November 24, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Intellectual Property rights, Interpretation, Investigation, Language, Perú, Research, Third World nations

Index

•     I. Introduction
•    II. Antithesis
•   III. Testing the thesis
•   IV. Investigation and research
•    V. Thesis
•   VI. Addressing the problem of Tradumatica
•  VII. Direction and focus
• VIII. Summary
•   IX. Recommendations
•    X. Bibliography
•   XI. Web links annotated
•  XII. End Notes

I.  Introduction

I was reading a student essay in the eighth cycle at a university in Perú where I have taught for several disappointing and discouraging years.  To my dismay, after having the son of an evangelical minister complain when I failed his paper that was 100% plagiarized, his lamentation equaling that of the other student. Both young people attempted to justify the theft of intellectual property by stating that he had been taught that in the local schools...

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September 8, 2013 / Posted in  civil war, Genocide, Gulf of Tonkin, Israel, NSA, Third World nations

Today there is a raging, growing fire of controversy over Obama’s decision to bomb Syria. Obama’s decision to bomb a free nation is as wrong and distasteful as the inane and unparalleled stupidity of George H.W. Bush and George W. Bush’s lust for war, blood, guts, and fleeting glory in attacking USA-supporters Iraq and Afghanistan.  To many people Obama is but a clone of George W. Bush.¹ To others he is a mere continuation of the misrule that has misguided politics since the presidency of Lyndon Baines Johnson who was tricked into a prolonged war against North Vietnam–a war that the USA lost, leaving many soldier imprisoned, and civilians stranded in the embassy of the USA...

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September 5, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Intellectual Property rights, Investigation, Perú, Research, Third World nations

Contents

I. Abstract

II. Caveats

III. Introduction

IV. Encyclopedic Theses

V. Narrowing the Research Topic

VI. Narrowing the Question

VII. Critical Reading

VIII. Critical Writing

IX. Succinct Academic Writing

X. Attracting the Reader’s Attention

XI. Critical Composition

XII. Paragraphs in Composition

XIII. Correlative Paragraphs

XIV. Connections, Conjunctions, and Transitions

XV. Clarity of Expression

XVI. Punctuation

XVII. Conclusion

XVIII. Recommendations

XIX. Bibliography

XX. End notes

Abstract

All academic theses have abstracts.¹ Abstracts let the reader decide whether or not to continue to read the thesis, and show the reader what to look for if he or she does read the thesis.

No abstract should be inserted merely to repeat the outline of the thesis...

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September 4, 2013 / Posted in  Critical Thinking, Critical Writing, Education, Ethics, Research, Third World nations

Contents

I. Abstract

II. Introduction

III. Educational Costs are Limiting Academic Learning

IV. Religion is Circumscripting Learning

V. University Ratings: Worldwide with Focus on Perú

VI. Low National Scores

VII. Wealth and Fear of Progress

VIII. No Books, Bad Books, Pirated Books

IX. Intellectual Property and Degree Mills

X. For-profit Universities: Murdering Education for Money

XI. Benchmarking: Steps to Successful Scientific and Academic Research

XII. Identifying Potential Partners

XIII. Identifying Data Sources

XIV. Establishing Process Differences

XV. Targeting Future Performance

XVI. Communicative Process

XVII. Adjusting Research Goal

XVIII. Review and Recalibrating Research

XIX. Calibration and Recalibration in Learning Areas

XX. Conclusion and Recommendations

XXI. Bibliography

XX...

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August 23, 2012 / Posted in  Bible, Church history, Muhammad, Third World nations, Uncategorized

Zombies (the "undead") have for thousands of years been considered to be a part of most communities, and seen both as villians and as special messengers: as with the account in the Gospels where Zombies rose out of their graves to herald the death of the New Testament Jesus. This same myth exists in every religion and region of the world, and is used to control people and their actions. Those with little or minimal education accept this horror story, and those who deny it are often persecuted as seen especially in Third World nations. Read More

September 18, 2011 / Posted in  Ancient Egypt, Augustine of Hippo, Bible, Bradlee Dean, Christian Terrorists, Church history, ecological catastrophes, Evangelical Christianity, Genesis, Islam, Doctrines, Jesus Christ, Jewish history, Koch Brothers, Ku Klux Klan, Martin Luther, Michele Bachmann, Muhammad, NAR, Nazis, New Apostolic Reformation, Old Testament, Pat Robertson, Poverty, Rick Perry, Robert Vander Plaats, Roman Catholicism, Sarah Palin, Shari'a law (Islam), Tea Party, Third World nations, Torah

As the economic well-being of any people plunges, starvation and unemployment skyrockets, many will seek out demigods and dictators or turn to religion for temporary euphora. Some will argue that bad times are the sign of End Times and an Apocalypse is near. Is the Apocalypse fact or fiction? Here is the judgment of history, texts, and scholars.Read More

June 2, 2011 / Posted in  Education, Fujimori (Keiko), GOP, History & Science Standards, Iowa, Perú, Third World nations

Education has become essential--to get a job--but learning a subject or gaining knowledge is of little interest to most people--because of bad teachers, bad books, and lazy students. Here is how to correct the problems.Read More

May 17, 2011 / Posted in  Education, Language, Perú, Third World nations

Teaching in Perú, where education is underfunded, teachers are poorly taught, and libraries are nearly non-existent is a challenge. I have spent eight years in teaching English as a foreign language, but leaving teaching for reasons that have little to do with my vocation.Read More

May 12, 2011 / Posted in  ecological catastrophes, ecological disasters, Education, Galcier melting, Global Warming, Perú, Third World nations, Uncategorized

In the 16th century Spanish thieves invaded the Inka empire, killed its king, and stole tons of gold--but not all of it. More of it was taken by the Fujimoris on military helicopters bought by Dictator Alberto Fujimori, while Keiko Fujimori stood watch over the plunder, murder, and destruction of one of Perú's oldest sites and key to its past glory. This was covered up by a corrupt Congress in Lima, and mass executions: from La Cantuta massacres to the slaughter of families and children in Barrios Altos--yet many of these people will vote for the daughter of the president who destroyed their lives, families, and future, especially in the mountains surrounding Perú. This account is based on a limited printing of a book by Father Juan Carlos Polentini Wester.Read More

May 5, 2011 / Posted in  Bible, Education, Islam, History, Language, Muhammad, Perú, Third World nations

Language is to be a tool used to communicate; with the rise of slang and local idiomatic expressions, language is difficult to learn or understand. What can be done to solve this crisis?Read More