Ethnic conflict Essay Example | Topics and Well Written Essays - 1250 words

Ethnic conflict - Essay Example Fractionalization and polarization are two specific channels of ethnic division that jointly influence social conflict. Polarization influences social conflict more when winners attain a public prize, for example, political power. On the other hand, when prizes are of a private nature, for example infrastructure, government subsidies, or looted resources, ethnic fractionalization is more influential to social conflict (Ganguly 13). The research paper will seek to use recent theoretical research to provide evidence that social conflict is influenced by pre-existing ethnic tension and differences. Ethnicity, by itself, does not cause violent social conflict with most ethnic groups pursuing similar interests peaceful most of the time, despite inter-ethnic differences. The main causes of ethnic conflict, Ganguly (43) portends, are based on the domestic and systemic level of analysis. The systemic approach contends that ethnic conflict is dependent on the nature of security systems that the different ethnic sides operate, as well as their concerns about their security. The first systemic prerequisite is that more than one group lives live in close proximity. The second one is that international, regional, and national authorities are unable to prevent fighting among the different ethnic groups, as well as assure individual ethnic groups of their security. If anarchy prevails in a specific system, it becomes essential for the groups to defend themselves, especially if none of them can absorb the other culturally, economically, or politically (Ganguly 44). Security concerns become a paramount distress when collective fears about the capability of the state to arbitrate between different ethnic groups. In this case, some of the involved groups mobilize and deploy military resources, as the other group seeks to diminish the first group’s security, with most groups unaware of their actions’ impact on

Appeal of the Nazi Party

Appeal of the Nazi Party After World War I the country of Germany was no utopia leaving it vulnerable and a perfect target for the Nazi Party. There was depression, food shortage, disorder, social upheaval, anger and a loss of faith within the German citizens. The citizens were all frantically and desperately looking for someone or some party to take charge of the situation, make it better not only for individuals but the country as a whole. One can say that when the Nazi party stepped out of the shadow and into the light, the German citizens were blinded by their past sufferings and anxious desires that they did not see the Nazi party for what it truly was. Nevertheless, the Nazi party was capable of gaining control for a number of reasons; using the past governments mistakes for their benefit, they used the existing economic troubles to attract people to their party, they used the help of the always appealing and nationalist Hitler but the Nazi party was able to maintain control and power over the country and the minds of citizens through the use of propaganda. The method of propaganda used by the Nazi party contributed to the success of the political party because it was able to help them gain support from the people of Germany by influencing their minds that contributed to their actions, blind the world into what was in fact the partys goal and propaganda led to the massacre that occurred within World War II. Nazi propaganda was aimed at appealing to emotions rather than sound or even reasoning and behind it all were messages that were brain washing. Propaganda eliminated individuals so only the Nazi party itself existed and with only one party existing the citizens of Germany were trapped within their own country. The past of Germany allowed the Nazi party to come into the country and use propaganda to take control and maintain power. The Nazis used propaganda to let German citizens who they were and what their power would do. Nazis used propaganda to get the German citizens to ta g along with what they believed and brought them into a country of chaos, death and a country that alone 2started World War II. If it was not for the extreme use of propaganda the appeal of the Nazi party would have not been as influential as it was with the German citizens. In Nazi Propaganda written by Zeman he defines propaganda as the art of persuasion: persuading others that one side of the story is correct. Propaganda might take the form of persuading others that military might is too great to be challenged; that political might within a nation is too great or popular to challenge or that a government should not be challenged since it is looking out for the best for the nation.[1] Within Nazi Germany, Hitler issued Dr. Joseph Goebbels as head of propaganda. Joseph Goebbels had one important responsibility as the head of propaganda which were to ensure that no one in Germany could observe or examine anything that was argumentative or harmful to the Nazi party. In Nazi Propaganda by Zeman, the author also states that in order to ensure that all was going as followed within Germany; the Reich Chamber of Commerce was established[2]. The organization dealt with literature, art, music, radio, films and newspapers. Each aspect of German society slowly wa s manipulated into German propaganda which was led by the Nazis. Propaganda was the only way that the Nazi party was able to maintain control because the citizens continued to believe and follow the actions of the party. The past of Germany was perhaps the essential aspect that made propaganda so effortless to slither into the government. The Nazi party used the Treaty of Versailles as their main focal point, condemning it and stating it has one of the biggest factors for the failure of the country. The Nazi party promised German citizens that they would be compensated for what was rightfully theirs, promising them work and strength which created a feeling of racial and national superiority. Dr. Robert Ley was part of the the Nazi party and he held many positions within Hitlers Germany and he is best known for the racial superiority that he inflicted within the mind of German citizens.[3] Robert Ley gave a speech on March 31st 1939 titled The Jews or Us in which he rarely talked about the Jews themselves but created a view of domination for Germany. In the first lines of his speech Ley states â€Å"In human life, a leader must emerge who can win others with his faith and make them happy. That is where leadership comes from. The same is true of nations. A nation and a race are called to make the others happy. One nation must rise above the others, and raise the others as well.†[4] Robert Ley implies that Hitler is the leader of the world, of humans that has emerged and that Germany is the nation that will be the one power. Dr. Robert Ley continues to go on in his speech fabricating facts even to say â€Å"England built its empire when our cultural history was already 1500 years old.We led the world for a thousand years before English history even began.†[5] Robert Leys source even fabricates history because the German citizens who have been deprived of education lack knowledge in history, therefore when Robert Ley produces false facts the citizens have no knowledge on what is true or false. The German citizens have been suffering for years and will obey anything that will boost their confidence in the German country. Dr. Robert Leys speech is a prime example of propaganda used by powerful leaders within the Nazi party, fabrications about racial supremacy caused the German citizens to view themselves as above the rest of the world and therefore some trul y believed that the actions being committed by their party or the thoughts running through individual minds were in fact, true. In the book Nazis: A Warning from History author Laurence Rees states that the citizens of Germany were influenced to the extreme by the Nazi party that they could not even see right from wrong.[6] The German citizens were so vulnerable due to the past events that had occurred in their country that propaganda was in many ways unproblematic to impede in the minds of citizens. With the conflicting and suffering of the past, the Nazis were able to create a sense of nationalism and racial supremacy. However, the Nazis were able to continue to manipulate the citizens through the use of propaganda in everyday life. The organization that controlled Nazi propaganda was carefully hidden from public view; Hitler organized it so well that there were numerous sections dealing with culture, spiritual, architecture, radio etc. The main aim of Nazi propaganda was to achieve recognition of the party not only within the state but within each individual. In the book Nazi Dictatorship written by Ian Kershaw it states how the Nazis held regular book burnings, in which Nazis would ransack libraries, houses, schools and remove all that did not fit the Nazi ideals.[7] Along with book burning the Nazis also took control of the press. When Hitler first came into power there was over four thousand seven hundred and three newspapers within Germany, yet by the end of 1934 the part y controlled about four hundred and thirty six newspapers indirectly and directly. Alongside taking control of literature and daily news Hitler took control of radio life as well as film. In Nazis: A Warning from History Laurence Rees discusses how to ensure that Hitler was heard Joseph Goebbels organized a sale of radios at a fraction of the price they would normally be therefore it would guarantee that citizens heard the speeches delivered by Hitler, it was also essential for speakers to be put on street corners and in restaurants so that avoiding Hitler was impossible.[8] Along with the radio came propaganda within films seen within the theatres or commercials. The Nazi party was attracted to films because â€Å"they were easier to make and mould and because they reached much wider audiences than live theatre.†[9] Each aspect of public and private life was invaded and changed in order to fit the Nazis dictatorship. As Zemen states in Nazi Propaganda â€Å"they amount of p ropaganda within German society and the extent and influence it had on people, even history cannot account for.†[10] The Nazi party had an appeal on citizens because it took over lives; it took over simple aspects such as reading an article, watching a film or even fabricating history. As Joseph Goebbels stated â€Å"the essence of propaganda consists in winning people over to an idea so sincerely, so vitally, that in the end they succumb to it utterly and can never escape from it.†[11] A large aspect of propaganda produced during World War II was those outlining the Jews within the German state. The Nazi party was known for its Anti-Semitic views and blamed the Jews for the current conditions of the country. In 1943 the Nazi party published a pamphlet in which the section about the Jewish race is titled The Jew as World Parasite in which the Nazis stated how the war was the fault of the Jewish people â€Å"In this war for the very existence of the German people, we must daily remind ourselves that Jewry unleashed this war against us. It makes no difference if the Jew conceals himself as a Bolshevist or a plutocrat, a Freemason, or uses some other form of concealment, or even appears without any mask at all: he always remains the same. He is the one who so agitated and spiritually influenced the peoples that stand against us today†[12] The Nazi party was able to use propaganda to create the Jewish people to be seen as monsters that had destroyed the country of Germany and had poisoned it. Nazis blamed the race for the lack of jobs, the economic conditions, the high prices, and the food shortage and on one account it is known that the Jewish race gets the blame for the outcome of the Treaty of Versailles. The German citizens had pain and they needed someone or a group to blame for the problems the country was facing. The citizens had a history of corrupt governments and dictatorship but could not seem to grasp that a government just like the political party of the Nazi was at the fault of the failure of the German state. The Nazi party appealed to the citizens of Germany because they provided the citizens with racial supremacy, nationalists views, a race to blame and this was all done with propaganda that clouded their judgements. The Nazi party was able to appeal to the state of Germany and through the citizens through the extreme use of propaganda. Whether it was using the past conflicts, failures of the state, economic situations or bad governance the Nazi party came into control by fabricating aspects of reality. The Nazi party was able to maintain power by manipulating the citizens through the influence of propaganda within the films, radios, newspapers, books and even creating false images of other human beings surrounding the German state. The party blocked the world from Germany and Germany from the world, it trained not only adults but young men, women and children to think and act just as the cruel and powerful leaders did. Propaganda was able to persuade and brain wash the vulnerable citizens with the state into believing and following the ideals of the Nazi party. Propaganda led to the massacre of thousands of people within a nation who had been waiting for a leader to help them remove suffering an d pain, yet only death was brought upon by the once viewed â€Å"hero.† As the head of the Nazi party, Adolf Hitler said â€Å"Through clever and constant application of propaganda, people can be made to see paradise as hell, and also the other way round, to consider the most wretched sort of life as paradise†[13] Bibliography Kershaw, Ian. The Essence of Nazism .The Nazi Dictatorship: Problems and Perspectives of Interpretation, 2nd Edition. London: Edward Arnold, 1989. 22. Print. Kitchen, Martin. Nazi Rule.A History of Modern Germany, 1800-2000. Malden, MA: Wiley-Blackwell, 2006. 279. Print. Ley, Robert . Robert Ley Speech (31 March 1939).Calvin College Distinctively Christian, Academically Excellent, Always Reforming. N.p., n.d. Web. 24 Mar. 2010.

Jane Eyre :: essays papers

Jane Eyre Charlotte Bronte’s Jane Eyre, is the story of Jane, an orphan girl with a harsh upbringing. During a time when women were condemned for learning more than custom pronounced necessary, Jane becomes educated intellectually, socially, and spiritually. In the course of growing up she travels to many places as she battles to learn more about herself and about the world. In the following paragraphs you’ll see how Bronte establishes that money and power do not make a person. Mrs. Reed, Mr. Rochester, and Mr. Brocklehurst all reflect this, they are not nice or perfectly content people. She demonstrates that general education is more important than wealth. The story begins at the Reed’s residence at Gateshead Hall. Jane is excluded from the Reed’s activities so she tries to educate herself by reading books. Soon enough though, John Reed finds her, takes away the book and strikes her with it. â€Å"You are like a slave-driver† (Bronte: 43), cries Jane. In this passage Jane compares John with a slave-driver because like one, John deprives her of her endeavor to educate herself and keeps her suppressed. In the boarding school for orphaned girls called Lowood, Jane sees that movement towards progress and knowledge is retained. Mr. Brocklehurst, the director of Lowood, wants the girls to â€Å"clothe themselves with shamefacedness and sobriety, not with braided hair and costly apparel† (Bronte: 96). So he doesn’t allow for girls to be dressed neatly or with curls in their hair because to him that’s a sin of showing off. His goal it seems is not to truly educate this girls for their own improveme nt, but merely to educate them to serve the wealthy. In spite of many hardships, Jane manages to graduate and becomes a governess under Mr. Rochester’s employment. Mr. Brocklehurst’s influence on Jane to be plain, to be an underclass to serve becomes more apparent when Jane thinks, â€Å"is it likely he (Mr. Rochester) would waste a serious thought on this indigent and insignificant plebeian?† (Bronte: 191). Having no money or a house of her own, she considers herself inferior and unlikely that Mr. Rochester, being a man of power and class, would ever lay eyes on her. When Jane leaves Thornfield after she finds out that Mr. Rochester is married, she decides that it’s better to be a schoolmistress, honest and free, than to stay and become a slave full of remorse and shame.

Language attitudes comprise Essay

Bilingualism is the ability of an individual to speak in two languages and to utilize them for different purposes. The degree of bilingualism is defined as the levels of linguistic proficiency that a bilingual must attain in both languages (Ng & Wigglesworth, 2007). There are various factors that may affect the acquisition of the degree of bilingualism in home, school and work settings, including the age at which the language is acquired, to whom the language is utilized, the manner in which the language is used, and the frequency of usage of the language (Ng & Wigglesworth, 2007). There are two contexts in which bilinguals acquire their skills in using two languages: primary and secondary. Primary contexts pertain to a child’s acquisition of both languages in a naturalistic way in the absence of any structured instruction, while secondary contexts pertain to a child’s acquisition of one of the languages in a formal setting, usually school (Ng & Wigglesworth, 2007). Children, who are able to acquire two languages in a primary context during their infanthood, adopt the languages due to natural input in the environment, usually provided by the parents, siblings, caregivers (Ng & Wigglesworth, 2007). However, when the child enters his or her early childhood, the input may be provided by other sources, like the wider community or the extended family (Ng & Wigglesworth, 2007). According to Ng and Wigglesworth (2007), age plays a key role in the development of bilingualism because there is a strong relationship between the age of acquisition and the ultimate achievement of language proficiency at different linguistic levels. The authors add that attitudes, motivation, and contextual factors such as exposure have been found to affect strongly on the final attainment of the learners’ language proficiency level. Bilingualism has a psychosocial dimension that can greatly affect a child (Bialystok, 2001). The language a person speaks has a role in the formation of his or her identity, and speaking a language that is not completely natural has the possibility to interfere with the child’s construction of self (Biolystok, 2001). A child who is a bilingual due to relocation, especially unwanted relocation, may dislike the new community language he or she has learned despite of his or her proficiency with it (Biolystok, 2001). Factors that affect bilingual children must account the attitudes to the language and the role of language in forming ethnic and cultural affiliations (Bialystok, 2001). The reasons why children become bilingual include education, immigration, extended family, dislocation, temporary residence in another country, or being born in a place where bilingualism is normal (Bialystok, 2001). Social factors that affect the child’s development of bilingualism include parents’ educational level and their expectations for children’s education, degree, and role of literacy in the home and the community; language proficiency in the main language used; objectives for using the second language; support of the community for the second language; and identity with the group who speaks the second language (Biolystok, 2001). The quality and quantity of the interaction also affects the child’s acquisition of two languages. Attitude has been associated to the language proficiency, bilingual’s usage of two languages, bilingual’s perception of other communities and of themselves (Ng & Wigglesworth, 2007). Attitude has also been linked to the strength of bilingual communities and to the loss of language within the community. Furthermore, it is a powerful force that emphasizes the experience of being bilingual and the willingness of members of a minority group to contribute to the maintenance of a minority language (Ng & Wigglesworth, 2007). Language attitudes comprise of three major components of cognition, affect, and readiness for action. The affective component may not be similar with the cognitive component, while the readiness for action component analyzes whether feelings or thoughts in the cognitive and affective components translate into action (Bee, Wigglesworth). There are different types of bilingual acquisition in childhood. In the ‘one person, one language’ type of acquisition, parents have different native languages with each having some degree of competence in the other’s language, the language of one of the parents is the dominant language in the community, and the parents can speak their own language to the child from birth (Romaine, 1995). In the ‘non-dominant home language’ type, the parents have different native languages, the language of one of the parents is the dominant language in the community, and both parents speak the non-dominant language to the child who is completely exposed to the main language only when outside the home (Romaine, 1995). In the ‘non-dominant home language without community support’ type, the parents use the same mother tongue, the dominant language is not utilized by the parents, and the parents speak their own language to the child (Romaine, 1995). In the ‘double non-dominant home language without community support’ type of acquisition, the parents are using different native languages, the dominant language is different from either of the languages of the parents, and the parents each use their own language when speaking to the child from birth (Romaine, 1995). In the ‘non-native parents’ type of acquisition, the parents use the same native language, the dominant language is similar with that of the parents, and one of the parents always speak to the child in a language which is not his or her mother tongue (Romaine, 1995). In the ‘mixed language’ type of acquisition, the parents are both bilingual, the community may also be bilingual, and parents may code-switch and mix two different languages (Romaine, 1995). Romaine (1995) explains that various individual factors may affect the outcome in each type of bilingual acquisition in childhood, including the amount and kind of exposure to the minor language, the consistency of parents in their language choice, attitudes of children and parents towards bilingualism, and the individual personalities of children and parents. Types of Bilingualism A child learns his or her first language during his her five years of life. He or she spends several hours of listening, repeating and learning his or her first language by trial and error. The second language can be learned by a child by various clues that assist him or her to understand the message such as the intonation and by memorizing rules in grammars or lists of words. The desire of a child to communicate using the second language is not powerful, particularly in a school environment. A child can learn a second language easier when he or she is involved or lived in a community where the second language is spoken because it provides him or her a chance to use it. The three types of bilingualism are compound, coordinate and sub-coordinate bilingualism. Both coordinate and compound bilingualism are categorized as forms of early bilingualism because they are developed in early childhood. The sub-coordinate bilingualism is developed when a second language is acquired by a child after age 12. In coordinate bilingualism, an individual learns the languages in different environments and the words of the two languages are separated with each word having its own specific meaning (Romaine, 1995). A child may acquire coordinate bilingualism when his or her parents have different native languages and each parent speak to the child using his or her own native language. He or she develops two different linguistic systems that he or she can handle them at ease. Another situation wherein a child can adopt coordinate bilingualism is when the mother tongue mastered by a child is adopted by parents who use a different language. The languages in the coordinate bilingualism are independent. A coordinate bilingual has two linguistic systems and two sets of meanings linked to them (Romaine, 1995). In compound bilingualism, an individual acquires the two languages in the same circumstances, where they are utilized at the same time in order to have a mixed representation of the languages in the brain (Romaine, 1995). A child may acquire compound bilingualism when both parents are bilingual and use two languages when speaking to the child indiscriminately. He or she will learn to speak both languages without making an effort and accent but will never master all the difficulties of using either of the two languages. A child who acquires compound bilingualism will not have a mother tongue. The languages in compound bilingualism are interdependent. A compound bilingual consists of one set of meanings and two linguistic systems linked to them (Romaine, 1995). In sub-coordinate bilingualism, an individual interprets words of his or her weaker language through the words of the stronger language (Romaine, 1995). The dominant or main language utilized by a sub-coordinate bilingual plays a role as a filter for the weaker language (Romaine, 1995). The sub-coordinate bilingualism consists of a primary set of meanings formed through their first language and another linguistic system tied to them (Romaine, 1995). The Positive Aspects of Bilingualism According to Cummins, bilingualism has positive benefits to a child’s educational and linguistic development. The author adds that a child attains a deeper understanding of language and how to utilize it effectively when he or she continues to develop his or her ability in two or more languages during his or her entire years in primary school. A child has a chance to practice more in processing language, particularly when he or she develops literacy in both and he or she is capable of comparing and contrasting the ways his or her two languages create reality (Cummins). The research study indicates that a bilingual child may also develop more flexibility in his or her thinking because of the processing information through the use of two different languages (Cummins). Other positive effects of bilingualism include increase of mental alertness, broadening of horizon, and improved understanding of the relativity of all things (Appel & Muysken, 2006). A research study of 15-year-old Spanish/English bilingual children suggested that bilingualism encouraged creative thinking because of the greater flexibility in cognition demonstrated by bilinguals due to the fact that they better able to differentiate form and content (Romaine, 1995). Another research study also mentioned that bilingual children have a better understanding of concept formation, which is major part of intellectual development, because they were involved to a more complicated environment and an enormous amount of social interaction compared to children who were gaining only one language (Romaine, 1995). The superiority of bilingual children to monolingual children in terms of various tasks is dependent on their high levels of selective attention, which is the main mechanism of their cognitive performance (Romaine, 1995). One source of improving the bilingual children’s flexibility and creativity may come from a variety of semantic networks related with words in each language (Romaine, 1995). The relation between bilingualism and the social context of language acquisition indicates a positive benefit to bilingualism. The Negative Effects of Bilingualism Child bilingualism has negative effects on linguistic skills because he or she has a tendency to have a verbal deficit with respect to active and passive vocabulary, length of sentence, and the usage of complex and compound sentences (Appel & Muysken, 2006). Research study has also claimed that a bilingual child demonstrated more deviant forms in his or her speech, like unusual word order and morphological errors (Appel & Muysken, 2006). Bilingualism could also endanger the intelligence of a whole ethnic community and result to split personalities (Romaine, 1995). A bilingual child has a deficit in his or her language growth and a delay in his or her mother tongue development. Some psychologists have also stated that a bilingual child is more inclined to stuttering because of the syntactic overload brought by processing and producing two languages (Romaine, 1995). According to Appel and Muysken (2006), it is stated that speaking two languages is a negative factor in personality or identity development because bilingual persons are anticipated to experience a conflict of values, identities, and world views due to strong relation to the two different languages. The authors add that research studies have indicated that bilingualism may have negative effects on personality development but only when social conditions are not favorable. The emotional and social difficulties of certain bilingual persons are not due to bilingualism as a cognitive phenomenon but by the social context (Appel & Muysken, 2006). In order to avoid the degree of language loss in children, Cummins suggests that parents should form a strong home language policy and offer opportunities for children to broaden the functions for which they utilize the mother tongue, particularly in reading and writing, and the circumstances in which they can utilize it, like visits to the country of origin. Teachers have an important role in helping bilingual children maintain and develop their mother tongues by interacting to them strong positive messages on the value of acquiring additional languages and that bilingualism is a key linguistic and intellectual achievement (Cummins). They must also create an instructional environment where the cultural and linguistic experience of a child is actively accepted (Cummins). References Appel, R. & Muysken, P. (2006). Language Contact and Bilingualism. Netherlands: Amsterdam University Press. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. England: Cambridge University Press. Cummins, J. Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved June 7, 2009, from http://74. 125. 153. 132/search? q=cache:f490N3_lOpAJ:www. iteachilearn. com/cummins/ mother. htm+positive+effects+of+bilingualism&cd=5&hl=en&ct=clnk&gl=ph Ng, B. C. & Wigglesworth, G. (2007). Bilingualism: An Advanced Resource Book. U. S. : Routledge. Romaine, S. (1995). Bilingualism (2nd ed. ). Malden, M. A. : Wiley-Blackwell.

Cybercrime Law

Cybercrime Law: Is Now the Right Time for It? Issues about a certain bill, which was passed by our President Aquino, have grown since before the its implementation. This became a mainstream issue on the cyberworld and other media. Some were happy about the law’s provisions, but others, mostly, disagreed with its rules. The law’s called the Cybercrime Prevention Law which was proposed by Senator Tito Sotto, who was accused of plagiarism in two of his recent speeches. This law has a bright side, but it’s not enough to cover its ugly side. We have a right to freely say what we want, but with limitations. Freedom is not absolute.We must still be conscious on what we’re saying, or even posting on our Facebook walls. In the cyberworld, freedom is welcomed– playing, watching, reading, commenting, liking, sharing and even buying, what we want. Internet has been a jar of our hidden personalities. An individual’s attitude is changing when entering the cyberworld. And because of that, many became abusive of that freedom and use it to harm other people. This led the government to pass a law concerning the said emerging cyberproblem. The cybercrime law has many obvious disadvantages for netizens– almost all Filipinos are netizens. This law envisions a safe internet world.In line with that, the law contains very heavy punishments for the â€Å"abusive† netizens. The problem with that is the way the law considers an internet action abusive. Even liking a libelous content is counted as an abusive action? That’s ridiculous! Many would say that it’s for the safety of the Filipino people, but didn’t they think that it’s a way of depriving a democratic country of its freedom to express thoughts. That’s totally ironic. I’m not saying that that the deprives Filipinos of the freedom of speech totally, but mostly. That’s because Filipinos usually became more brave to express their thoughts on the internet.The law is a threat to proper justice. The law says that you can be imprisoned for almost 12 years if you are caught red handed on doing something in the internet that is abusive, but if you raped an innocent person, you’ll just be jailed for 3 years! That’s not right. Another thing , the law will be using 50 million pesos a year to successfully implement it, but don’t they know that more hungry stomachs need that amount? Surely, this will be an issue on the proper allocation of our national budget. Lastly, the Philippines has more alarming problems that should be thought first than the cybercrime.Shortage of food and water, poor shelter programs, overpopulation, growing unemployment and underemployment rate, and global warming are just some them. Why don’t they focus on those things? Cybercrime is a very controversial issue with the government this time, but they haven’t solved yet non-cyber crimes in the Philippines which are more life damaging. It’s funny that the government is keeping on acting that they can handle complex and new issues, even though they can’t manage to solve the common ones. The government and our country need to grow more before we go to that â€Å"cyber† matter.