Patriot act Essay Thesis Example For Students

Loyalist act Essay Thesis To clarify fear based oppression isn't a simple undertaking. There are numerous meanings of psychological oppression, however I accept that it essentially intends to threaten. The activities of somebody or gathering of individuals cooperating to direct vicious activities that will introduce dread in the brains of the individuals, network, or country to accomplish power or political change. There are numerous definitions clarifying psychological oppression yet the inquiry is, which one meets your requirements or thoughts?Bruce Hoffman characterizes fear based oppression as a purposeful creation and misuse of dread through viciousness or the danger of brutality in the quest for political change. Through the exposure created by their brutality, psychological militant look to get the influence, impact and force they other savvy need to impact political change on either a neighborhood or global scale. (Hoffman 23) Hoffman keeps clarifying that there are more than one hundred meanings of psychological warfare, all which rely upon thought of thoughts, history, or political plan. He clarifies that there is nobody definition that is acknowledged. Egbal Ahmad considers the to be of fear based oppression as not being inspected enough. Ahmad considers all to be meanings of fear based oppression as a method of working up feelings in the psyche of the individuals. Ahmad calls attention to that a great many people dont take a gander at the reasons why individuals resort to psychological oppression. He accepts that one must comprehend why there is psychological warfare before one can figure out how to stop it. He likewise expresses that a great many people dont contemplate how feelings assume an enormous job on how fear mongering begins. In this manner, how can one characterize fear based oppression. He at last clarifies how might a gathering of individuals feel in the event that they had a partners for quite a long time, at that point one day your partners become your enemy.I accept that there is a little legitimacy in each meaning of psychological warfare yet no right answer. Hoffamans definition, to me, is to a greater extent a political definition that applies to the necessities of the office. Ahmads definition inclines towards how one can fix the issues with psychological oppression before characterizing it. I favor the two definitions since one commendations the other.

Cyber War Essay Example | Topics and Well Written Essays - 250 words

Digital War - Essay Example This is sealing to be a danger in 21st century. In any case, there is one genuine danger of digital war. This danger is an assault of the PC frameworks by the malware (Gartzke, 2012). This is on the grounds that it can injure a nation framework with a planned move. This implies the essential parts of the economy will neglect to perform, and this can prompt exceptional misfortune. For instance, if the digital crooks assault power plants, the entire country could be dove into murkiness (Gartzke, 2012). This mean the greater part of the nations can stay in a place that was there 200 years back. This can deaden a nation before the issue is amended. Colossal measure of assets should be prepared to determine the danger. As indicated by my reasoning, the main nation to set up an enormous scope digital hostile will be South Korea. This is on the grounds that the nation is vigorously reliant on the web. Indeed, for all intents and purposes all segments of the economy rely upon the most recent innovative headways. North Korea, then again, has little to lose, as it is less reliant on the innovation (Gartzke,

Response Paper of David Helds Article

Response Paper of David Held's Article “Reframing Global Governance: Apocalypse Soon or Reform” Nov 27, 2019 in Article Review Introduction In Reframing Global Governance: Apocalypse Soon or Reform, David Held discusses dilemma the world faces today: using local means to address the global problems (2010, 143). The issues include climate change, achieving the Millennium Development Goals, and ending the spread of nuclear weapons. The author argues that local and national means are incomplete and weak in addressing these challenges. He further asserts that solving these related to the whole world problems is necessary to promote social justice, solidarity among nations, democracy and the effective implementation of policies. However, the approaches that have been used before, such as the Washington Consensus, have failed to realize social justice and democracy, especially in the Third World countries. The Washington Consensus is based on the liberal theory, which supports a free world economy. Existing evidence, nevertheless, indicate that liberalization of the world economy does not benefit the poor countries. On the other hand, states that did not follow the rules of the Washington Consensus like China, India, and Vietnam, have experienced fast economic growth. (Held 2010, 152). This is because the Washington Consensus strengthened market forces while it weakened local, national and global means of governance. At the same time, it allows strong nations to exploit the weak ones, which increases the social and economic inequalities. This trend suggests that realism (the pursuit of self-interests by nations) is still at work even when nations promote the liberal ideas. An example is the U.S. invasion of Afghanistan and Iran. Therefore, the author claims the problems that countries like the USA want to address, such as terrorism and reduction of natural resources, affect all states. These are global problems requiring global solutions. Consequently, D. Held faults local approaches (realist approaches) that aim to give attention to one countrys needs. He argues for a system of global governance that promotes coordination and cooperation to solve common problems. Analysis The author raises serious issues that are of significant relevance to the world today. I agree with his arguments because they reflect the nature of international relations nowadays, particularly on how the market liberalization and realism hinder efforts to achieve social justice, political and economic stability, as well as the Millennium Development Goals. Held identifies globalization as the reason why countries ought to cooperate in addressing the different problems they face. The aforementioned process encourages interdependence among nations in areas like trade, sharing of information, labor, and utilization of the natural resources. As a result, problems that affect one country will naturally affect others. For instance, terrorism is not an American-only problem since all states are concerned about insecurity and the threat of anarchy. In this regard, there are challenges in the fight against terrorism because each country pursues its own means to ensure internal security. For example, Americas single-handed war against terrorism suggests a failure to recognize the fact that terrorist activities create insecurities in all countries. Peace is a universal need, something that every nation must have in order to achieve other goals like economic growth and political stability. Thus, the national or local approach to a global problem t ends to isolate/exclude others, which makes it difficult to find long-lasting solutions. Another relevant issue the author refers to is the idea that use of local means only serves to promote realism in the international relations. The theory of realism argues the goal of nations in the international relations is to encourage their self-interests. States do not cooperate with others for the reason of altruism (to achieve a common goal), but to promote their own interests. The impact of the Washington Consensus shows this is the reality; liberalization of the market allows strong economies to exploit weak ones. This suggests that original goal of the Washington Consensus (market liberalization) was not to provide a level-playing ground for all countries in the world market, but to provide the industrialized and developed west with an excuse to monopolize the market with cheap products. In this regard, the researchers argument offers a realistic evaluation of the situation concerning the problems the world faces today. Neither realist nor liberal approaches will lead to a long-lasting solution. This is because one allows unfair competition between strong and weak economies while the other encourages the pursuit of self-interests. As a result, it is necessary for the states to cooperate and create a collective approach that will accommodate the needs of each and lead to a common solution.

The Difference between Pure Logic and Scientific Logic and...

Q.1. Is there a difference between pure logic and scientific logic? Which one, in your opinion, is more useful to solve our everyday problems in life? Is it also the case for major problems on Earth? Can you give some examples?: The problem of logic is the same problem of truth that todays scientists, philosophers, academics and thinkers of all kind face. Since the Scientific Revolution and the Age of Enlightenment, several evolutions in scientific/philosophic schools have occurred. One of them is the advancement of subjectivity over objectivity, thanks in large part to the philosophy of Kant, who simply advanced the already widening gap between the old world of understood universals (prior to Occam) and the new world in which universals could not be proven (Weaver, 1984, p. 8). The new world was a world of empirical analysis. The old world (Aristotelian, if you will) way of arriving at truth was by means of the intellect. With the Rationalists, the Skeptics, the Subjectivists and th e Modernists, the intellects ability to arrive at truth was doubted; truth, the modern era generally asserted, could only be reached through empiricism. Thus, the term pure logic, which must refer ultimately to both inductive and deductive reasoning as well as the intellects ability to arrive at truth, was put at odds with scientific logic, which depended wholly upon empirical data as can be seen in any graduate studies program. While there is something to be said for both pureShow MoreRelatedCultural Anthropology : Physical Anthropology3800 Words   |  16 PagesUsually distinguish between morality are those with social approval, and bad habits, which are relatively common, but no social approval, and sometimes laws have been enacted to try to change behavior. Science: The process is the systematic acquisition of new knowledge of a system. The systematic acquisition is generally the scientific method. The system is generally nature. Science is then the scientific knowledge that has been systematically acquired through this scientific process. Knowledge:Read MoreLogical Reasoning189930 Words   |  760 Pagesquite well. Their diversity, literacy, ethnic sensitivity, and relevancy should attract readers. Stanley Baronett. Jr., University of Nevada Las Vegas Far too many authors of contemporary texts in informal logic – keeping an eye on the sorts of arguments found in books on formal logic – forget, or underplay, how much of our daily reasoning is concerned not with arguments leading to truth-valued conclusions but with making choices, assessing reasons, seeking advice, etc. Dowden gets the balanceRead MoreCompilation of Mathematicians and Their Contributions11615 Words   |  47 PagesEuclid have survived to the present day. They follow the same logical structure as  Elements, with definitions and proved propositions. Those are the following: 1. Data  deals with the nature and implications of given information in geometrical problems; the subject matter is closely related to the first four books of the  Elements. 2. On Divisions of Figures, which survives only partially in  Arabic  translation, concerns the division of geometrical figures into two or more equal parts or intoRead MoreEugenics Should be Abolished Essay3265 Words   |  14 Pagesthought that a pure race would make all population problems on earth obsolete and therefore contribute to an increased longevity of the human race. He called it the science of eugenics, a word derived from the Greek eugenes, meaning well born. He published the aspects of his new science in his book Hereditary Genius in 1869, establishing the roots and importance of his theories. Galton had admired how horticulturists tried to improve the plant system by encouraging reproduction between the strongestRead MorePeculiarities of Euphemisms in English and Difficulties in Their Translation19488 Words   |  78 PagesINTRODUCTION 2 CHAPTER I. THE NOTION OF EUPHEMISMS IN ENGLISH 5 I.1. Definition of Euphemisms 5 I.2. Classification of Euphemisms 6 I.3. Ambiguity and Logic 9 CHAPTER II. SOURCES OF EUPHEMISMS 15 II.1. The Language of Political Correctness 15 II.2. Obscurity, Officialese,Jornalese, Commercialese 20 II.3. Vogue Words 24 II.4. Woolliness 27 II.5. Euphemisms Used in Different Spheres of Our Life 29 CHAPTER III. TRANSLATION OF EUPHEMISMS 34 III.1. Grammatical Difficulties inRead MoreThe Evil of Politics and the Ethics of Evil10364 Words   |  42 Pagesthe scientific prejudicesdo not allow the moral problems to be seen in their true light and the answersto be given in their true relation to the questions. 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The unique features of ancient religions were that they were all polytheistic , meaning that they recognized many gods, instead of one main one. And the problem with this was that in the ancient history, before the invention of writing, nothing was written down: stories were told verbally, laws were passedRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesor goal. In this sense, humans are free to choose their own destiny.   * is a philosophical term which asserts that there is a distinction between essential and non-essential (contingent or accidental) characteristics of an object. Essentialism assumes that objects have essences and that an object’s identity is its essence. Aristotle distinguished between an object’s essence and its existence. Its essence is â€Å"what a thing is.† Its essence is â€Å"that a thing is.† An object’s essence is the collection

What You Should Know About Ronald Reagans Radio Career

Ronald Reagan, the 40th U.S. President was many things, including a radio broadcaster. More specifically, he was a sportscaster for several stations between 1932 and 1937 including WOC-AM and WHO-AM. You may not have heard the details, so here are some highlights: WOC AM 1420 in Davenport was the first commercial radio station west of the Mississippi River and [in 1932] first to hire Ronald Reagan.WOC, needed an announcer to broadcast University of Iowa games. Reagans first assignment was the University of Iowas homecoming game against Minnesota.After WOC consolidated with WHO in Des Moines, WHO, an NBC affiliate gave Reagan national media exposure.Dutch (a childhood nickname because of his Dutch boy haircut) gained national media exposure recreating Chicago Cubs baseball games from the studio.  One of his responsibilities was to give accounts of Chicago Cubs baseball games via telegraph. During one game between the Cubs and their arch-rivals the St. Louis Cardinals that were tied 0-0 in the 9th inning, the telegraph went dead: An often-repeated tale of Reagans radio days recounts how he delivered play-by-play broadcasts of Chicago Cubs baseball games he had never seen. His flawless recitations were based solely on telegraph accounts of game s in progress.Once in 1934, during the ninth inning of a Cubs - St. Louis Cardinals game, the wire went dead. Reagan smoothly improvised a fictional play-by-play (in which hitters on both teams gained a superhuman ability to foul off pitches) until the wire was restored.Reagan said: â€Å"There were several other stations broadcasting that game and I knew I’d lose my audience if I told them we’d lost our telegraph connections so I took a chance. I had (Billy) Jurges hit another foul. Then I had him foul one that only missed being a home run by a foot. I had him foul one back in the stands and took up some time describing the two lads that got in a fight over the ball. I kept on having him foul balls until I was setting a record for a ballplayer hitting successive foul balls and I was getting more than a little scared. Just then my operator started typing. When he passed me the paper I started to giggle - it said: ‘Jurges popped out on the first ball pitched.â₠¬â„¢Ã¢â‚¬ Did you know that less than six months after President Ronald Reagan left the office he attended an All-Star Game and did some more broadcasting?His political career started through the presidency of the Screen Actors Guild (SAG). He gained political stature through radio broadcasts and speaking tours sponsored by the General Electric company.

The West A Narrative History - 1187 Words

The oil on canvas landscape painting does not reveal the name of the painter, but instead it leaves the observer with several explicit and implicit clues which may lead the viewer a step closer to its creator and its reason for existing. Additionally knowing that the painting was created in France sometime around the mid 17th century narrows it down to a few possible influencing eras. Moreover, having the freedom as a spectator to make assumptions based on legitimate evidence lead me to think critically and got me to figure out the painter’s background information, intended audience, intentions, and etc. The artist’s past can easily be understood due to the fallen Greek-Roman looking architectural structures found lying in front of the sitting man. These kind of constructions weren’t common in mid 17th century France, unlike ancient Greece and Rome. A. Daniel Frankforter, and William M. Spellman, in their book â€Å"The West: A Narrative History, Volume Two: Sin ce 1400 (3rd Edition)† states that â€Å"Excavations at two buried Roman towns near Naples, Herculaneum, and Pompeii, fascinated the reading and traveling public and became â€Å"must see† for aristocratic gentlemen making the â€Å"grand tour† of Europe’s cultural sites.† (494). I believe that the artist had to personally experience the â€Å"grand tour†, because only a strong familiarized individual could successfully revive classical Greek and Roman characteristics and fuse them together with several other styles into one marvelous pieceShow MoreRelatedCritical Analysis Of Lewis And Clark1630 Words   |  7 Pagessimply as the West. This common narrative of the West can be seen in movies, television, and artwork from around the globe. However, many parts of this narrative can be far from reality. West’s A Narrative History of the West, Miller’s Agents of Empire, The Lewis and Clark expedition, and Aron’s The Afterlive s of Lewis and Clark all provide a counter-narrative to the traditional narrative of the â€Å"untouched† West and highlight the importance media has on the public’s interpretation of the West. BeforeRead MoreRise of the West1330 Words   |  6 PagesCritical Analysis: Rise of the West There are many theories and ideas of how western civilization became the way it is today. While some scholars believe it is in one influence of another region, many others can argue that it is certainly just the way the world is supposed to work out. We, as humans, have no control over how our surrounding civilization will turn out nor would we be able to alter many thing that have happened in the past. 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Every generation inherits the problems of their parents. Each generation that inherits dysfunctions from their parents have to break free and create a new narrative for themselves like Victor and the way Alexie uses poetry as narrative his film. Read MoreThe Evolution Of Poverty During The Civil War1654 Words   |  7 Pages THE EVOLUTION OF POVERTY IN AMERICA Missy Worrells Modern History 1073 November 19, 2014 â€Æ' The Evolution of Poverty in America Poverty is a hardship that has existed in every milestone of American history. War impacted the economy of the country after the Civil War. The twentieth century would see wars, natural disasters, and economical depressions that contributed to the developing culture of poverty. Poverty in any time period is a shattering experience. While being poor

Effects of Parental Involement on Student Acheivement free essay sample

Now more than every, parents are encouraged to take active roles in their child or children’s education. With so many obstacles and challenges facing youths in today’s society, it is of the utmost importance that parents realize that their child or children need them to be concerned about their education. They should also realize that it is not only important to the child but to schools and school officials and administrators. Engaging families in the education of their children at home and at school is increasingly viewed as an important means to support better learning outcomes for children. When schools and families work together, children have higher achievement in school and stay in school longer (Henderson Mapp, 2002; Jeynes, 2005; Pomerantz, Moorman, Litwack, 2007; Reynolds Clements, 2005). Although there has been considerable research on how parents influence children’s development, less is known about the specific ways in which parents socialize their children in terns of school-related behaviors. While extensive research indicates that there are important links between parenting and children’s academic and behavioral competence at school, there is less research on academic socialization†, which is conceptualized as the variety of parental beliefs and behaviors that influence children’s school-related development (as cited in Berthelsen and Walker, Research concerning the impact of parental engagement on achievement and attainment is complex due to the interaction and influence of many factors and variables. There are multiple characteristics or correlates that influence the levels of student achievement and the attainment of educational outcomes. However, the contemporary empirical evidence points toward a powerful association between parental engagement and student achievement. As stated by Fan and Chen (2001), the research evidence also acknowledges that parental engagement is only one of the many factors which influences educational achievement but highlights that its influence is particularly significant (as cited in Harris and Goodall, 2008). Actively participating parents help their children in their academic development by going to schools and participating in open houses. By keenly observing the behavior of their children they can rightly judge the kind of behavior or the allocation of resources required by their children. Such caring parents can also motivate teachers to become more attentive towards a particular student, thus maintaining the cycle of parent-teacher involvement. Building up cognitive and perception abilities in a child are a major concern in the upbringing of the child. The way the parents involve their children in cognitive learning is by exposing them to different cognitively stimulating activities and materials such as books, electronic media and current events at home. This helps the child to practice all sorts of language comprehending skills at the school. The results show a remarkably positive behavior at the school and with peers. Niemeyer, Wong, and Westerhaus (2009) stated that currently, many parents, school teachers and administrators in the United States define â€Å"academic parental involvement† as parents’ active involvement in the school setting (p. 14). This may be attending Parent Teachers Meeting, parent-teachers classroom meetings, or becoming involved in extracurricular activities. However, among Hispanic parents, academic parental involvement may involve activities that take place in the home, such as checking homework as well as other activities that are less traditionally associated with school involvement such as instilling cultural values, talking with their children, and sending them to school clean and rested. Thus, the nature of academic parental involvement may be very different among Hispanic parents and parents from other ethnic groups. Context of the Problem An increasing and continuous concern of educators is parental involvement. For reasons unknown, parents are not taking active roles in their child’s education. Knowing the importance that parental involvement can play on a child’s achievement, educators are seeking ways to get parents more involved in their child’s education. Whether children are in elementary school or other grade levels, parental involvement is important. Many research studies have been conducted on children at the elementary school level, and fewer studies examined students at the middle or high school level (Keith et al. ,, 195; Keith, Aubey, Frehrmann, Pottemaum, Reimers,1986); Matzye, 1995; Mendoza, 1996; Patrikako, 1997; Paulson, 1994; Peng Wright, 1994; Paik, 1995; Sui-Chu Willms, 1996). Epstein and Connors (1994) showed in a survey that 90% of the parents and over 80% of the students indicated parental involvement is needed to improve student achievement for high school students (as cited in Sirvani, 2008). When parents are actively involved in their child’s education, the child feels that their parent(s) cares and is concern about their educational achievement. For the sake of their academic well-being, parents need to become more knowledgeable and want to become more knowledgeable about their child’s progress in school. According to Epstein (2008), studies confirm that when families are involved, more students perform better in all subject areas, have higher aspirations, want to attend school, are more prepared for school, and have fewer behavior problems. It is a common conclusion that when parents actively involve themselves in their child’s education, the outcome is positive. But, is this actually true? As stated by Sirvani (2007), there is little known about the whether parents help their children at home or through visits and assistance with activities within the school actually improve academic success. Could the problem be that parents think that they are active participants when they make sure that their son or daughter attends school? Or maybe the problem is that parents do not really know what active participation or involvement is? As cited by Anderson and Minke (2007), Lawson (2003) reported that evidence shows that parents and educators define involvement differently; parents take a more community-centric view that includes keeping their children safe and getting them to school, whereas teachers define involvement primarily as parental presence at school. When the different definitions are not recognized, miscommunications can occur that lead teachers to blame families for child difficulties and parents to feel unappreciated for their efforts. Non-participation by parents may not be entirely their fault. There are some parents who desire to help their children with their school work but are unable to because of not knowing how. According to Voorhis (2003), seventy-five percent of middle school principals stated that fewer than half of their parents at their perspective school received information from teachers regarding ways in which they might help their children with homework. Statement of the Problem Lack of parental involvement has been and is a major concern of school administrators and educators. There are parents who do not realize the importance of taking an active role in their child or children’s education. Most parents only visit their schools on special occasions and when they are called in because of a problem. Research demonstrates parental involvement has a positive impact on children’s reading acquisition, regardless of their families’ socioeconomic status. Some parents just need a few tools to help them maximize their children’s education. Others, who struggle with literacy problems of their own, need more intensive services. It is time to stop bemoaning literacy problems and start treating their cause with an intergenerational approach to learning (Darling, 2009). For a long time, schools and educators have sought numerous ways to get parents involved and concerned about their child’s education. It is the aim of the researcher to determine why there is a lack of involvement and what can be done to improve this area of education. Therefore, this proposal will examine roles that parents can pursue to involve themselves in their child or children’s education and what effects these roles can have on the student education. Research Questions The purpose of this research is to examine what effects parental involvement has on students’ achievement and the impact of teacher-parent relationships? To answer this question, the following subquestions will be addressed: 1. What role do and can play in their child or children’s educational achievement? 2. In addition to achievement, does parental involvement have an effect on students’ attitude or behavior? 3. How can school and school personnel increase parental involvement? Significance of the Problem There are parents who are unaware of their importance in helping their child achieve in school. On the other hand, there are parents who may not know exactly what parental involvement really is. It is more than helping the child sell candy for a school function or event or picking up their report card on report card day. It is more than attending a basketball game, supplying their child with new clothes for a school dance, or attending extracurricular activities. Parental involvement is becoming actively involved in the learning process. Parental involvement is a multidimensional construct (Epstein Sanders, 2002) that includes not only direct involvement in schools, such as volunteering in classrooms and attending parent–teacher conferences, but home-based involvement. Parents support and facilitate their children’s education at home through several means: engaging them in learning-stimulating activities, discussing school and family issues, and conveying educational expectations (as cited in Suizzo and Stapleton, 2007). Parents can support their children’s schooling by responding to school obligations or becoming more involved in helping their children improve their schoolwork (e. g. , modeling desired behavior such as reading for pleasure) (Cotton and Wikelund, 1989). Parents can also participate in education through home and out-of-home activities with cognitive content (e. g. , sing, draw, go to the library). Teachers and researchers are unaware of some forms of parental involvement at home that could potentially contribute to the academic achievement of young children, types of involvement that could be reinforced by teachers if they were made aware of them (Lahaie, 2009). Knowing its importance, children are not the only ones who benefit from parental involvement. As cited by Baunn and McMurray-Schwarz (2004), (Becher, 1986; Epstein, 2001) stated that â€Å"Studies have shown that parents, teachers, and schools also benefit from increased involvement. For example, parents who are involved in their child’s schooling exhibit increased self-confidence in their parenting and am ore thorough knowledge of child development† (p. 57). There are many who are genuinely concerned about the academic achievement of students and parental involvement. The developers of the No Child Left Behind Act (NCLB) also recognize that parents need to be more involved in their child’s education. NCLB also weighs in on what sociologists, politicians, and educators have been saying for decades about the importance of parent participation . . . (Wherry, 2003). Title I, Sally McConnell, NAESP Assistant Executive Director for Government Relations, provided this summary: Schools receiving Title I funds are required to develop a written plan for involving parents in the activities of the school. Each Title I school is to develop, with parents, a school-parent compact that lists the respective responsibilities of school staff, parents, and students. Title I schools are also expected to hold meetings to keep parents informed and -involved, and to provide materials to parents in an understandable format. A meta-analysis of 77 studies, consisting of 300 elementary and secondary students, found that parental educational expectations are a particularly important aspect of parental involvement. Parenting style, reading lo children, and. o a lesser extent, participation in school-related activities appeal to be influential as well. Furthermore, parental involvement is associated with multiple measures of student achievement, for the entire student population as well as for minority and low-income student populations. Overall, â€Å"the academic advantage for those parents who were highly involved in their education averaged about 0. 5-0. 6 of a standard deviation for overall educat ional outcomes, grades, and academic achievement† (Kim, 2009, p. 71). Kim (2009) also stated that frequent contact between parents and their childrens preschools as well as parent participation in school-related activities, such as volunteering in the classroom or meeting with a teacher, appear to benefit children on a number of dimensions, including classroom performance and social interaction with peers and adults. One study reported that youngsters whose teachers perceive more parental involvement tend to exhibit fewer problems and higher language and math competencies compared to those whose teachers perceive less parental engagement. The evidence also suggests that parental school involvements positive influences buffer against some of the negative effects of poverty. Does socioeconomic status (SES) play a role in whether parents actively participate in their children’s academic achievement? Shah (2009) reported that research over the past 30 years has shown that parents are critical contributors to student achievement. Parent involvement has been positively linked to indicators of teacher ratings of student competence, student grades, and achievement scores (Henderson and Mapp, 2002; Simon, 2004). Given these rewards, the challenge for educators and policymakers has been to develop strategies and policies that foster school-parent collaborations. Unfortunately, addressing this challenge for all students has proven extremely difficult for school districts. As cited in (Shah, 2009), Shin (2004) stated that for numerous reasons, researchers have found that parents of racially, ethnically, and linguistically diverse students often fail to participate in school activities. Organization of the Study The first chapter of this study provides information on parental involvement. It also informs the reader about other aspects of parental involvement such as parents’ relationships with teachers and other school personnel and how these relationships affects students’ attitude, behavior, and academic achievement. Although parents participated more in their children’s education, societal factors has made it necessary that parents take an even more active role in their children’s education. Occasional visits or those that require parents’ presence does not dictate active roles. The research question for this study is to examine what effects parental involvement has on students’ achievement and the impact of teacher-parent relationships? To answer this question, the following subquestions will be addressed: 1. What role do and can play in their child or children’s educational achievement? 2. In addition to student achievement, does parental involvement have an effect on students’ attitude or behavior? 3. How can school and school personnel increase parental involvement? Chapter II examines numerous research studies that focus on parental involvement and its effect on students’ achievement. Chapter III will examine whether parents’ participation can have an effect on students’ attitude and/or behavior. Chapter IV will determine how schools can promote, increase, and sustain parental achievement so that parents can show that they are concerned about the educational well-being of their children. Chapter V will summarize research and other relevant information to determine the effects of parental involvement on students’ achievement; what roles parents can participate in actively; and how schools and school personnel can promote and maintain parental involvement. It will also provide recommendations on active parental involvements within schools. In the final chapter, responses to parent and teacher questionnaire to provide answers to the main research questions along with sub-questions. Research Design Methodology This study will make use of qualitative research. The study will also include a sample of both teachers and parents in the southwest area of Mississippi: Jefferson County and Claiborne County. Both schools include students of mixed backgrounds. This study will examine parental involvement in respect to student achievement and parent-teacher relationships through an analysis of results of a questionnaire which will be hand-delivered to parents and teachers. The study sample will consist of two elementary, middle, and high schools in the southwest Mississippi: Claiborne and Jefferson Counties. These schools were selected because of their locations. Specifically, these schools are closer; therefore, it will be more convenient for the researcher. Claiborne County schools have fewer than 1400 students and 75 full-time teachers; whereas Jefferson County schools have 1650 students and 82 full-time teachers. These schools represent typical schools for the area in terms of student population. Data for this study will be collected through The Questionnaire for Parents and Teachers which will be developed by the researcher. The survey will consist of 25 questions with a section for additional comments. A 5-point Likert-Type Scale was used with responses given the following values: Strongly disagree-1; Disagree-2’ No opinion-3; Agree-4; and Strongly Agree-5. The data collected in this study will point to the impact of parental involvement and parent-teacher relationships: student achievement, attendance, behavior, and discipline problems. The data collected in this study will be shown in graphs, and should be viewed in light of the data reviewed from recent review of related literature. Since the instrument for the study is original, the content validity will be established by a panel of two professionals at Alcorn State University, a nearby university located approximately 17 miles. The professors will study the instrument for content validity by analyzing its strengths and weaknesses. Necessary corrections will be made after the analysis. To elicit additional information about the effectiveness of parental involvement and teacher-parent relationships, student achievement, attendance, behavior, and discipline problems, an extensive questionnaire will be administered to 40 parents and 20 teachers from all three schools in both counties, which will be selected by the principals of each school. The questionnaires will be administered during the second semester of the 2011-2012 school year. Chapter IV will present an analysis of the data collected by the research and the results of the questionnaire and responses. Chapter II Review of Literature Numerous studies have been conducted on parental involvements and its effect on students achievement and other variables. Schools and school personnel continue to seek ways to increase parents to become involved in their child’s or children’s academic achievement. Although this may be true, parents continue to ignore the importance of providing support to their child and engaging actively in their child’s academic achievement. As stated by Keller (2008), school districts and teachers are working on approaches that encourage parent participation. They are also working diligently on developing methods, strategies, and techniques that will ensure that parents’ participation is productive. According to Harris and Goodall (2008), a study was conducted in the UK that explored the relationship between relationship between parental engagement and student achievement. The 12-month research project was commissioned to explore the relationship between innovative work with parents and the subsequent impact upon student achievement. A main aim of the research project was to capture the views and voices of parents, students, and teachers and to explore the barriers to parental engagement and the respective benefits. Also, according to Harris and Goodall (2008), the study was qualitative in design and collected from 20 England schools and 314 respondents. Schools in the sample were selected to ensure that there was a broad geographical spread and a mixture of urban and rural schools. There factors were also taken into account to ensure a diverse range of schools such as enrollment, socio-economic status (SES) and black minority ethnic (BME percentages). Case-study methodology was used as the prime method of data collection in the study. In addition, school data sets relating to student performance, behavior, and attendance were analyzed. These data sets allowed patterns and trends to be identified. This analysis formed the basis of the more detailed interrogation of the case-study evidence at each of the 20 sites. The results of the findings highlight a number of barriers facing certain parents in supporting their children’s learning. It is clear that powerful social and economic factors still prevent many parents from fully participating in schooling. The research showed that schools rather than parents are often hard to reach. The research also found that while parents, teachers, and pupils tend to agree that parental engagement is an important factor, they also hold very different views about the purpose of engaging parents. It is further clear that there is a major difference between involving parents in schooling and engaging parents in learning (Harris and Goodall, 2008). As cited by Reid (2008), Dalziel and Henthrone (2005) found empirical evidence to suggest that the attitudes and views of parents of non-attenders were different to those of regular, successful pupils. The seminal findings of Desforges and Abouchaar (2003) on the impact of parental involvement suggested that the influence of parents upon attainment and behavior was greater than that of the quality of the school. Cassen and Kingdom (2007) agreed. Crucially, Feinstein, Duckworth and Sabates (2004) found in their systematic review of research on the relationship between parental involvement, parental support and family education upon pupils’ achievement and adjustment in schools that this influence can be generational. Certainly, in Wales, evidence indicates that a significant number of second, third, and fourth generational truant families exist (Reid, 2004a). Dale (1996) observed that often parents do not enjoy an equal relationship with professionals; they often lack the power to influence decision-making and the expertise to advocate for their children’s educational provision. In a partnership between parents and professionals, equality does not necessarily mean that parents bring equal amounts of specialist knowledge, but that they can bring equivalent perspectives about their child’s functioning. However, parents who experience social exclusion or lack confidence in the education system may be less confident about becoming involved in their children’s education (Hartas, 2008). A study examined the effects of parental involvement and familismo on academic performance in Hispanic and Caucasian youth. Among Hispanic dolescents, the analyses statistically controlled for the effects of acculturation. The study had three objectives: whether Hispanic youth would report more parental involvement at home than at school; whether parental involvement had a positive relationship with academic performance in both Hispanic and Caucasian students; and examined the effect of familismo on academic performance. One hundred sixty-three students participated i n the study. Forty-nine percent of the students were from a middle school and 51% were from a high school in a rural town in southeastern Idaho. Data was collected with ten self-report items. The items assessed academic parental involvement in the home and academic parental involvement at the school. Fasmilismo was measured by the Attitudinal Familism Scale which had 18 items that examine four factors integral to the value of familismo – familial support measures the belief that family members have an obligation to support each other in all circumstances. For both groups of students, parental involvement was positively related to academic performance. Moreover, the effect of familismo on academic performance was fully mediated by parental involvement.