Previous research suggests that instructors ‘ attitudes towards engineerings are besides related to instructors ‘ engineering competency. In their survey of the correlativity between instructors ‘ attitude and credence of engineering, Francis-Pelton and Pelton ( 1996 ) found that although many instructors believe computing machines are an of import constituent of a pupil ‘s instruction, their deficiency of cognition and experience lead to a deficiency of assurance to try to present them into their direction. Previous research has pointed to instructors deficiency of computing machine competency as a chief barrier to their credence and acceptance of ICT in developing states ( Al-Oteawi, 2002 ; Na, 1993 ; Pelgrum, 2001 ) . Albirini ( 2004 ) supported and widen the findings from old research. The bulk of respondents reported holding small or no competency in managing most of the computing machine maps needed by pedagogues. This determination did non supported the premise that instructors with low degree of computing machine competency normally have negative attitudes toward computing machines ( Summers, 1990 ) . On the other manus, Albirini ( 2004 ) found that computing machine competency was significantly related to instructors attitudes supports the theoretical and empirical statements made for the importance of computing machine competency in finding instructors attitudes toward ICT ( Al-Oteawi, 2002 ; Berner, 2003 ; Bulkeley, 1993 ; Na, 1993 ) . In add-on, the relationship between computing machine attitudes and competency suggests that higher computing machine competency may further the already positive attitudes of instructors and finally ensue in their usage of computing machines within the schoolroom. In this survey, web log competency mean by web log cognition and blogging accomplishments. 3.1.3.3 Teacher ‘s Demographics Besides Teaching Styles and Blog Competence as the external factors in this research, instructors ‘ demographics besides interested to research. Teachers ‘ demographics comprise gender, instructors ‘ instruction experiences and instruction degree. Gender: There are turning concerns about the low engagement of adult females in information engineering related callings ( Green, 1996 ; Idowu, Adagunodo & A ; Popoola, 2003 ) . Surveies have repeatedly found gender differences in attitudes towards IT. For case, Venkatesh and Morris ( 2000 ) and Drup ( 2004 ) found that males had more positive attitudes towards the usage of computing machines than females. Others such as Ray, Sormunen and Harris ( 1999 ) found the contrary to be the instance. However, in contrast to both sides, research workers such as Busch ( 1995 ) , Idowu ( 1997 ) , Asan ( 2000 ) , and Tiamiyu, Ajayi and Olatokun ( 2002 ) found no important relationship between gender and attitudes towards IT. Teaching Experiences: Surveies have shown that people who have used IT for some clip exhibit more positive attitudes towards IT ( Christensen, 1997 ; Gilmore, 1998 ) . Igbaria and Chakrabarti ( 1990 ) besides found that computing machine experience significantly affected attitudes toward computing machines. Christensen ( 1997 ) observed that with acquaintance, anxiousnesss and frights tend to diminish and assurance additions, and that people with anterior positive experience tend to be more willing to follow a engineering than those who have had either a anterior negative experience or no experience at all. In this survey, the research workers focus on learning experiences. Education Degree: Most of the instructors in Secondary Schools in Malaysia are in degree degree. Merely a few of them merely keep Diploma and Masters even Doctorate. Hamdan ( 2007 ) investigated the attitudes towards e-learning found that there are important difference in educational degree towards e-learning.3.2 VARIABLES AND HYPOTHESIS3.2.1 AttitudeRefering the significance of attitudes, different research workers gave different but somehow related definitions of the word. Aiken ( 1980 ) described attitudes as â€Å" erudite sensitivities to react positively or negatively to certain objects, state of affairss, constructs, or individuals † . Besides that, other research workers used psychological concepts to explicate attitudes. Loyd and Gressard ( 1984 ) , for illustration, divided the concept ‘attitudes ‘ into four different variables, which are: ( I ) computing machine liking ; ( two ) computing machine anxiousness ; ( three ) computing machine assurance, and: ( four ) perceived utility of the computing machine. There are research workers who seemed to be satisfied with Loyd and Gressard ‘s definition, like Koohang ( 1989 ) and Necessary and Parish ( 1996 ) . Furthermore, Zimbardo and Leippe ( 1991 ) defined attitude as an rating temperament toward some object based on knowledges, affectional responses, behaviors, and behavioral purposes. Likewise, Chao ( 2005 ) and Albirini ( 2006 ) defines attitude as an informed sensitivity to react and consist three concept, affectional, knowledge and behavioral. Besides that, Agbonlahor ( 2008 ) defined that attitude towards utilizing computing machines in instruction is a perceptual experience of the value of the usage of computing machines for his/her ain productiveness, every bit good as for the benefit of his/her pupils. Therefore, in this peculiar survey, attitude towards web log usage in instruction is a perceptual experience of the value of the usage of web log for his/her ain productiveness, every bit good as for the benefit of his/her pupils. Attitudes in this survey besides concept with affectional, cognitive and behavioral ( Zimbardo and Leippe, 1991 ; Chao, 2005 ; and Albirini, 2006 ; Agbonlahor, 2008. Several information systems surveies have identified attitude as one of the strongest factors act uponing successful IT usage in any administration ( Christensen, 1997 ; Agarwal & A ; Prasad, 1998 ; Gilmore, 1998 ) . Furthermore, research workers have found that although technological and fiscal barriers are rather important in the procedures of incorporating IT into instruction, pedagogues ‘ attitudes is even more so ( Gilmore, 1998 ) . Attitudes have been found to impact perceptual experiences, and therefore, rates of acceptance and extent of use of IT ( Agarwal & A ; Prasad, 1998 ; Pajo, 2000 ) . Albirini ( 2006 ) investigated the attitudes of high school instructors in Syrian toward ICT and found that participants had positive attitudes toward ICT in instruction. The respondents ‘ positive attitudes were apparent within the affectional, cognitive and behavioral spheres. The determination of research was similar with those of Hong and Koh ( 2002 ) , Psillosb et Al. ( 2003 ) , Shapka and Ferrari ( 2003 ) , Teo et Al. ( 2008 ) , Agbonlahor ( 2008 ) , Chen ( 2008 ) and Tezci ( 2009 ) .3.2.2 Perceived UsefulnessDavis ( 1985 ) defined sensed utility as the grade to which an person believes that utilizing a peculiar system would heighten his or her occupation public presentation. Perceived Usefulness is proposed to hold a direct impact on instructors ‘ attitude towards utilizing web log in instruction because instructors will be more positive to utilize system if it can give benefits to them. The sensed utility of computing machines can act upon attitudes toward computing machines, and the sum of assurance a instructor possesses in utilizing computing machines may act upon his or her execution in the schoolroom ( Gressard & A ; Loyd, 1985 ) . Teo et Al. ( 2007 ) found that pre-service instructors ‘ Perceived Usefulness was important in finding computing machine attitudes. This determination contributes to old research ( Legris et al. 2003 ; Huang & A ; Liaw 2005 ; Pituch & A ; Lee 2006 ) that found Perceived Usefulness to be a cardinal determiner on computing machine attitudes. If pupils perceived the utility of computing machine and experience confident in utilizing it, this will take to more positive attitudes ( Noiwan, Piyawat, & A ; Norcio, 2005 ) . Tg. Faekah et Al. ( 2008 ) found that perceived utility besides showed strong correlativities with attitude, analogue to old surveies by Garland and Noyes ( 2004 ) , Gao ( 2005 ) , Havelka ( 2004 ) , Hunt and Bohlin ( 1993 ) , McGrath and Thurston ( 1992 ) , McInerney, McInerney and Sinclair ( 1990 ) , Mitra and Steffensmeier ( 2000 ) , Teo ( 2006 ) and Yaghi ( 1997 ) . Student attitude toward computing machines is besides linked with how utile they think the computing machine is and the sum of experience they have in utilizing computing machines. Therefore, it is hypothesized: H1: A instructors ‘ Perceived Usefulness of web log in learning affects his/her attitude towards utilizing web log in instruction.3.2.3 Perceived Ease of UseDavis ( 1985 ) defined sensed easiness of usage as the grade to which an person believes that utilizing a peculiar system would be free of physical and mental attempt. Teo et Al. ( 2007 ) besides found that pre-service instructors ‘ Perceived Ease of Use had important effects on computing machine attitudes. The important relationship between Perceived Ease of Use and computing machine attitudes is a logical one and supports current research that positive computing machine attitude are associated with Perceived Ease of Use. Sime and Priestley ( 2005 ) found that pre-service instructors ‘ attitudes towards the usage of an ICT tool were influenced by how easy it was to utilize the tool and that they were loath to utilize a tool that seemed hard to utilize. Therefore, it is hypothesized: H2: A instructors ‘ Perceived Ease of Use of web log in learning affects his/her attitude towards utilizing web log in instruction.3.2.4 Blog CompetenceA big figure of surveies showed that instructors ‘ computing machine competency is a important forecaster of their attitudes toward computing machines ( Berner, 2003 ; Na, 1993 ; Summers, 1990 ; Albirini, 2006 ) . Summers ( 1990 ) found that instructors with low degree of computing machine competency normally have negative attitudes toward computing machines. On the other manus, the fact that computing machine competency was significantly related to instructors ‘ attitudes supports the theoretical and empirical statements made for the importance of computing machine competency in finding instructors ‘ attitudes toward ICT ( Al-Oteawi, 2002 ; Berner, 2003 ; Na, 1993 ; Albirini, 2006, Zhou et al. , 2010 ) . In add-on, the relationship between computing machine attitudes and competency suggests that higher computing machine competency may further the already positive attitudes of instructors and finally ensue in their usage of computing machines within the schoolroom. Therefore, it is hypothesized: H3: There is a important and positively relationship between instructors ‘ web log competency and their attitudes towards web log usage in learning3.2.5 Teaching StyleThis survey follow definition by Salem ( 2001 ) that refer learning manners to the processs or procedures adopted and employed by the instructor in order to accomplish the daily aims of the lesson. Grasha ‘s Model ( 1994 ) was used in this survey. Kiong ( 2006 ) found that the instruction manners of the lectors who teach portion clip instruction programme are more on facilitator, expert and delegator manner. Norliza et Al. ( 2007 ) showed that the three most dominant instruction manners of the lectors perceived by the pupils were Expert, Personal Model and Delegator. It was besides found that the pupils ‘ most preferable instruction manner was Facilitator. Zamri et Al. ( 2009 ) showed that the three instruction manners often used by lector were the personal theoretical account, facilitator and the delegator manner. Kassaian and Ayatollahi ( 2010 ) found that Formal Authority, Expert and Delegator were the most dominant instruction manners. A important difference exists in formal authorization and personal theoretical account among the lectors who teach theories based on learning experience and academic subject. However, the differences of learning manners merely occurred among the lectors who teach practical topic in delegator manner based on learning experience. ( Kiong, 2006 ) . However, Zamri et Al. ( 2009 ) found that there were important differences of the instruction manners based on the topics taught for the expert, formal authorization and the personal theoretical account. The survey besides showed that there was a important average difference for learning manners based on instructors experience for the facilitator manner. On the other manus, found that there were no important differences among the lectors who teach practical topic based on academic subject in their instruction manner ( Kiong, 2006 ) and school session and option ( Zamri et al. , 2009 ) . From the old research, it is hypothesized that: H4a: There is important and positively relationship between instructors with adept manner and their attitudes toward web log usage in instruction. H4b: There is important and positively relationship between instructors with formal authorization manner and their attitudes toward web log usage in instruction. H4c: There is important and positively relationship between instructors with personal theoretical account manner and their attitudes toward web log usage in instruction. H4d: There is important and positively relationship between instructors with facilitator manner and their attitudes toward web log usage in instruction. H4e: There is important and positively relationship between instructors with delegator manner and their attitudes toward web log usage in instruction.3.2.6 Teachers ‘ DemographicsSeveral research workers have found that females have more negative attitudes towards computing machine and ICT ( Akkoyunlu & A ; Orhan, 2003 ; Miura, 1987 ; Murpy, Coover & A ; Owen, 1989 ; Uzunboylu, 2004 ; Venkatesh & A ; Davis, 2000 ) . Kubiatko & A ; Halakova ( 2009 ) found that males have more positive attitudes toward ICT than females. Then, Kubiatko et Al. ( 2010 ) revealed the same consequence that males have more positive attitudes towards ICT as compared to females. On the other custodies, Teo ( 2008 ) found that no important differences were found in the survey, both male and females pre-service instructors at all ages were similar in their attitudes towards the computing machine and Cavas et Al. ( 2009 ) on their survey on scientific disciplines instructors in Turkish primary schools besides found that no important different between male and female instructors on a ttitude towards engineering. Experience were another factor that ever selected by research worker to analyze. Computer experience has been the most normally cited variable correlated to positive attitudes ( Dupagne & A ; Krendel, 1992 ; Woodrow, 1992 ; Chou 1997 ; Levine & A ; Donitsa-Schmidt 1998 ; Ropp 1999 ; Yang, Mohamed, & A ; Beyerbach, 1999 ; Winter, Chudoba & A ; Gutek, 1998 ; Smith, Caputi & A ; Rawstorne, 2000 ; YA ±ldA ±rA ±m, 2000 ; Gaudron & A ; Vignoli 2002 ) . For illustration, Woodrow ( 1992 ) reported correlativities between computing machine experience and attitudes toward engineering. Chou ( 1997 ) besides highlighted that computing machine experience influenced teacher attitudes toward computing machines. Ropp ( 1999 ) found that there is important relationship between computing machine entree & A ; hours of computing machine usage per hebdomad and computing machine attitudes. Igbaria and Chakrabarti ( 1990 ) found that computing machine experience significantly affected attitudes towar d computing machines. Christensen ( 1997 ) observed that people with anterior positive experience tend to be more willing to follow a engineering than those who have had either a anterior negative experience or no experience at all. Cavas et Al. ( 2009 ) found that Turkish scientific discipline instructors have positive attitudes toward ICT and it differs sing computing machine experience. In this survey, the research worker focuses on learning experiences. Therefore, it is hypothesized: H5: There is important relationship between the male and female instructors and their attitudes towards web log usage in instruction. H6: There is important relationship between instructors ‘ instruction experiences and their attitudes towards web log usage in instruction. H7: There is no important relationship between instructors ‘ educational degree and their attitude towards web log usage in instruction.3.3 RESEARCH MODELBased on theories adopted from Davis et Al ( 1989 ) , Roger ( 1995 ) , Grasha ( 1994 ) , Chao ( 2-5 ) , figure 3.3 illustrates the research theoretical account of this survey.EXTERNAL FACTORTeaching Manner Expert Formal Authority Personal Model Facilitator Delegator BLOG COMPETENCE Teachers DEMOGRAPHICS Gender Old ages OF Teaching EDUCATION LEVELPERCEIVED USEFULNESSPERCEIVED EASE OF USEATTITUDE TOWARDS BLOG USECognitive Affectional Behavioral H4a, H4b, H4c, H4d, H4e H1 H3, H5, H6, H7 H2 Figure 3.3: Research Model3.4 POPULATION AND SAMPLEThe survey adopted systematic graded sampling. In Wilayah Persekutuan Kuala Lumpur, there are 87 authorities secondary schools. The schools are divided into four zones Keramat, Sentul, Pudu and Bangsar ) . In this survey, the Keramat Zone was chosen. In Keramat Zone, there are 20 secondary schools and selected as the population for this survey. Out of 20 schools, 10 schools were selected as samples with 700 respondents. Table 3.2 shows schools involved in this survey and the figure of respondents involved. Table 3.2 SampleName of SchoolsEstimated Number of Teachers%Distributed%SMK ( P ) Air Panas 80 8.95 62 8.85 SMK Danau Kota 124 13.87 97 13.86 SMK Padang Tembak 110 12.30 86 12.29 SMK Puteri Titiwangsa 90 10.07 70 10.00 SMK Seksyen 5 Wangsa Maju 130 14.54 101 14.43 SMK Seri Titiwangsa 61 6.82 48 6.86 SMK Setapak Indah 76 8.50 60 8.57 SMK Wangsa Maju Seksyen 2 68 7.61 54 7.71 SMK Wangsa Melawati 80 8.95 63 9.00 SMK Zon R1 Wangsa Maju 75 8.39 59 8.43 Entire 894 100 700 1003.5 InstrumentThe primary instrument used in this survey is study questionnaire. In this research, close-ended inquiries were more preferred than open-ended inquiries. All the close-ended inquiries were designed and developed based on old research workers.3.6 MEASUREMENTThere are 72 point in the questionnaire. The questionnaire divided into five chief subdivisions. Section one consist of instructors ‘ demographic, followed by subdivision two with attitudes item that contains affectional, cognitive and behavioral properties. Section three about instructors ‘ web log competency and subdivision four points related to perceived usefulness and easiness of usage and the last subdivisions produce learning manners points. All points in this questionnaire were derived and adopted from anterior research workers to asseverate the dependability and cogency of the informations. A five-likert graduated table was applied in each point of the questionnaire except points in instructor ‘s demographic subdivision. Scale runing from 1 – Strongly Not Agree, 2 – Not Agree, 3 – Natural, 4 – Agree and 5 – Strongly Agree. The questionnaire prepared in multiple linguistic communication, English and Bahasa Melayu.3.6.1 Teacher ‘s DemographicTeacher ‘s demographics are related to respondent ‘s general features. Age and gender are indispensable when covering with the nature of the population being studied. In this research, point such as â€Å" name of school † , â€Å" topics Teach † , â€Å" instruction experiences † , â€Å" learning period/week † , â€Å" highest instruction degree † and â€Å" learning degree † we besides employed in the questionnaire.3.6.2 AttitudesIn this survey, point modified from Albarini ( 2006 ) . Three points developed from affectional sphere ( point 9 – 11 ) , five points from cognitive sphere ( point 12 – 16 ) and three points from behavioral sphere ( point 17 – 19 ) . Table 3.3 show the measurement point in item. A five point Likert graduated table was used to mensurate the responses ramping from 1=srongly disagree to 5=strongly agree. Table 3.3 Measurement of Teachers ‘ Attitude towards Blog Use in TeachingSouth dakotaCalciferolNitrogenASA9. Using web logs for learning does non frighten me at all. 1 2 3 4 5 10. I am glad there are more web logs these yearss used for instruction. 1 2 3 4 5 11. Using web logs for instruction is gratifying. 1 2 3 4 5 12. Using web logs for learning saves clip and attempt. 1 2 3 4 5 13. Students must utilize web logs in all capable affairs. 1 2 3 4 5 14. Web logs would actuate pupils to make more survey. 1 2 3 4 5 15. Web logs are a fast and efficient agencies of acquiring information. 1 2 3 4 5 16. Web logs can heighten pupils ‘ acquisition. 1 2 3 4 5 17. I would instead learn without web logs than utilizing web logs. 1 2 3 4 5 18. If I had the clip, I would larn to make web logs for learning intents. 1 2 3 4 5 19. I would wish to larn more about web logs for usage in instruction. 1 2 3 4 53.6.2 Perceived UsefulnessPerceived utility is defined as â€Å" the grade to which a individual believes that utilizing a peculiar system would heighten his or her occupation public presentation † by Davis ( 1989 ) . Perceives usefulness is one of two dominant concept of TAM to measure user ‘s credence. Item from Davis ( 1989 ) were adapted utilizing five-point Likert graduated table runing from 1=srongly disagree to 5=strongly agree. Table 3.4 Measurement of Perceived Usefulness towards Blog Use in TeachingSouth dakotaCalciferolNitrogenASA24. Using web logs for learning will better my learning public presentation. 1 2 3 4 5 25. Using web logs for learning enhances my effectivity on instruction. 1 2 3 4 5 26. Using web logs for learning improves the quality of instruction. 1 2 3 4 5 27. Overall, I find utilizing web logs utile in my instruction. 1 2 3 4 53.6.3 Perceived Ease of UseDavis ( 1989 ) defined sensed easiness of usage as â€Å" the grade to which a individual believes that utilizing a peculiar system would be free of attempt † . The steps of sensed easiness of usage were comprehensively used by many anterior surveies, for illustrations, Lederer et Al ( 1989 ) modified the steps of sensed easiness of usage that tantrum with the World Wide Web ( WWW ) use. In this survey, the points for sensed easiness of usage were adapted from Davis ( 1989 ) to suit within instructor ‘s attitude toward web log usage in learning. The six points used a five-point Likert graduated table runing from 1=strongly disagree to 5=strongly agree. Table 3.5 Measurement of Perceived Ease of Use towards Blog Use in TeachingSouth dakotaCalciferolNitrogenASA28. Using web logs is easy for me. 1 2 3 4 5 29. I find it easy to acquire web logs to make what I want to make. 1 2 3 4 5 30. Geting information from web log is easy. 1 2 3 4 5 31. My interaction with web logs is clear and apprehensible. 1 2 3 4 5 32. It would be easy for me to go adept at utilizing web logs. 1 2 3 4 5 33. Overall, I find blogs easy to utilize. 1 2 3 4 53.6.4 Teaching StyleThe Grasha-Riechman Teaching Styles Inventory ( GRTSI ) ia a study instrument used to find learning manner. The GRTSI uses a study instrument with 40 points, and uses a five-point Likert graduated table for each. Each type of learning manner contributes eight points each. All points were assorted up to avoid prejudice. Table 3.6 Item Distribution of Teaching Style towards Blog Use in TeachingTeaching MannerNo. of ItemsExpert 34, 39, 44, 49, 54, 59, 64, 69 Formal Authority 35, 40, 45, 50, 55, 60, 65, 70 Personal Model 36, 41, 46, 51, 56, 61, 66, 71 Facilitator 37, 42, 47, 52, 57, 62, 67, 72 Delegator 38, 43, 48, 53, 58, 63, 68, 73 Table 3.7 Measurement of Teaching Style towards Blog Use in Teaching Expert South dakota Calciferol Nitrogen A SA 34. Facts, constructs, and rules are the most of import things that pupils should get. 1 2 3 4 5 39. Sharing my cognition and expertness with pupils is really of import to me. 1 2 3 4 5 44. What I have to state about a subject is of import for pupils to get a broader position on the issues in that country. 1 2 3 4 5 49. I want pupils to go forth my category good prepared for farther work in this country. 1 2 3 4 5 54. Lecturing is a important portion of how I teach each of the category Sessionss. 1 2 3 4 5 59. My expertness is typically used to decide dissensions about content issues. 1 2 3 4 5 64. Students might depict me as a â€Å" depot of cognition † who dispenses the fact, rules, and constructs they need. 1 2 3 4 5 69. There is more stuff in my capable than I have clip available to cover it. 1 2 3 4 5 Formal Authority 35. I set high criterions for pupils in my category. 1 2 3 4 5 40. I give pupils negative feedback when their public presentation is unsatisfactory. 1 2 3 4 5 45. Students would depict my criterions and outlooks as slightly rigorous and stiff. 1 2 3 4 5 50. It is my duty to specify what pupils must larn and how they should larn it. 1 2 3 4 5 55. I provide really clear guidelines for how I want undertakings completed in my category. 1 2 3 4 5 60. My category has really specific ends and objectives that I want to carry through. 1 2 3 4 5 65. My outlooks for what I want pupils to make in this category are clearly defined in the course of study. 1 2 3 4 5 70. My criterions and outlooks help pupils develop the subject the demand to larn. 1 2 3 4 5 Table 3.7 ( Continued ) Measurement of Teaching Style towards Blog Use in Teaching Personal ModelSouth dakotaCalciferolNitrogenASA36. What I say and do theoretical accounts allow ways for pupils to believe about issues in the content. 1 2 3 4 5 41. Students are encouraged to emulate the illustration I provided. 1 2 3 4 5 46. I typically show pupils how and what to make in order to get the hang capable content. 1 2 3 4 5 51. Examples from my personal experiences frequently are used to exemplify points about the stuff. 1 2 3 4 5 56. I frequently show pupils how they can utilize assorted rules and constructs. 1 2 3 4 5 61. Students receive frequent verbal and/or written remarks on their public presentation. 1 2 3 4 5 66. Finally, many pupils begin to believe like me about capable content. 1 2 3 4 5 71. Students might depict me as a â€Å" manager † who works closely with person to rectify jobs in how they think and behave. 1 2 3 4 5 Facilitator 37. My instruction ends and methods address a assortment of pupil acquisition manners. 1 2 3 4 5 42. I spend clip consulting with pupils on how to better their work on single and/or group undertakings. 1 2 3 4 5 47. Small group treatments are employed to assist pupils develop their ability to believe critically. 1 2 3 4 5 52. I guide pupils ‘ work on category undertakings by inquiring inquiries, researching options, and proposing alternate ways to make things. 1 2 3 4 5 57. Class activities encourage pupils to take enterprise and duty for their acquisition. 1 2 3 4 5 62. I solicit student advice about how and what to learn in my category. 1 2 3 4 5 67. Students can do picks among activities in order to finish capable demands. 1 2 3 4 5 72. I give pupils a batch of personal support and encouragement to make good in my topic. 1 2 3 4 5 Delegator 38. Students typically work on category undertakings entirely with small supervising from me. 1 2 3 4 5 43. Activities in my category encourage pupils to develop their ain thoughts about content issues. 1 2 3 4 5 48. Students design one or more autonomous acquisition experiences. 1 2 3 4 5 53. Developing the ability of pupils to believe and work independently is an of import end. 1 2 3 4 5 58. Students take duty for learning portion of the category Sessionss. 1 2 3 4 5 63. Students set their ain gait for finishing independent and/or group undertakings. 1 2 3 4 5 68. My attack to instruction is similar to a director of a work group who delegates undertakings and duties to subsidiaries. 1 2 3 4 5 Table 3.7 ( Continued ) Measurement of Teaching Style towards Blog Use in Teaching DelegatorSouth dakotaCalciferolNitrogenASA73. I assume the function of a resource individual who is available to pupils whenever they need aid. 1 2 3 4 53.6.5 Blog CompetenceBlog Competence is to mensurate blog competency among instructors. This points was created by the research worker intentionally for this survey. Five Likert Scale besides applied. 1 – Not Competence, 2 – Less Competence, 3 – Moderate Competence, 4 – Competence and 5 – Very Competence. Table 3.8 Measurement of Blog Competence towards Blog Use in Teaching North carolina LC Megahertz C VC 20. Make a web log to portion my experiences and cognition. 1 2 3 4 5 21. Use a web log to happen information for instruction intents. 1 2 3 4 5 22. Post and answer to remarks in web logs for learning intents. 1 2 3 4 5 23. Update a web log with new information about instruction. 1 2 3 4 53.7 DATA COLLECTIONA missive of permission submitted to Jabatan Pelajaran Wilayah Persekutuan Kuala Lumpur ( JPWPKL ) to seek a blessing to carry oning a research at selected schools as listed before. After having an blessing missive, researcher conveying it when meet the principal for each schools. Researcher gives brief account about the research. Then, researcher seeks the cooperation of the principals to acquire a list of instructors toA guarantee the figure of instructors. Each questionnaire labelled with a consecutive figure. Every instructor who took the questionnaire will be recorded their consecutive Numberss. ThisA isA intended toA facilitateA the school to retrieveA allA the questionnaires for collection.A Besides, A itA besides makes it easierA for research worker to retrace the instructor if there is an uncomplete questionnaire. Principal appointA aA representativeA fromA the teachersA toA manage theA distributionA and aggregation ofA surveysA andA toA mediateA betweenA teachersA andA research workers. Within one hebdomad, research worker will come back to school to roll up the questionnaires.3.8 PILOT STUDYPilot survey refers to testings of the questionnaire on a little sample of respondents to place and extinguish possible jobs ( Hunt et al. , 1982 ; Parasuram, 1987 ; Malhorta, 2004 ) . 80 participants from SMK Wangsa Melawati participated in the pilot survey. Table 3.9 Pilot Study DistributionEntire DistributedEntire ReturnedFunctionalNot Functional80 74 74 03.9 RELIABILITY PILOT STUDY INSTRUMENT3.9.1 Dependent Variable – AttitudeThe dependability trial was performed utilizing SPSS ( let go of 18 ) for Windows to measure the instruments. Table 3.11 shows the consequence of dependability trial for dependent variables. Overall dependability trial shows that all point involved in this survey were dependable. On the other custodies, the trial shows that one of the behavioral points shows the mark merely 0.544. Researcher decides to take the point and the new mark is 0.855. Table 3.10 Reliability Test for Attitudes InstrumentsInstrumentBeforeAfterNo. of pointCronbach ‘s AlphaNo. of pointCronbach ‘s AlphaAttitude Affect 3 .728 3 .728 Behavioral 3 .544 2 .855 Cognitive 5 .707 5 .707 Overall Attitude 11 .717 10 .7173.9.1 Independent Variable – Perceived Usefulness, Perceived Ease of Use, Teaching Style and Blog CompetenceTable 3.8 shows the consequence of dependability trial for independent variables. Blog Competence, Perceived Usefulness and Perceived Ease of Use show high dependability for all points. There is a job with one of the point in Formal Authority that makes the mark really low ( 0.200 ) . Researcher decided to discontinue point no. 4 in Formal Authority and it make the mark alteration to 0.603. Overall mark is 0.903. Table 3.8 summarize the dependability trial for all independent variables. Table 3.12 make a comparing learning manners point from the old research workers. Table 3.11 Reliability Test for Blog Competence, Perceived Usefulness, Perceived Ease of Use and Teaching Style InstrumentsInstrumentNo. of pointCronbach ‘s AlphaBlog Competence 4 .916 Perceived Usefulness 4 .918 Perceived Ease of Use 6 .816InstrumentBeforeAfterNo. of pointCronbach ‘s AlphaNo. of pointCronbach ‘s AlphaTeaching Manner Expert 8 .645 8 .645 Formal Authority 8 .200 7 .603 Personal Model 8 .713 8 .713 Facilitator 8 .617 8 .617 Delegator 8 .670 8 .670 Table 3.12 Comparison of Reliability Test for Teaching Style InstrumentsTeaching MannerDugas ( 2005 )Zamri et Al. ( 2009 )Pilot StudyNo. of pointCronbach ‘s AlphaNo. of pointCronbach ‘s AlphaNo. of pointCronbach ‘s AlphaExpert8 0.40 8 0.62 8 .645Formal Authority8 0.49 8 0.81 7 .603Personal Model8 0.58 8 0.80 8 .713Facilitator8 0.76 8 0.82 8 .617Delegator8 0.48 8 0.59 8 .670Overall40 0.71 40 Not Reported 39 .9033.10 DATA ANALYSISOnce informations were collected, it must be translated into an appropriate signifier for informations analysis. Harmonizing to De Vaus ( 2002 ) , there are four factors impacting how the informations are traveling to be analysed. They are the figure of variables being examined, the degree of measuring of the variables, descriptive or illative intents and ethical duty. This survey used SPSS ( let go of 18 ) for Windows to analyze the information. A measure by measure informations analysis was conducted to run into the research inquiry and aim of the survey. The process of proving the hypotheses of the survey has besides been taken in the information analysis subdivision. In this survey, there are dogged stairss in carry oning the information analysis ; this includes descriptive analysis, dependability analysis, factor analysis, correlativity analysis and arrested development analysis. Descriptive analysis was used to portray the informations accurately from the variables. It besides provides more information about the distribution of the variables. The frequences, per centum, mean and standard divergence were performed to construe the information. The descriptive analysis includes ‘age ‘ , ‘gender ‘ , ‘years of learning ‘ , ‘highest making ‘ , ‘level of learning ‘ , ‘number of learning period/week ‘ and ‘subject though ‘ . Harmonizing to Hair et Al ( 1998 ) , factor analysis is aimed at analyzing the construction of the correlativities among a big figure of variables by specifying a set of common implicit in dimensions ( factors ) . Furthermore, factor analysis is conducted to find whether the responses to a set of points used to mensurate a peculiar construct can be grouped together to organize an overall index of that construct ( Cramer, 2003 ) . In this survey, there are two set of variables for which factors are analysed. They are a set of independent variables and a set of dependent variables. After executing the factor analyses, the following measure would take to the dependability analysis of the measurings. The Cronbach ‘s alpha is the most widely used step of dependability of the variables ( Hair et al. , 1998 ; Morgan et al. , 2004 ) . Correlation analysis was performed to bespeak both the strength and the way of the relationship between a brace of variables ( Bryman and Cramer, 1994 ) . The variables are considered to be correlated if alterations in the 1 variable are associated with the alterations in the other variables ( Hair et al. , 1998 ) . The Pearson correlativity process is used to happen the relationship between independent variables ; gender, old ages of instruction, degree of instruction, web log competency, perceived easiness of usage, perceived usefulness and teaching manner and dependent variables ; attitudes toward web log utilizations. Finally, arrested development analysis is conducted in this survey to sum up the nature of the relationship between variables and for doing anticipations of likely values of dependent variables ( Bryman and Cramer, 1994 ) . Multiple arrested developments were used to foretell a graduated table of dependent variable from two or more independent variables.3.11 SummaryThe focal point of this chapter is on the development of research model. The survey will utilize a study research method design. The mark respondents for the study research participants would be secondary school instructor in Keramat Zone, Kuala Lumpur. Te extimated figure of trying units is 700. The following chapter presents the determination of the survey.