Beware of Whom

Beware of Whom Beware of Whom Beware of Whom By Maeve Maddox I just read a mystery by Sue Grafton in which her character Kinsey Millhone mentally corrects a maid who responds to her phone call by asking Who may I say is calling? The Millhone character thinks Whom, sweetheart, Whom shall I say is calling This passage illustrates the fact that even an excellent writer can have trouble with when to use who and when to use whom. In this case, the maid was right and the detective was wrong. If you want to know why, read on. Like most pronouns, who has two forms: a subject form, who, and an object form, whom. To understand the use of pronoun pairs such as who/whom, he/him, she/her, I/me, they/them, and we/us when used with a verb, one must recognize whether the word is being used as the subject of the verb or as its object. Every verb has a subject. The subject is the doer of an action: I sing. We shop in town. Who knows the secret? Some verbs have objects. The object receives the action: The ball hit me. Dont forget us. Whom do you like best? Most of the time we have little trouble recognizing subject and verb because the subject usually comes before the verb and the object comes after it. The difficulty with who/whom arises from the fact that in a question, word order is reversed. We say Where are you going? and not You are going where?, Whom do you like best? and not You do like whom best? Things get really sticky when a sentence contains more than one clause (i.e., more than one set of subject and verb). The maids response is made up of two clauses. That is, it has two verbs: shall say and is calling. The subject of shall say is I. The subject of is calling is who. The clauses can be constructed in various ways: Who is calling, shall I say? Shall I say who is calling? Who shall I say is calling? The irony of Graftons criticism of the maids use of who is that elsewhere in the novel, Millhone doesnt always use whom when it would be appropriate. Conclusion The use of whom as the object form of who is on its way out of the language. More and more educated speakers and writers use who as both subject and object. There doesnt seem to be any reason not to. Who do you want? has become acceptable. Indeed, to the American ear, Whom do you want? sounds excessively proper. Personally, I like to observe the difference between who and whom in my writing, but I rarely do in speaking. Whatever you do, dont use whom as a subject! Ive seen it done, further proof that this particular point of grammar has lost its significance. If you arent sure whether to use who or whom, go with who. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesAt Your Disposal

An Evaluation of Teaching Methodology in Economics for Non-Business Students

An Evaluation of Teaching Methodology in Economics for Non-Business Students Free Online Research Papers THE PROBLEM AND ITS BACKGROUND Introduction This paper describes the development and prospective applications of new strategies on effective and efficient teaching of Economics to non business students. This psychological construct is defined as the extent to which the teacher believes he or she has the capacity to affect student performance. The researcher reviews some techniques that teachers might use to improve their classroom teaching. The techniques are drawn primarily from my research on university teaching and best practices adopted in most schools. Prior teaching experience has extended researcher understanding of this research to a relatively mature level. The proposal presented here is designed for use as a professional educator training and for possible use as a variable in economic education learning models that seek to explain the teaching process. Understanding, then enhancing, the teaching process in economic education poses challenges similar to those in disciplines like mathematics or accounting that researcher believes that it requires abstract thinking and reflective learning. Characteristics of persons on both sides of the classroom, the means and modes of the teaching process and the influence of environmental factors combine to produce performance results. Should this new paper prove valuable in this study, perhaps by way of providing significant explanatory power in economic learning models, teacher-training interventions could gain a new meter to measure their impact. Teaching requirements imposed by the school show how it affects the students’ performance in teaching the non business students and could benefit them. The Problem Is the methodology effective in teaching Economics in drawing appreciation, interest and good performance among non business students in TIP? In the last 8 semesters 80 percent of non business students who are taking up Economics are performing poorly and therefore there is a need to evaluate the current teaching methodology, curriculum, course content and the faculty. Rationale The rationale for this research is for better appreciation and interest for Economics as an essential requirement of the study in Engineering course. General Objective To evaluate the teaching methodology in Economics for non-business students enrolled at the TIP engineering courses. Specific Objectives 1.To describe the current situation of the teaching methodology used. 2.To analyze issues, gaps, problems of the current system 3.To analyze how it affects the students performance, review teaching styles, facilities used, books used, qualification of teachers. 4.To identify the best practice in effective teaching in Economics subjects locally and internationally. 5.To develop a more effective methodology in the teaching of Economics for the students to appreciate. Conceptual Framework Diagram 1. Causes and Effects of Ineffective Teaching The diagram above shows that the ineffective teaching is caused by inadequate instructional material, failure of proper orientation program on the kind of attitude the students should exercise towards the study of Economics, unqualified teachers for the lack of training and seminars, subject not appreciated for lack of creativity and motivations. The effects of these are the unfavorable performances of the students with regards to their initial knowledge in economics. These are insufficient knowledge and understanding of the concepts and principles in economics. Second is an undeveloped skill of identifying the circular flow of economic activity. Third is inability to organize the resources well which also results to less productivity. Fourth is the inability to solve problems specifically determining the concepts of supply and demand. Diagram 2. Causes and Effects of Effective Teaching The paradigm above shows that the effective teaching is caused by adequate instructional material and teaching aides, proper orientation program on the kind of attitude the students should exemplify towards the study of economics, qualified teachers with adequate and useful training and seminars, subject is interesting and appreciated. The effects of these are the favorable performances of the students with regards to their initial knowledge in economics. These positive effects are sufficient knowledge and sound understanding of the concepts and principles in economics. Second is that the students manifest a developed skills equipped of identifying the basic circular flow of economic activity. Third is ability to organize the resources well which will bear more productive results. Fourth is the ability to solve problems specifically determining the concepts of supply and demand and what causes it to decrease and increase considering the non price factors affecting demand and supp ly. Hypothesis (Ho) – Whether the teaching Economics in the Engineering course improve the non business student’s appreciation of Economics or not it will substantially increase understanding and ability to solve Economic problems and issues. (Ha) -An improved teaching methodology of Economics in the Engineering course increases non business student’s appreciation, understanding and the ability to solve economic problems and issues. Definition of Terms Course content- complete course outline or lessons coverage in Economics to be taken in the whole semester. Methodology- method or way of teaching in the class to encourage active participation from the students. Gaps- difference in student performance on teacher’s assessments between high and low performing students Economics-subject enrolled by the students for learning how to organized their resources well into productive use to satisfy their basic needs and wants. Best practice- teaching standard frequently used by most schools and universities here in the Philippines and abroad. TIP- Technological Institute of the Philippines, an academic institution offering tertiary level of education in the field of accounting, management, education and engineering courses. WLAP- Weekly Lesson Activity Plan used by TIP faculty for their lesson plan used to aid the faculty in teaching his students for the lessons he prepared for the whole week. Non business majors- these are students enrolled in engineering courses other than accounting and management courses. Performance towards Economics-It is a disposition of response favorably or unfavorably towards economics subject. In this study, the performance of the students toward Economics is measured which strategy they learned better. Economic problems- this include issues on organizing, distribution, consumption and production of our basic resources. Resources- these are economic resources which include land, labor, capital and entrepreneurship Lecture- also known as traditional method of teaching which is a teacher-oriented and is characterized with less student participation. Scope and Limitation Scope and limitation of the study considers performance for non business major taking up Economics for school year 2008-2009 because of limited time, funds and resources. The researcher will cover 30% of the total population of Engineering students taking up Economics enrolled in top 5 engineering schools. These include TIP-Technological Institute of the Philippines, Letran, Mapua , Don Bosco and RTU-Rizal Technological University. Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Description of Current Situation The TIP is a private, non-sectarian college that specializes in Engineering and Architecture programs. It also offers Business Education, Information Technology Education, Maritime Studies and Teacher Education. (TIP Manual) Beginning in 2006, the Technological Institute of the Philippines economic educators recognized that traditional teaching approaches in undergraduate economics too often failed to achieve the desired knowledge comprehension or subject matter interest. The Technological Institute of the Philippines address those deficiencies by education research, teacher training and materials development at all educational levels. Based on the testimonials shared to me by the faculty of TIP, large number of students from engineering section who took up economics have really low grade. In first semester of school year 2008-2009 alone 86 percent of the total engineering students under Economics subjects have gotten below average grades. The head of Commerce of Business Education which is our Department chair Mr. Angeles De Guzman had confirmed the said observation based on the school records and manifested from the grades of the students. Out of this existing dilemma there is a need to explore a new aspect of a teachers own perceived influence on students- whether control of teaching reinforcement lies within them or in the environment. Theorists labeled this new psychological construct self-efficacy. The idea was that teachers with high self-efficacy believed they could strongly influence student achievement and motivation, while those with low self-efficacy perceived the environment to have the greater influence. TIP faculty research made by Teves 2004, he said in the early management strategist and economist had already been advocating productivity improvement in the business world. It is an irony that up to this time, the academe, whish is supposed to be the molder of the youth who will soon maneuver the wheels of business and the economy of the nation, has remained silent on this issue. The TIP school administration is reviewing the existing business curricula and syllabi to ensure that these answer the current needs of the industry in terms of productivity concepts. In the faculty manual of TIP 2003, it stated that a wise teacher is guided by the effective principles of teaching at all times. Learning task are the main responsibility of the learners/ students while the teacher is entrusted to lead as facilitator of the learning process. To achieve this, the faculty member is required to prepare a weekly lesson/ Activity Plan (WLAP). Every teacher should establish an environment that promotes a high level of learning. A learner feels compelled to pay attention and learn more if he sees the purpose behind and the practical application of the subject and learning activities ahead. The teacher shall enlighten students about the course description and behavioral objectives, content and target dates of completion, methodology course requirements and schedules of submission which are integral to the development process and the school’s mission and vision. Analysis of Issues, Gaps and Problems In an international journal study, according to Bruner, the term scaffolding is used to describe the teacher doing for the student what the student could not currently do for him or herself. For example, the teacher can keep hold of the global aim of an investigation or an attack on a problem while the student attends to details of employing requisite techniques. The term scaffolding goes in and out of favor, but its essence lies in the fading away of the teacher’s structuring so that students come to internalize what the teacher was doing for themselves. When the student takes over what the teacher has been doing, scaffolding can be said to have taken place, and the teacher can attend to more sophisticated awareness which again the student will be scaffold and then faded into doing for themselves. Ralph 1998, in his study said that experienced instructors give careful attention to the reliability of their assessment and grading of students’ learning over time. They seek to eliminate any contextual factors that might bias or distort the objectivity of their judgment. To do this they: provide clear, concise directions and instructions about all course activities; they establish and explain the expectations and assessment standards by which these activities will be evaluated; and they gather data from multiple sources using a variety of methods, media and measurements to provide a more comprehensive, composite, and reliable picture of a students learning progress. Too, effective teachers recognize the reliability of grading is enhance when students are given the opportunity to submit or perform several smaller assignments or tasks than to base the grade on one or two larger tasks. In related study made by Genus 1998, he specifies a number of carriers of know-ledge in Economics to deal with another problem concerning the degree to which there has been a preoccupation with internal organizational processes for stimulating learning, to the neglect of other wider sources of knowledge creation and development within industry sectors, networks or occupational communities. These operate at individual, work group, organizational and inter-organizational levels. Keeping in mind what has been presented on the subject of flexibility and learning Economics. Here, it is now possible to make connections to other treatment of change which further highlight the strategic significance of knowledge or routines and also generate an insight into potential sources of and barriers to their development. Analysis of Students’ Performance In one of the finding study made by Firth 1999, he clarifies actions that identifies the signs of low performance. These actions can be depicted by less socializing, procrastinating, being talkative, less participating, not showing up for class meeting, creating ridicule, refuse to recite, resist to do homework and other negative attitudes that shows legitimate concerns and results to low performance in Economics class. He said, we must learn to handle these manifestations. Change threatens people and they can defend themselves by attacking you. If you sense that you are really being criticized in an unhelpful way rather than receiving interesting feedback, then there are six ways to respond. First is clarifying. An example is â€Å"What exactly in Economics that you do not understand?† Second is confronting. An example is â€Å"I need to let you know how your comments relate to Economics subject..† Third is columboing. An example is â€Å"Tell me again.., did you mean†¦ let me ask you one more question about Economics.† Fourth is confessing. An example is I take full responsibility for my actions. Here’s what I am going to do to help you understand Economics.† Fifth is Confirming. An example is â€Å"I agree with some of what you say about Economics. I also think about these†¦Ã¢â‚¬  Sixth is comforting. An example is â€Å"Good point. How can I help you by putting things right that Economics is†¦Ã¢â‚¬  Hayes 1997, reviews research into performance among students, argued that many groupings measures were unreliable, unnecessarily complex, and measured variables which were actually irrelevant to the process. The lack of appropriate techniques in Economics for measuring performance, according to Dyer, it means that most research into groupings suffered from the weaknesses of the tools which were used to evaluate the group and so was not able to provide an accurate, or even halfway accurate picture of group performance. According to Andal 1991, he kept in mind what the average student would need to know to have a basic understanding of current economic issues. He said, â€Å"we tried to keep the book as user friendly as possible, that is, we wanted to build on knowledge that students could easily grasp.† In a related findings made by Rosas 2004, First chair, Board for Professional Teachers, providing early exposure to the realities of the classroom is essential to the success of the student. The student teaching guarantees exposure to the realities of the classroom as a requirement for graduation. However, it comes rather late and the time for field experience on and off campus is quite limited. Dr. Rosas enumerated the long starting problems with traditional teacher education programs which have been documented. These problems can be made to improve in teaching Economics subjects to Engineering students. These difficulties include inadequate time, fragmentation, uninspired teaching methods, superficial curriculum and traditional views of schooling. He emphasized that teacher education in the Philippines has to reengineer, reinvent and restructure its existing programs to address global realities. In a related study conducted by Sutaria, former Innotech Director, many of the schools at all levels are still stuck in the past. They still cling to the traditional paradigms of teaching as telling, learning as listening, and knowledge as facts. Learners in Economics are asked to remember what they are told or lectured on and how they are taught to perform specific learning tasks and are judged as excellent learners if they did especially well on the recall tasks. Students are treated like sponges that absorb learning tasks and replay them when squeezed. They do not experience the joy of discovery, of constructing new meanings, of identifying and sowing problems, of creating new forms. of learning with a group that is self propelled, and thus are not adequately prepared for life in the more complex world of tomorrow. According to Watson 1994, he quoted Iain Mangham: Organizations are created, sustained and changed through talk. There is nothing good or bad in this world or any other but talking makes it so. Organizations, enterprises of great pitch and moment, are constituted by active, willful individuals talking to each other. It is through words that we teach Economics, appeal, persuade, request, coax, cozen, assign, declare, debate, agree, insult, confer, teach, advise, complain, irritate, anger, correct, socialize, recruit, threaten, promise, praise, ridicule, condemn and dismiss. In a proposed findings made by Baker III 2000, he said that the relationship between the use of plus/minus grading and it’s actual and perceived impact on grades has received considerable attention on all educational levels. The author examined the overall effect of plus/minus grading system on management students and faculty at a mid-sized public university. The effect of the grading system on students was examined mathematically by determining the grade distribution of students under both the old grading system and the new system was examined through responses to a questionnaire. The results of the study showed that both students and faculty in Economics had negative perceptions of the plus/minus system the university adopted when it was introduced and that the new system had virtually no effect on the aggregate GPA of the students. Identification of Best Practices A journal study conducted by Philippine Association of University Women, they cite Dewey, Lewin, and Piaget as the foremost exponents of experiential learning. Everyone Dewey suggested that to learn from experience one â€Å"essentially makes a backward-forward connection between what he does to things and what he learns from these things†. Experience alone is not sufficient for best learning in Economics. It should be analyze to enable a learner to formulate concepts and principles in Economics applicable to new solutions. Based on the findings made by Eggen and Lavechak 2001, they outline useful strategies for teaching Economics. According to them, Economics teachers have three interconnected goals when they utilize the Discussion Model in their classroom. They want student to think about Economics content in a deeper, more analytical, and critical manner. They also want to develop students thinking skills. In addition, they want to help students develop their social interaction skills and thus learning more effectively about Economics. Discussion have definite content focus, and teachers use this strategy to help students develop deeper insights into topics in Economics they have been studying. Research suggest that learning increases when use ideas in meaningful activities. Discussion provide opportunities for students to connect ideas, take positions and defend these position with others. Students’ ability to think Economics issues increases when thinking skills are embedded in content-rich, meaningful activities, Discussions provide opportunities for students to examine and integrate ideas, analyze different perspectives and evaluate alternate solutions. In the same study made by Bean 1996, in his book Engaging Ideas, one of the best ways to coach critical thinking and to promote the kind of productive talk that leads to thoughtful and elaborative writing in Economics is a goal directed use of small groups. Economics teachers who have tried small groups but others prefer to use class time for lecturing, leading whole class discussions, or conducting other activities that involve the whole class rather than autonomous groups. Small groups can be a strategy for Economics teachers to be considered. It is best characterized as a goal oriented use of small groups aimed at giving students supervised practice in disciplinary thinking under the tutelage of the teacher as coach. This method has a consistent rhythm: the teacher presents a disciplinary problem requiring critical thinking; students work together in small groups to seek a consensus solution to the problem; and the teacher coaches students performance by observing their process and critiquing their solutions. A related study on teaching made by Andresen 2000, he said that it requires a spirit of enquiry, critique, reflection and most of all passion. Teaching Economics which is not accompanied by our own enquiry, reflection and passion for a subject matter in which we are wholly engaged becomes merely a technical service for customers and is stripped of its critical and moral purposes. In teaching Economics there is to be an equally intense caring, but it is one which through the personal discipline requisite to making it accessible, intelligible, fascinating and worthy of being loved by students, will serve to demonstrate something significantly beyond a caring for subject matter at such. It demonstrates, a passionate caring for learners as persons and for their growth. Coade 1997, he emphasized that in developing creative people. â€Å"You should train and develop students to have an imaginative approach toward problem solving on their own. Encourage students to search for an operational problem in Economics affecting performance. The aim should be to develop a set of students who can focus on the skills needed to exhibit initiative and implement business ideas in the real setting. Recognition is also one form of a direct opportunity for an individual access to another project which interest the individual or the chance of presenting a set of ideas or new concepts to their class. Recognition is used to build flexibility, which is important at all levels in school specifically in college levels. The recognition system has to recognize the importance of the flexibility required to work among groups and to take on new skills and knowledge. A related journal of innovative higher education made by Mc Daniel 2000, he proposed that innovative models in Economics that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resource s, structures and models. According to Platter 1995, predicts a transformation to new roles in which faculty in Economics first define the product of educational programs in terms of specified standards and competencies at a certified level of quality. Second, assess student learning in light of explicit objectives and learning outcomes in courses and relate them to larger more comprehensive learning goals. Third, mentor students to take the most efficient and meaningful path toward these stated learning goals. In a journal study of faculty development made by Polirstok 2007, she said that faculty members at colleges and universities nationwide are required to develop an academic record that includes numerous publications in peer reviewed journals. The old adage †publish or perish† continues to provide an important lens for viewing faculty qualification for tenure and promotion. Ironically most new faculty in education typically arrive from doctoral programs with little publication experience and often without a research plan for how to develop their dissertations into several publishable manuscripts. â€Å"Despite the pressure to publish, faculty receives little instruction in academic writing. Facilitating the development of writing skills and an understanding of the writing process can improve writing productivity among faculty.† Developing an Effective Methodology A journal study made in Southeast Asia and Pacific, one observes that the world is constantly and rapidly changing. A small country needs to be aware of the emerging trend and act early and decisively. I would like to quote from this report, on the topic of skills development. Our education system should in the longer term be re-oriented in three important ways. First it must be more broad-based and focus on educating â€Å"the whole person.† Second, it must allow for more creativity; and third it must stress the need for continuous training or re-training. I am in full agreement with the above farsighted view. According to Bingham 1990, he introduces what economics is and then he goes with a check list with what the student should be able to know for the whole chapter. An example to this is that the checklist could include, the student should be able to write the formal definition of economics, give two good reasons for studying economics, define descriptive economics, economic theory and policy economics, distinguish between induction and deduction in economic reasoning. He proceeded with chapter outline, with the principles and theories, He also outline important terms to remember. A short fill-in questions is followed. problems and projects are also given for the students to enhance their skills in problem solving. This is really to immerse the students and familiarize themselves with the lesson. In the book of Pagoso 2004, an Introduction is given just like most of the presentation of any other books. What I like most is that he presented first the importance of Economics to instill to the minds of students the relevance and significance of the subject in our times. He said, â€Å" To have a working knowledge of economics is to understand a very important part of human life. We go through life concerned with learning a living, earning money and what money can buy. Thus an understanding of economics is an understanding of life’s principal preoccupation. A working knowledge of economics would make the students and the citizens economically literate. A big part of the new and the contents of the newspapers are concerned with the economics decisions of business and the government. If people make no effort to understand economics issues and do not make intelligent issues and do not make intelligent position about them, they surrender all power to those who claim to understand.† Morgan 2000, said that one powerful influence of technology in our culture is the trend to move away from works and language and towards pictures and symbols. This trend may be dangerous since it has long being recognized that verbal thought is vital in many aspects of high culture within existing civilizations. It is interesting to note that one of the most compelling aspects of the world wide web is its emphasis on non text media, such as visual images and sounds. To many, this raises the concern about whether technology is shaping us into passive consumers rather than active producers. In an inspiring study made by Klumer 2000, he said that it begins to address exactly what people want to know. The UNESCO work plan states to identify elements of unsustainable development that concern them and how to address them. Students specially in Economics need to learn how to reflect critically on their place in the world and to consider what sustainability means to them and their communities. They need to practice envisioning alternative ways of development and living, evaluating alternative visions, learning how to negotiate and justify choices between visions, and making plans for achieving desired ones, and participating in community life to bring such visions into effect. These are the skills and abilities which underlie good citizenship, and make education for sustainability part of and process of building an informed, concerned and active populace. In this way, education for sustainability contributes to education for democracy and peace. Chapter 3 RESEARCH METHODOLOGY Design of the Study This research is basically an evaluative study on the current methodology in teaching Economics for non business students for the school year 2008-2009. An interview on the faculty and engineering students taking up economics in top 5 engineering schools in NCR will be conducted to address the objectives of the study. This research method is designed to describe the nature of a situation, conditions, and practices of teaching Economics in top 5 engineering schools. It is appropriate to employ the survey questionnaire to the present study as it seeks to obtain information about the practices of the current teaching methodology . Sampling Technique A randomized sampling of 50 faculties and 30% of the total population of Engineering students taking up Economics enrolled in the five schools offering engineering courses will be used in the study. Only those students who are enrolled in the school year 2008-2009 will be chosen to participate in the study. They were asked to relate their practices in their respective school on the current teaching methodology used. The researcher will conduct interviews with the sample size mentioned above. The participants of the study all came from the 5 engineering schools specifically in TIP-Technological Institute of the Philippines, Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Research Instrument/ Tool The instrument to be used in this research for data collection is a questionnaire with two major parts. The first part of questionnaire is for the faculty in Economics teaching in the top 5 Engineering schools and the other part is for the Engineering students taking up Economics subjects. The questionnaire parts include Demographic characteristics, current situation of the teaching methodology used, issues, gaps, problems of the current system, students performance, review of teaching styles, facilities used, books used, qualification of teachers. best practices in effective teaching in Economics subjects locally and internationally and the effective methodology in the teaching of Economics for the students to appreciate. Respondents of the Study The researcher will ask 30% of the total population of Engineering students taking up Economics enrolled in 5 engineering schools specifically in TIP-Technological Institute of the Philippines, Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Faculties of these 5 schools mentioned above will also be my respondents and will be asked to answer the questions in the evaluation of current teaching methodology used. Study Site This study will be conducted in TIP QC campus, TIP Manila Campus and the campus of the top engineering schools: Letran, Mapua, Don Bosco and RTU-Rizal Technological University. Statistical Test The kruskal-wallis test of independence is the appropriate tool to be used in deciding the result whether you teach Economics in the Engineering course improve the non business student’s appreciation of the subject or not, will substantially increase understanding and ability to solve Economic problems and issues. Expected Output At the end of the research, a new methodology in teaching Economics non business students would have been proposed and implemented. Questionnaire No.____ Interviewer:___________ Date:________________ AN EVALUATION OF TEACHING METHODOLOGY IN ECONOMICS FOR NON BUSINESS STUDENTS IN TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES Questionnaire for Teachers Direction: Provide a check mark on the space provided that best fits your answer. I. Demographic Characteristics of Respondents Name : (Optional) Age : ___below 21 yrs. ___21-30 yrs. ___31-40 ___41-50 ___51-60 Civil Status: ____Single ____Married ____Separated Educational Attainment: ___Undergraduate ___Masters Degree ___Doctoral Course Major: ____Economics ____Management ____Accounting ____Engineering Employment: ____Regular ____Part-time Income Level: ___ Below P10,000 ___10,000-14,999 ___15,000-19,999 ___Above 20,000 Are you currently teaching? ___Yes ___No If yes what school/university? ___Mapua ___TIP ___Don Bosco ___RTU ___Letran ___Others pls. specify What subjects do you teach? ___ Economics ___Accounting ___Management ___Engineering Subjects ___General Education ___Others pls. specify How long are you teaching Economics? ___Less than 3 years ___ 3-6 yrs. ___7-10 yrs. ___ more than 10 yrs. II. Current Situation Is Economics part of Engineering Curriculum? ___Yes ___No If yes, why? ___prescribed by the school ___ prescribed by the CHED ___Others pls. specify If no, why not? ___minor subject ___electives ___not relevant to the curriculum ___not prescribed by the institution ___Others pls. specify Is Economics subject regularly taught? ___1st yr 1st Semester ___3rd yr 1st Semester ___2nd yr 2nd Semester ___3rd yr 2nd Semester ___2nd yr 1st Semester ___4th yr 1st Semester ___2nd yr 2nd Semester ___4th yr 2nd Semester Is Economics taught effectively? ___Yes ___No If yes, why? ____ Proper methodology used ____Teachers are effective ____Appropriate syllabi used ____Proper references used ___Others pls. specify If no, why not? ___Inappropriate syllabi used ___Teacher not effective ___Improper references used ___Methodology incorrect ___Others pls. specify Is there a method used in teaching this subject? ___Yes ___No If yes, what are these methods? ___Expository ___Exploratory ___Enquiry Based ___Others pls. specify If Expository, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If Exploratory, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If Enquiry based, does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems If others, please specify________ .Does this methodology work? ___Yes ___No If yes, what are the proofs? ___Subject appreciated ___Knowledge gained ___ Others pls. specify ___Skills obtained ___Able to solve problems If no, why not? ___Subject not appreciated ___insufficient Knowledge ___Others pls. specify ___No Skills obtained ___inability to solve problems III Students Performance What sort of responses do the students show towards Economics subjects? ___Clearly understand ___Difficulty in understanding ___Others pls. specify Are there any factors that caused poor performance of these students? ___Teacher not effective ___Instructional aides are lacking ___Subject outline is boring ___Books used are not updated ___Facilities are insufficient ___Others pls. specify If the teacher is not effective, what are the proofs? ___Teacher cannot motivate ___Teacher do not give relevant examples ___Teaching style is boring ___Teacher is too traditional ___Others pls. specify If Instructional aides are lacking, what are the proofs? ___There is no weekly lesson activity plan ___There is no seat plan ___There is no class card ___There is no grading sheet ___There is attendance sheet ___Others pls. specify If books used are not updated, what are the proofs? ___Old edition is used ___No worksheet is provided ___No updated case study ___No approved textbook used ___Others pls. specify If facilities are insufficient, what are the proofs? ___Not ventilated rooms ___No air condition rooms ___Not enough working tables ___Not enough light ___No powerpoint projector ___No blackboard/chalk ___No DVD/VCD player ___Others pls. specify If others pls. specify, what are the proofs? ___________ IV. Issues, Gaps and Problems Do the students find difficulty in understanding? ___Yes ___No If yes, why? ___lack of reading, ___ lack of explanation given ___Others pls. specify ___lack of initiative to learn, ___not listening well ___inadequate materials If no, why? ___Students can solve problems ___Students can recite correctly ___Students can write an essay on the subject ___They participate well ___Students can explain the subject ___Others pls. specify What are the problems encounter? ___Students keep on absences ___Students not reciting ___They are not participating ___Students are complaining ___Others pls. specify What teaching methodology can be used to solve these problems? ___Expository ___Exploratory ___Enquiry Based ___Others pls. specify Will those suggested mechanism will improve? ___Yes ___No If yes, why? ___Students increase their interest on the subject ___Students will be motivated to study ___Students have freedom to ask and reason out. ___Others pls. specify V. Best Practices in teaching Economics Are you aware of how they teach Economics in other Engineering Schools? ___Yes ___No If yes, what do you know? _____________________ What have you heard? _____________________ Are you aware of teaching methodology used in other countries? ___Yes ___No If yes, what are the teaching methodologies used? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify Have you tried these teaching methodology before? ___Yes ___No If yes? what are these methodologies? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify Are these teaching methodologies applied before effective? ___Yes ___No If yes, what are the results: ___motivated students ___new learning ___new experiences ___increase performance ___create interest ___students take initiative ___Others pls. specify If no, why not? ___demotivated students ___students not learning ___decrease performance ___lower interest ___bad experiences ___conflicting behavior ___Others pls. specify VI. Proposed Methodology in the teaching of Economics to non business students. Are there other ways of improving in teaching Economics? _____________________________________________________ Can you suggest concrete examples to a more interactive teaching? _____________________________________________________ Do you think students will like ___more PowerPoint presentation ___more relevant examples ___more case study ___more economics activities ___more economics exercises ___more economics problem solving ___more instructional materials ___more references ___new textbooks ___simplified graphing exercises ___more illustrations ___interactive teaching styles ___Others pls. specify Which do you think is the most effective teaching methodology should be used? ___Expository ___Exploratory ___Enquiry Based ___Experiential ___Portfolio ___Lecture ___Others pls. specify If yes, why do you think in your assessment it is the most effective teaching methodology? ___Students will increase their interest on the subject ___Students will be more motivated in their study ___Students develop their organization skills ___Students will be able to solve economic problems ___Students will gain more knowledge on the subject ___Others pls. specify If no, why not? ___There are other methodology that is not discovered. ___There are other methodology that is not introduced ___ There are other methodology that is yet to study ___Others pls. specify Is there any methodology you want to suggest you think can be effective aside what we mention above?___Yes ___No If yes, what are they? ___constructivist method ___dialectic method ___performance based ___portfolio ___project based ___Others pls. specify If no, why not? ___ No other methodology can be effective ____No other methodology can be used ____All methodologies are mention ____Others pls. specify TIMETABLE (June 2009 – June 2010) ACTIVITY DATE PERSONNEL IN-CHARGE I. Preparatory Phase 1. Organization of Working Group June 1-20 Project Leader 2. Questionnaire Design (including revisions) June 20-30 Project Leader/Statistician 3. Preparation of Field Operation and Processing Manuals and Other Administrative Forms July 1-19 Project Leader/Statistician 4. Printing of Questionnaires and Manuals July 20 – Aug. 16 Project Leader 5. Procurement of Survey Supplies and Materials Aug. 17 – 31 Project Leader 6. Preparation/Evaluation and Finalization of Field Operation Plan and Target Dates for Submission of Survey Forms Sept. 1-15 Project Leader 7. Computer System Design and Program Development Sept. 16-30 Project Leader/Programmer 8. Recruitment of Interviews and Allocation of Survey Materials October 1-15 Project Leader II. Briefing 1. Enumeration October 16-30 Project Leader 2. Manual and Machine Processing November 1-15 Project Leader III. Field Operation Nov. 16-30 Project Leader IV. Data Processing 1.Manual Processing Dec. 01-Dec.. 15 Project Leader/Statistician 2.Machine Processing Dec.16-Dec. 30 Project Leader/Statistician V. Data Evaluation, Tabulation and Final Analysis Jan. 5, 2010-March. 31, 2010 Project Leader/Statistician VI. Finalization and Submission of the Project Proposal April 01, 2010- June 15- 2010 Project Leader BUDGET (June 2009 – June 2010) I. Personnel †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. P230,000.00 1 Project Leader for 5 months @ Php20,000/mo †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 200,000.00 1 Statistician for 4 consultations 2 Php2,000.00/consultation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8,000.00 1 Economist for 4 consultations 2 Php2,000.00/consultation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8,000.00 1Programmer †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4,000.00 Interviewers for 100 questionnaires @ P100/questionnaire †¦.†¦Ã¢â‚¬ ¦. 10,000.00 II. Transportation Expenses †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P35,000.00 30 Trips to Libraries in Metro Manila †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15,000.00 30 Trips to Selected Engineering Schools in Metro Manila †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10,000.00 30 Trips from residence to TIP campus†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10,000.00 III. Supplies and Materials †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. P15,360.00 6 reams bond paper @ Php250/ream .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1,500.00 2 boxes Mongol #2 pencil @ 50/box †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100.00 3 pcs. Staedler eraser @ 15/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 45.00 3 pcs. Sharpener @ 10/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30.00 1 pc. Puncher †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 250.00 10 pcs. Plastic folder @ 10/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100.00 10 pcs. Cartolina @ 5/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 50.00 2 pcs. Stapler with staple remover @ 175/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 350.00 6 pcs. Computer Ink (blackcolored) @ 1,500/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9,000.00 5 pcs. Internet Pre-paid card @ 100/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 500.00 10 pcs. Pre-paid card @ 300/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3,000.00 2 pc SIM pack @ 100/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 200.00 5 pcs. Blank CD @ 8/pc †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 40.00 1 bot. paste †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 35.00 1box fastener .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 160.00 IV. MOOE (Maintenance and Other Operating Expenses) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P40,000.00 Rental of computer facilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000.00 Rental of Vehicles †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 30,000.00 Gasoline †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5,000.00 V. Sundry †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. P20,000.00 Tokens (to be given to selected respondents) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10,000.00 Entertainment Cost †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10,000.00 GRAND TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ P340,360.00 Literature Cited Andal Jr., Sergio M Cuyegkeng, Jose Mario I. Discovering Economics, Cacho Publishing House Inc. 1991 p 1-2 Andresen, Lee W. Journal of Teaching in Higher Education Taylor and Frances Ltd 2000 Vol. 5 No. 1 2000 p. 24-26 Bean, John C. â€Å"Engaging Ideas: The Professor’s guide to integrate writing, critical thinking and active learning in the classroom(1st Edition) San Francisco Jossey-Bass Publishers 1996 p 183-184 Coade, Neil. Be Creative International Thomson Business Press 1997 p. 87-89 Eggen, Paul D. Lavechak, Donald P. Strategies for Teachers 4th Edition Copyright 2001 by Allyn and Bacon. A Pearson Education Company p 92-93 Dr. Rosas, Nilo L. Philippine Normal University Journal on Teacher Education Vol 1 No. 1 June 2004 Center for Research and Development in Education p.12-15 Faculty Manual TIP –Technological Institute of the Philippines October 2003 p.14-15 Fien, John Maclean, Rupert. Journal of Science Education and Technology. Vo. 9 No. 1 March 2000 Klumer Academic/ Plenum Publishers p.43-44 Firth, David Smart Thing to Know About Change. Capstone Publishing Limited 1999 p. 93-95 Journal of Engineering Education Vol.23 No.1 2 Sept. 93. Association for Engineering Education in Southeast Asia and the Pacific 23-24 Mason, John. International Journal of Mathematical Education in Science and Technology Volume 31 No.1 January –February 2000 Taylor Frances Ltd. p. 98-99 Mc Daniel, Elizabeth A, et al. Innovative Higher Education Vol. 25 No. 2 Winter 2000 Human Sciences Press Inc. p. 143-145 Morgan, Konrad et al. British Journal of Educational Technology Vol.31 No.1 by British Educational Communications and Technology Agency January 2000 p. 76 Pagoso, Cristobal M Benito, Virgilio R. Principles of Economics 2004 Edition Nelson Publication Polirstok, Susan R. Digley, Annette D. Journal of Faculty Development Vol. 21 No. 2 May 2007 by New Forum Press, Inc. p. 109 Ralph, Edwin G. Phd Motivating Teaching in Higher Education: A Manual for Faculty Development. New Forum Press Inc. 1998 p.8-10 Teves, Victor G. Research Journal Vol.1 No.1 Research and Development Office TIP April 2004 p. 7-8 Watson, Tony J. â€Å"In Search of Management† International Thomson Business Press 1994 p. 165-166 Research Papers on An Evaluation of Teaching Methodology in Economics for Non-Business StudentsStandardized TestingInfluences of Socio-Economic Status of Married MalesResearch Process Part OneOpen Architechture a white paperRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalThree Concepts of PsychodynamicThe Project Managment Office SystemCapital PunishmentThe Relationship Between Delinquency and Drug Use

Coursework Essay Example | Topics and Well Written Essays - 3000 words - 1

Coursework - Essay Example With the introduction of retiring age, employers are now refrained from discriminating on the grounds of age, even at the time of recruitment, training, redundancy and other policies that deals with the employer and the employee’s relationship (Harris, et al 56). Harassment There is no specific law, which deals with the issue of harassment at workplace. However, an affected person can knock at the door of competent court of law to get his or her grievances redressed under the criminal law known as "Protection from Harassment Act†. In refined term, harassment in the workplace can be described as "any unwanted attention that causes offence, embarrassment, humiliation, upset". However, if it is based on sex, race or disability, the concerned discriminatory law can be invoked to get protection. Further, in serious cases, some compensation can be had inclusive of damages to hurt someone’s feelings. Offensive remarks, personal comments, jokes based on racism and sex, to uching, vulgar displays, abusive language come under the purview of harassment (Harris, et al 59). In order to make his case strong against discriminatory attitude by the employer and the harassment at work premise, William may adopt the following course a) keep a diary of the incidents that took place b) witnesses of co workers c) confront harassment d) have a word with HR and e) discuss the matter with Union Representative (Harris, et al 61). It is the responsibility of the employer to protect his workers from harassment irrespective of their backgrounds. William has the option to claim compensation by registering his complain with the employment tribunal on the specified form ETI since it is a mandatory requirement. Mentioned form contains a lot of information e.g. name of the complainant, postal address, reasons for complaint, whether the complainant would like to re-instate or to lodge claim for compensation. William has the option to invoke the jurisdiction of competent Tribun al without bothering grievance procedure. By passing the grievance, procedure may lead to reduction up to 25% in any award granted by the Tribunal (Harris, et al 63). At this point of time, the said victim will send a copy of ETI form to be responded on form ET3 within 28 days. If he fails to respond within the specified period of time, there is apprehension that the Tribunal may issue impugn judgment in favour of the complainant. Before filing the complaint with the Tribunal, employee may exercise his or her option of conciliation. If conciliation fails to materialize, the compelling option for remedy is Tribunal (Harris, et al 63-64). The legal process is cumbersome with reference to calling witnesses, cross examine the witnesses by other side, engage a lawyer and to bear legal expenses. Keeping in mind the time consuming legal process, we advise William to confine himself to the process of conciliation. Q. 2. Where should William go to take action on his personal injury claim? Fr om whom should he seek advice and what formal and informal mechanisms might he use to resolve the dispute? To analyse the claim of William with regard to personal injury, we have to have a look on the law of tort and its provisions, which provide relief to the victim of personal injury besides emotional injury. In accordance with English law,  tort falls under the common law

Fiscal policy and government debt Coursework Example | Topics and Well Written Essays - 2250 words

Fiscal policy and government debt - Coursework Example Through empirical tests, guided by the above representations, Romer and Romer (2010) conclude that irrespective of the given legislation, significant changes in an economy’s tax policy brings about a dominant motivation that fits into the following categories making up for increases in government expenditure, addressing an inherited government deficit and spurring long-term growth (799). Further, the findings illustrate that tax changes largely influence output. The baseline specification implies that one percent of GDP will lower real GDP by almost three percent. Additionally, changes in taxation are very much related to future changes, further, investments decline significantly following exogenous tax increases. Lastly, the study concluded that tax increases to reduce an inherited budget deficit do not have the large output costs associated with other exogenous tax increases. The observation, which points to the fact that improved welfare results from tax cuts are largely a position confounded by the New Keynesian multipliers which indicate that a tax cut should increase welfare mainly because it frees up private resources for spending. This thought is only countered by the initial Keynesian multipliers which have since been replaced by the more contemporary thought (Tsoukis, 2010). Therefore, it seems safe to base thoughts of tax policy changes on the view represented in this study. The main argument in this regard is that higher taxation acts as a disincentive to individuals and firms to work and invest.

International Market Comparison Assignment Example | Topics and Well Written Essays - 250 words

International Market Comparison - Assignment Example Nestle’ is one of the biggest consumer packed products firm in the planet that concentrates on augmenting the nutrition food value that, is consumed whereas raising the taste. The firm is categorized as health, nutrition, and wellness firm. Unilever and Nestle’ both concentrate on wellness and health, however, in place of concentrating on the precise wants of the end users like Unilever. Nestle’ concentrates on their corporate unit of wellness to bring full life and suitable food to all of their end users. This is to say that, they commit more effort and time into constituents of their products then the actual end user. The corporate unit of wellness is an international network that is internationally set to aid in endorsing nutrition value. Their policy is to ensure firms provide enhanced products that are suitable to the consumer. Unilever and Nestle’ vary in marketing since Unilever is glued to its profile as well as eliminated commodities, on the other hand, Nestle’ is generating and improving numerous of Nestle’ goods. The packaging employed by Nestle’ plays an immense function in their marketing. Every package encompasses a Nestle’ Nutrition Compass to demonstrate to buyers what they will gain if they buy the product. The philosophy of Nestle ’is that information on nutrition is not adequate. The compass contains three elements: Good to know; Good to remember; and Good to talk. Similar to Unilever, the marketing strategy of Nestle’ is focused on the future of their commodities. They are developing goods that will be focused on gestational matters, obesity, Alzheimer’s, diabetes and additional items that will be of benefit to wellness and health of the

Emily Dickinsons And John Keats Poetry Death English Literature Essay

Emily Dickinsons And John Keats Poetry Death English Literature Essay Death is an unavoidable part of life; and it is true that everyone is well aware of the fact that the circle of life includes both a beginning and an ending. Emily Dickinson and John Keats accept the fact that death goes hand and hand with life, and write about it in their poetry as their own way of dealing with it. While both use death in their poetry they use it in different ways. For Dickinson, both her poems, I like a look of Agony and Split the Lark and youll find the Music, show how death is a way to find the truth of a person. However, for Keats, in his poem Ode to a Nightingale death is feared but also seems to be the better option, compared to the suffering and pain life seems to bring. Both poets use their works to express their feelings and views of death. During the Civil War, Emily and her family, were especially affected because friends of the family were often killed in battle. Death of close friends was a significant feature of Emilys life; many close to her were taken away. This consequently heightened her interest, fascination and perhaps fear of death, which appeared in so much of her poetry, including I like a look of Agony and Split the Lark and youll gind the Music (Tandon 123). Death, the final experience one has, is for Dickinson the best benchmark; it reveals the ultimate truth or reality. In her poems I like a look of Agony and Split the Lark and youll find the Music, Dickinson shows the reader how the real truth of a person is found and seen in death. Here she is wishing pain on another, watching them in anguish in the final moments of life leading to death, doing so just so she can trust them. It is impossible to pretend or fake, so she finds out the real truth through the agony of the dying person. Dickinson turns the agony of death into a positive, because it is one of the few things that an observer can see and trust; to her it is a rare moment of undoubted truth. The detailed specifics of this poem make it clear that she has watched someone in agony, and by her own admission, has enjoyed it, which makes the poem even more disturbing. She doesnt just need tears of agony to trust someone, she wants a Convulsion, a Throe, glazed over eyes, Beads upon the Forehead. These are all symbols of the worst kind of pain, a pain that ends in death. This just goes to show how much Dickinson values the truth. The awful details of the ending of a life are to her valuable details because they are the proof that what she sees, hears and feels are real and true. This truth is a connection for her and the person dying because she can trust them fully, in most ways that she cannot trust others. The second poem by Dickinson, Split the Lark and youll find the Music has much of the same meaning of death. In this poem, the death of the lark reveals the truth, that the bird is in fact capable of sound and music. But the death of the bird comes with a price, after you have found the truth, that it is in fact capable of music, it is dead and can never sing again. Here Dickinson questions whether finding the absolute truth is worth the price of death. She begins the poem in the first stanza by explaining to the reader: By split the lark Dickinson means just that by cutting the lark open, you will easily find the bits and pieces that make the music bulb after bulb. She goes onto say, that if you want to make absolutely certain that it is true you can dissect it. Her description of the scarlet experiment and the gush after gush is the blood of the bird from being dissected and pulled apart. In the last stanza Dickinson also addresses one who, like Thomas, lacks belief and faith in what is true. Thomas in the Bible refused to believe that Christ had risen, that he lived, he lacked the faith in what was true, just like person killing the Lark. In both of Dickinsons poems, death is used to find the ultimate and final truth, something, which to her seems vitally important. John Keats views death differently in his poem Ode to a Nightingale. While Dickinson views death as a way to find truth, Keats fears death and wishes to live vicariously through the nightingale, who is, in his opinion, immortal. If he cannot live as a happy nightingale, Keats claims during the poem that he would like to die listening to the song of the nightingale and escaping the pain of life. Keats explains the pains of life to the nightingale in the third stanza saying: Surrounded by the nightingales song, the speaker thinks that the idea of death seems richer than ever, and he longs to die in the night with no pain while the nightingale pours its soul joyfully out. If he were to die, he explains that the nightingale would continue to sing, but he would have ears in vain and no longer be able to hear. Keats explains that the nightingale was . . .not born for death . . . but is an immortal bird and the reader can sense how he longs to be like the bird, happy in no pain and in no fear of death. Both poets use death in different ways to cope with their own understanding, interest, fascination and fear of it. They invite the reader in to see what death means to them and how they see it should be viewed. While Emily Dickinson views death as a way to find the truth about something or someone, Keats sees death as a fearful event but also a freeing one, which releases a person from the pain and suffering of life. While they are different in the way the use death in their poems, as well as, how the view death, they are both effective in conveying their feelings and emotions on the subject to the reader.

A Doll’s House by Henrik Isben Essay -- English Literature Essays

A Doll’s House by Henrik Isben A Doll’s House by Henrik Isben is about a young woman and her life. The main characters name is Nora Helmer. She is married to a bank manager named Trovald. In the early years of their marriage just after their first child Trovald becomes ill. Doctors say that he will not live unless he goes abroad immediately. Nora takes it upon herself and borrows two hundred and fifty pounds from a money leader named Krogstad. She was dishonest with Trovald and said her father gave it to her. It was illegal because she forged her dying fathers signature on the document. Nora Helmer in a A Doll’s House is a women ahead of her time. In order to protect her children from a false life, she inflicts tragedy upon herself by leaving every thing she has by walking away. She puts herself in this tragic situation by not being honest. Nora lies to herself and the ones she cares about. Before she leaves her life is not her own person she is carrying on life as a role. Making others happy, instea d of herself. As the play goes on, Nora seems to transform from her delicate little character into something much more. At the end of act one, Krogstad goes to Nora for the recollection of the money she had borrowed from him. "You don’t mean that you will tell my husband that I owe you money?" (21). Since Nora was wrong in doing so socially, she could not tell Torvald or anyone else about her problem. Not only would that affect their social standard but also Torvald's ego, which inevitably would happen anyway. After Krogstad threatens to expose Nora for forging her father's signature, she realizes that no matter what she does Torvald was going to know the truth. The flaw within this patriarchal framework becomes apparent when Nora discovers that she has no legitimate name of her own. She can use neither her married name nor her maiden name to borrow money. She finds that she cannot appropriate her father's name. In other words, as a married woman she has neither authority nor identity. Pani c begins to set in and she begins to feel helpless because she has no power to do anything about the situation. In act two Nora continues to act as she is supposed to, as a perfect housewife. She confides in her friend Mrs. Linde about her problem with Krogstad for the first time, which shows that she is starting to break free from Torvald and think for herself. Knowing th... ... all my very own" (62) ? By walking out she takes a position equal to her husband and brakes society's expectations. When we learn that the representation for Nora was intelligent and ambitious everything falls in to place. There is no need to wonder about motivation or changes of character sudden disclosure. The story A Doll’s House is believable. It stands for every marriage where equality never took place. Many women knew their social status and lived as they were meant to, but for the few that realized there was more to the world then the sheltered life they were living, broke free. Nora was one of the women who knew her place and acted accordingly until she saw that her name had no real value. She was not looked at as an individual, but she was seen as her father's daughter or her husband's wife. The turning point for her decision to break free from this world and start her own life is very believable. She comes to see that her marriage isn't real. Nora no longer loves her husband and knows that he does not truly love her as well. She knows that there is so much more to discover in the world to understand, and until she does she will not allow another man to control her life.

The ways in which ideas were communicated to the audience in War Spectacular

We constructed War Spectacular to be an abstract piece made up of a number of unconnected scenes; this structure enabled us to tell numerous different stories, all with their own message. We realised early in the devising process that in order to keep this piece objective we would have to keep all of the scenes and settings non-specific, if we used the real names of locations, religions or people it may have caused offence to the audience, thus drawing away from our message. There were many different messages we wanted to convey to the audience; however there was one theme which ran throughout the piece, ultimately connecting the disjointed scenes; we were showing the different ‘faces of war'. The first ‘face of war' which we wanted to show was the human element of war. The original concept for the play was to show the affect of a conflict upon two families, show their struggle, and ultimately their collapse. Although this concept was scrapped the themes were kept for use during War Spectacular. You can read also Audience Adaptation Paper If we were to show the human and emotional side of war it was obvious that we needed to use a group of ‘real' characters (opposed to the more abstract characters which would use throughout the play which would lack exposition and depth) who would open up to one another and show their hatred for the conflict. We constructed a scene with three soldiers who had been split from their unit and were forced to take shelter from the enemy in a bomb crater. My character was bitter and angry with my superior who, with his little leadership experience had got them no closer to safety. With talk of home and arguments together the two showed their insecurities and ultimately their fear. In this scene home was constructed to be the place which was away from this conflict, it is ‘safe, it's warm†¦ and dry'. However, in the scene ‘War spectacular' this ideal of home was destroyed. The execution of a man within his own house was used to show that war is now not just on the battlefields but in our streets and homes. This intrusion of safety was not just meant literally but metaphorically too – with modern media we are spared no detail of a conflict; past generations believed that their ‘brave boys' were safe and doing the good of the country, now the truth is only too evident. At the beginning of the devising process I was very keen to have a subtext of media manipulation throughout the play; this was achieved through two scenes. First I wanted to make the ironic point about the hypocrisy of a news report (‘War Spectacular' by Kate Adie) which compares a missile launch to a fireworks display, and then attempts to convey the reporters concern for the human suffering of mugged refugees. Reciting this piece while playing Holst's Saturn, an eerie classical track gave the reading a strange poetic nature which a war report really shouldn't have. This recital was made DSR, whilst a soldier robbed a dead body CS; this abstract staging was used to show the reporters obliviousness to the events which were actually happening around her. With these juxtapositions, the article lost all the sincerity with which it may have be written; showing how easy it is to both overlook the true meaning of news we are being provided with, and how what we are being shown with can never be the full story, and just the observations of one person. The second scene showing our media subtext was our most complex, both to construct and to perform. Set in a Middle Eastern bar we meet three journalists, Danny Richards, Kate Stevens and Malcolm Grey – Danny and Kate are both shown as rookies and Malcolm the veteran. A number of flashbacks are used throughout the scene as a means of exposition for each of the characters but also showing their different journalistic styles. Half way through the journalist scene we cut to Kate standing DSR reporting from the aftermath of a missile attack. We see her emotional report which describes a graphic and horrific scene. When her report is finished she asks the cameraman ‘brutal enough? ‘ – again showing the hypocrisy of the so-called emotionally attached reporter. Continuing in the bar Malcolm questions Danny's integrity, calling him a ‘Two-bit rookie' in response to this the audience is shown an interview between Danny, an interpreter and a woman living in a village which has been raided by American troops. This scene was used to show how drastically information can become. Statements coming from the village woman, through the interpreter and then to Danny are changed ‘Chinese whispers' style until their meaning has been completely lost. For example, the word ‘Americans' is changed to ‘military' and then to ‘militants'. We ensured that it was the interpreter which made the most drastic mistakes, showing that it was not Danny who was at fault, and that this corruption of the truth could happen even to the most professional reporters. So to contrast this media orientated aspect of war we wanted to show a side of war that has very little understanding to it; the new warfare of fanaticism and blind allegiance. However much research we did for these roles it was always impossible to collect information which was objective as everything that we had collected was opinionated and not factual. With this stigma in mind, I felt that it was important to work with the theme of connection between all human beings which had been established in the opening scene as it would have been easy to just cast the characters in this section as inhuman, and so we worked to show the audience familiarities with these characters that they otherwise would have trouble connecting with. With the child soldier it was the shock of his revealed age which worked to remind the audience that the ‘inhuman' soldier was still a small boy, and as the audience was made up of students and parents we felt that this would force them to think of children close to them. Similarly, the suicide bomber, whilst fanatical, still showed very human traits. He had thoughts of his family, performed this act because he believed that he was right and ‘just', and ultimately showed fear. In contrast to this very new attitude to war we wanted to depict a very old fashioned warfare which looking back on it is now highly comical. The ‘new generation' of weaponry was presented to the audience in the form of a ‘1950's style' advert. The main purpose for this scene was to provide the audience with a comic relief from the seriousness of the play. However, whilst this was an opportunity to relax placing this scene previous to the suicide bomber scene it to show a drastic change in attitude to warfare, whilst the character of the advert believed that that their weapons would drive the empire into the 20th century, the suicide bomber represents a very modern and much more dangerous enemy; one which does not have a flag or country, but just a cause and the will to cause destruction. The piece was concluded with the recital of the poem, ‘All things are connected' which we quoted for the opening sequence. With lines such as ‘Man did not weave the web of life, he is merely a strand in it' it worked well to convey our themes of unison as a race – although the hope of total peace is a fantasy, it is the theme which ultimately runs throughout the whole of the piece.

A man for all seasonas essays

A man for all seasonas essays The movie, A Man for All Seasons begins with the friendship of King Henry VIII and Thomas More. However, the deep and strong friendship weakens the moment King Henry VIII wishes to divorce his wife, Catherine and to marry another woman named Anne Boleyn. This had aroused King Henry VIII to determinate the long lasting friendship between Thomas More. King Henry VIII is a power, yet desperate king who desires to take over the Church of England. The conflict between Thomas More and King Henry VIII results to the eventual death of Thomas More. Two main reasons had triggered the conflict and result between Henry VIII and Thomas More. Firstly, King Henry VIII and his wife, Catherine were in bad terms. King Henry VIII does not loves his wife anymore and does not wish to continue to be with her. He had requested to divorce with her. However, the main reason for this decision was that he had fallen deeply in love with another women named Anne Boleyn. King Henry wishes to be with her and not Catherine. During this time, Thomas More was the Lord Chancellor of England. However, when the English bishop broke with Rome and Henry was declared  ¡The Supreme Head of the Church in England ¡ More, as a Catholic can not bare with his conscience anymore and had resigned from his position as he disagrees with the King ¡s actions. Thomas More had given his high position, income and great household, in return to preserve his freedom and protect his family. More had found King Henry VIII ¡s actions to be unrespectable and not h onorable. Secondly, More had refuses to swear under an oath that he accepts the King ¡s title and new marriage. The oath was the Act of Supremacy which gave King Henry VIII authority over the Church of England and the pope. King Henry VIII was totally outraged by Sir Thomas More. As an result he was arrested of treason and sent directly to jail. All Thomas More had to do was swear under the oath of the Act of Suprema...

“The Collector of Treasures” by Bessie Head Essay Research Paper Example

â€Å"The Collector of Treasures† by Bessie Head Essay Research Paper Example â€Å"The Collector of Treasures† by Bessie Head Essay Paper â€Å"The Collector of Treasures† by Bessie Head Essay Paper Bessie Head was born and reared in from South Africa. She is the writer of â€Å"The Collector of Treasures. † Many points that she depicted in her narrative were about the oppressive attitudes some work forces had about adult females and kids and how society outcast certain adult females based upon what happened in their lives or upon what they could or could non make. In this narrative. â€Å"The Collector of Treasures. † Dikeledi. a strong and resilient characteris married to a adult male named Garesego who is a womaniser. Garesego believed that everything had to be about sex. He did non take attention of his duties as a adult male. Head described him as the type of adult male who had sex with adult females like Canis familiariss. out of canal lecherousness. Out of the four old ages that they were together. Garesego got Dikeledi pregnant 3 times and left her. He did non go forth and travel to another small town. he stayed in the same small town and did non take attention of the boies he helped convey in the universe. On the contrary. Paul is wholly different from Garesego. Paul is portrayed as the adult male who cares about his adult female and treats her like a individual. He is at that place for his married woman. Kenalepe. and their kids. Sing Paul dainty his married woman like a individual was something new for Dikeledi and seeing that type of action from a adult male to his married woman led Dikeledi to seek to speak to Garesego. Garesego is your typical male. so when Dikeledi asked him for money to take attention of their kids. he expected sex in return. Dikeledi had another program in head. Her mentality in this scenario was that Garesego phallus is the lone thing that makes him different from her and he used to command adult females. Therefore. when she castrated him. non merely did she kill him. she made him her equal. Garesego was a adult male who did non hold any regard for adult females. He used them as sex objects and threw them off when he was done. In Dikeledi’s experience. he used her one excessively many times. Without his phallus. Dikeledi felt he could non ache anyone any longer. particularly her. She had watched him handle her wronglongenough every bit good as other adult females. Dikeledi felt that without his phallus. Garesego and she would be on the same degree. This narrative is entitled. â€Å"A Collector of Treasures† and Dikeledi was decidedly a aggregator of hoarded wealths. Even though throughout the full narrative. she had nil but grief after grief and bad things done to her. nevertheless. she did non allow that impact who she was destined to be. Dikeledi was non the ordinary lady. she was stronger than the mean adult female and cognize how to make everything the mean adult female and adult male could. That is one thing she treasured. Dikeledi besides treasured the fact that she could make what she needed to make to do certain her and her household was taken attention of. Dikeledi treasured the fact that she was a strong. independent adult female. Dikeledi’s name meant â€Å"Tears. † Throughout the full narrative. Dikeledi neer shed a tear whether it was felicity or unhappiness. She valued her strong willed head and her finding to make the incredible. Due to the fact that she was a strong adult female likely meant that she caused person else tears. but non herself. There are some dry points in this narrative. One is that the protagonist’s name was Dikeledi and you pronounce the beginning of her name as â€Å"Dick† which is a slang name for phallus. Besides. the writer of this narrative name is Bessie Head and Dikeledi had a good â€Å"head† on her shoulder. Dikeledi was a aggregator of many hoarded wealths and she added her husband’s phallus to the aggregation. Throughout Dikeledi’s difficult life. she has looked beneath the surface and collected little hoarded wealths. and these gave her the strength to travel on.

Historical Definition of Globalization Assignment

Historical Definition of Globalization - Assignment Example Nevertheless, there are other different factors that have shaped globalization and define its historical development. One such factor is political. Political systems have promoted, hindered, and regulated trade both today and in the past. Establishment of legal systems, regulatory bodies, and institutions that hinder or serve the development of international trade and solve disputes between conflicting nations has long historical roots (Wright, 2015). In addition, exposure of different regions to political systems and forces in the past was a major determinant of the growth or failure of the process of economic globalization. Case in point, Wright (2015) shows how the Mandinka and Islam contributed to the incorporation and exposure of the Niumi into the global system. The political influences of the Mandinka and Islam in the trans-Saharan trade framework contributed to the strengthening of the Niumi Polity (Wright, 2015). The Portuguese arrival further allowed for entry of the Niumi into trade across the Atlantic complex. Non-economic globalization can also be defined in the form of social and cultural integration. There are four streams of current global culture which have significant historical roots: global academic culture, global business culture, popular religious culture, and popular secular culture (Wright, 2015). Social and cultural interactions have led to the development of a global civil society in which individuals and communities share social and religious perspectives.

Case 2 scientific investigation Essay Example | Topics and Well Written Essays - 250 words

Case 2 scientific investigation - Essay Example w Lo and Dmitry Repin, the two scholars utilized psycho physiological equipment to evaluate heart rate, skin conductance and blood pressure on traders executing real-time trading. Results showed that the experienced traders had a lower physiological reactivity to disturbing and abrupt information. Additionally, Oblechner (2004) discovered "emotional stability is equally important for a successful trader." Traders whose emotional reactions to losses and gains on the extreme positive or negative side show poor trading performance meaning a negative relation between emotional reactivity and successful trading behavior. (Lo and Repin, 2005) Overconfident traders have a tendency of trading too frequently and appear to ignore danger signs concerning their positions. According to Biais et al., 2001, overconfidence is related to sub-par performance amongst traders in an experimental environment and that overconfident traders stay with underachieving stock for a long time and sell their winning stocks too early leading to underperformance in the market. Self-awareness is an increased consciousness of ones own emotional and physical state. Traders who have self-awareness have logical reasoning behind all their behaviors and choices. Traders with self-awareness have a high emotional intelligence associated with long term success rate. (Biais et al,