Influence Physical Environment on Human Psychology

Table of Contents Introduction Background Current state Development problems in this scenario Suggested interventions Conclusion Reference List Introduction Physical environment where people live and grow up is certainly one of the main sources of factors that affects directly or indirectly development of a person through various development stages (Richardson 2000). For instance, natural calamities such as Hurricane Katrina which occurred in New Orleans interrupts with peoples lifes in a manner that adversely affects their social, biological, psychological, psycho-social and cognitive development of different-aged people.Advertising We will write a custom essay sample on Influence Physical Environment on Human Psychology specifically for you for only $16.05 $11/page Learn More Patrick is one of the people whose lifes were interrupted with by the deadly Hurricane Katrina. This calamity forced him to live temporary in Texas from where they later moved to New Jersey before going back to New Orleans three years later. Patrick is twelve years old and he has serious behavioural problems that concern not only his parents but also his teachers who have already alerted his parents to be vigilant especially when their son is at home. The purpose of this paper is to discuss how Patrick’s cognitive, social, psychological and psycho-social development problems can be solved in order to heal his behavioural problems at home and in school. Background Human growth and development occurs through different stages during a person’s lifetime from conception till when he or she dies. Late childhood and early adolescence are some of the developmental stages that are characterized by a lot of social, biological, psychological, psycho-social and cognitive changes in a child’s development. The intensity and sudden change of children behaviour, temperament and personality during this development phase explains most of parents conce rns and fears during therapeutic consultations. Parents often report that their recently calm and contained child is no longer as reasonable or reliable as they were just a few months before. At this particular growth and development stage most children’s sense of self begins to come into shape amid various psychological, psycho-social and cognitive changes that the child is not aware of and does not understand (Meggitt 2006). Some feel that they are grown up enough and should be free from their parental control and guidance. In other words, they start clamoring for freedom of choice. One of the factors that control these changes is the cognitive development of a child (Meggitt 2006). Cognitive changes result in more than just conflicts of interests between early adolescents and their parents.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More These changes occur against a given background of ex ternal factors such as peer pressure and childhood exposure to traumatic experiences like the one Patrick encountered through Hurricane Katrina when he was still a child. This can be worsened by socio-economic challenges and problems that Patrick and his family are facing currently. Such an encounter brings the child a lot of frustrating and painful experiences and if it is not immediately and properly handled it leads to relationship problems between a child and his or her parents and others like teachers and colleagues later in life. He or she may have problems trusting any one during late childhood and early adolescence development stages and may want to do as he or she wishes thereby becoming inattentive, hostile, rude, and disobedient and in some circumstances withdrawn and alienated. These circumstances makes them want to experiment with many things some dangerous like drug abuse and premarital sex most of which are informed by poor decisions. As a result, they develop anti-so cial habits and bad behaviours which becomes the source of their parents and teachers concern, fear and distress. Such habits include delinquency which is discussed in this paper with an example of Patrick. Current state In this scenario, Patrick, a twelve years old boy is passing through a turbulent development stage. His parents have reported that their recently lovable and obedient child has turned into an emotional tyrant who slams door whenever angry, bullies his classmates in school and exhibits lawlessness. He has become quite intensively indecisive and has a worrying negative outlook. Patrick’s parents are horrified with this poor development.  Patrick is in a transitional development stage between late childhood and early adolescence. As mentioned in the previous section, his ego is coming into form against a background of various biological changes which are taking place and will continue taking place through out the adolescence stage. Unfortunately, these develop ment changes are taking place within a context of frustrating socio-economic circumstances which can potentially cause psychological and psychosocial problems which can in turn be the root cause of his bad behaviours. This is explained by possibilities of unrealization of his basic needs of survival, belonging, love, power, freedom and fun (Holt and Kysilka, 2005).Advertising We will write a custom essay sample on Influence Physical Environment on Human Psychology specifically for you for only $16.05 $11/page Learn More Patrick’s behaviour has caused his parents enough misery. His persistent defiance of authority has cost his parents enough already in terms of money, school problems and other societal troubles. His habits have extended more and more beyond the confines of his life at home and even in school. If Patrick’s behavioural problems will not be checked early enough, his bad behaviour will spill over to the domain of criminal syste m and even to the courts now or later on in life (Herbert 2005). Now his parents want some calmness and sanity in their home life, his school life and social life. They are tired of being called over and over again by his teachers to solve cases of bullying, breaking common sense school rules and other bad behaviors. His parents have been encountered severally with the threat of their twelve-years-old son being taken to a rehabilitation facility or be sued in children’s courts due to unruly behaviour. Patrick’s bad behaviours have actually prompted the engagement of professional counseling in order to try and correct the circumstances surrounding this issue. Development problems in this scenario The development problems in this scenario actually fall between the late childhood stage and the early adolescence stage. Transition to adolescence comes along with the development and establishment of a clear sense of identity. There are actually three aspects of identity that particularly concern teenagers (Meggitt 2006). They include the way they see their present abilities, status and roles. The second aspect is the way the teenagers accept their body images, a favorable representation of what it is like, and how it looks to others. The third aspect is the fulfillment of their aspirations for themselves so that they become what they would like to become (Meggitt 2006). It should be noted that adolescence is the period that begins in the psychological changes of puberty and ends at an indefinite time, when the young person is supposedly both mature and independent-as defined by a variety of social and economic indicators. Such indicators include completion of schooling, the attainment of economic independence, personal status, duties, and privileges. It also includes the right to bear arms and the right to marry. If these changes take place in frustrating socio-economic circumstances like in Patrick’s case, psychological and psycho-social proble ms may occur thereby leading behavioural problems.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Patrick is facing serious social development problems which are closely related to their current economic status which was brought about by the losses they incurred as a result of Hurricane Katrina. This unfortunate tragedy interrupted with their former comfortable lifestyles which were relatively comfortable and happier. This may be the cause of his bad behaviours resulting from unrealilsation of one or more of his basic needs of survival, belonging, love, power, freedom and fun. According Glasser, one of the greatest psychologists of our age, more than ninety percent of all bad behaviours in children and students are a result of misguided efforts of children to achieve power (Holt and Kysilka, 2005). In addition, since Hurricane Katrina occurred when he was younger may be his parents never took the necessary measures of treating trauma since they were not aware of the long term problems that it may latter cause their child and therefore he never came to terms with it fully. Social ly related behavioural problems are actually common in many adolescents. As children approach the age of adolescence, they grow stronger, they become more assertive and some of them become more rebellious. Consequently, delinquency becomes one of the most notorious adolescent behavioural problems. Suggested interventions Patrick’s problems are largely social and psycho-social. This explains his misbehaviour and delinquency at school and home. There are a number of correctional interventions that his parents and teachers can adopt in order to instruct him in good behaviours and help him accept realities of their current life in relation to the Hurricane Katrina tragedy. Ginott put forward what has been termed to as theories of congruent or harmonious communication between teachers, parents, administrators and students/children (Taylor Nixon, 2004). His theory known simply as the Ginott Model is founded up on interpersonal relations and communication between children, students and parents and teachers. His model recommends that teachers should embrace an approach that makes students feel recognized, respected and accepted (Taylor Nixon, 2004). His theory provides strategies for teachers to build and develop self-confidence, self-esteem and deemphasize frustration and fear in classroom. He supports the concept that teachers should always attack the problem and not the student (Taylor Nixon, 2004). Therefore, teachers should avoid at all costs labeling and negative criticism because labeled students tend to exhibit what they have been labeled a trend which can encourage bad behaviours.Ginnot proposed that teachers should shun too much criticism and instead they should provide recommendations and advise and make succinct statements to students geared towards improving their academic and co-curricular performances and seek their input and to correct behaviour (Taylor Nixon, 2004). The main idea behind his theory is functional and supportive relationships between teachers, parents, Children and students.  Patrick’s parents input are as important as his teachers’ efforts. They too should embrace a communication and relational approach that instills hope in their son when he is at home. They should help their son understand that irrespective of what happened to their lives thanks to Hurricane Katrina all is not lost and assure him that a brighter future awaits him if he will chose to focus his energy and time towards relevant and constructive activities at school and while at home. They should create an environment that makes him feel safe and secure –socially, emotional and physically. They should show recognition and respect in order to support proper growth and development of his self esteem and self confidence and ego. For instance, they should seek his opinion on all family plans and matters where necessary. Doing so will make him feel that he too counts and that his parents has trust in his opinions and tho ughts. This will in turn encourage him to embrace and nurture a positive outlook towards life. They should also avoid attacking the person of Patrick and instead they should wisely attack problems facing their son consistently without letting emotions cloud their relationships with him. They should maintain a healthy communication with their son and let him understand that they have faith in his ability to take care of himself in their absence (Taylor Nixon, 2004).They should constantly guide him on how to chose friends wisely. Also they should let him know that they all doing all that is in their powers and ability in order to make sure, that he lives a comfortable life like others. Therefore, they should be free to share with him about their incomes and financial challenges. This will in turn encourage him to share with them his fears, worries and hopes about his present and future life. Conclusion To conclude, the transitional stage between late childhood and early adolescence i s characterized by a lot of changes during a child’s development. The level and sudden changes in a child’s behaviour and personality can be overwhelming for parents, teachers and the wider society. However, if problems arising from this turbulent stage are noted earlier and handled with care and seriousness they require, parent and teachers can successfully manage social, biological, psychological, psycho-social and cognitive development of their children and instruct their students and children in good behavior as they approach young adulthood which also has its challenges. Experts in psychology as well as educationists should investigate further on ways that can be used to minimize negative effects of natural calamities up on the social, biological, psychological, psycho-social and cognitive development growth and development of children when they occur. Reference List Herbert, M. (2005). Development Problems of Childhood and Adolescence: Prevention, Treatment. Vict oria: Blackwell Publishing. Holt, Larry C. and Kysilka, M. (2005). Instructional patterns: strategies for maximizing student learning. New York, NY: SAGE. Meggitt, C. (2006). Child Development: An Illustrated Guide. Oxford: Heinemann Education Publishers. Richardson, K. (2000). Developmental Psychology: How Nature and Nurture interact. London: MacMillan Press Ltd. Schave, D., Schave, B. (1989). Early Adolescence and the Search for Self: A Developmental Perspective. New York: Praeger Publishers. Taylor, George R. Nixon. (2004). Practical application of classroom management theories into strategies. Lanham, MD: University Press of America. This essay on Influence Physical Environment on Human Psychology was written and submitted by user Rashad Gomez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Why Im Afraid of Bees essays

Why Im Afraid of Bees essays The story starts off with Gary Lutz sitting under his big oak tree in his back yard reading his comic books. Then Gary's pain in the butt neighbor, Mr. Andretti, keeps scaring Gary by telling Gary that Mr. Andretti's beehive has gone crazy. Gary falls for it every time because Gary is afraid of bees. All day, Gary reads his comic books because he hates to do anything else. No one likes Gary because they think he's a nerd, because he stinks at sports and looks weird. For instance, one time Gary was lined up to play baseball with the other students and was last in line, and at the end of the game they lost because he struck out. So, one of the big kids came up to him and punched him in the nose, so Gary ended up having to go home with a bloody nose. The next day Gary found an ad while surfing on the web. It said in big bold letters, "Body Swapping. Switch Bodies With Someone Else for One Whole Week." Gary liked that idea because he needed a long vacation from himself. He decided that he would go to the body-swapping place the next day since it was only few blocks away. (What a coincidence) The next day Gary went to the company and asked if he could switch bodies with someone else. The lady at the front desk, named Ms. Karmen, gave a picture to Gary and asked if he wanted to switch bodies with boy his age named Barry. Gary said he would because this guy was really cool looking. Ms. Karmen said she would come to his house the next day. The next day Ms. Karmen showed up on time and set up the equipment. She started the machine. Then something went wrong. Gary turned into a bee! Ms. Karmen didn't know what happened to Gary, so she took her equipment and left. Gary tried to get help, but he couldn't because he was just a bee. Gary found out that one of Mr. Andretti's bees got in the machine. Gary got used to how a bee flies, and then he went outside to get some pollen because he was hungry. After his meal,...

Carboxyl Group Definition and Examples in Chemistry

Carboxyl Group Definition and Examples in Chemistry Carboxyl group definition: The carboxyl group is an organic functional group consisting of a carbon atom double bonded to an oxygen atom and single bonded to a hydroxyl group. Another way to view it is as a carbonyl group (CO)that has a hydroxyl group (O-H) attached to the carbon atom. The carboxyl group is commonly written as -C(O)OH or -COOH. Carboxyl groups ionize by releasing the hydrogen atom from the -OH group. The H, which is a free proton, is released. Thus, carboxyl groups make good acids. When hydrogen leaves, the oxygen atom has a negative charge, which it shares with the second oxygen atom in the group, allowing the carboxyl to remain stable even when oxidized. Also known as: The carboxyl group is sometimes referred to as the carboxy group, carboxyl functional group, or carboxyl radical. Carboxyl Group Example Probably the best-known example of a molecule with a carboxyl group is carboxylic acid. The general formula of carboxylic acid is R-C(O)OH, where R is any number of chemical species. Carboxylic acids are found in acetic acid and the amino acids that are used to build proteins. Because the hydrogen ion detaches so readily, the molecule is most commonly found as a carboxylate anion, R-COO-. The anion is named using the suffix -ate. For example, acetic acid (a carboxylic acid) becomes the acetate ion.

Business Ethics Essay Example | Topics and Well Written Essays - 750 words - 22

Business Ethics - Essay Example During lunch hour between 1 pm and 2 pm, I interacted with Stephanie my best friend. She asked me whether she looked fat in her dress. In response I lied to her that she doesn’t look fat in her dress because I didn’t want to tell her she is gaining a lot of weight and definitely looks heavy. During the weekend around 10am to 11am we visited the mall with my best friends Stephanie, Richard and Alex. I attempted to steal an item in the supermarket. Unfortunately, I was caught stealing the item. I refused to admit the shoplifting offense and instead said that I saw somebody else commit the offense. I did this to avoid the long arm of the law which would end me up to the jail. After the Christmas holiday my brother Mike, brought a gift to me that I did not like. I lied to him that the Christmas gift he gave to me was great because I know he put a lot of thought into picking up the gift for me. After classes around 4pm and 6pm, I visited my brother’s friend in Michigan who had just concluded constructing a house. The house was really small and cramped. For this reason I did not like the house. I lied to him that I liked the house because I did not want to dampen her excitement. During the evening classes my friend Stanley came to class with a new haircut. Many students noticed the haircut and admired it. To me the haircut was unpleasant and not appealing to the eyes. I did not want to hurt his feelings by telling him that I hated the haircut but instead told him that the cut was really good. During my interaction with the students and one of the members of the society within the 3 days, I realized that women told most of the lies more than men. According to the journal article ‘lying in everyday life’, research was made in colleges and the community and it was recorded that women told many lies compared to men. College students conveyed lying in roughly one out of every

Economics Essay Example | Topics and Well Written Essays - 250 words - 9

Economics - Essay Example s right must not come in the price of violating other people’s right to privacy in public such as being photographed in public place without his or her consent and then uploaded online. Also, the right to privacy in public is not only limited to those who do not wear the Google Glass but also by the wearer themselves. Getting information from users through the Glass such as what NSA is doing to our emails and phone numbers must be prohibited in respect to the individual’s right to privacy much more posting online. Once concrete example is the prohibition of selling the individual’s profiles to marketers or company or the posting of one’s location online. It has to be realized that while there are people whose presence would like to be known to the world such as the example cited in the article by posting his picture while taking a bath online, there are also other people who value their privacy and this has to be

Contributions made to the United States from women Essay Example for Free

Contributions made to the United States from women Essay ?Prior to the civil war a variety of individuals such as women, Native Americans, and African Americans provided a number of contributions that benefitted the country. The women raised children, did all of the household chores, and even served in the military. The Native Americans provided colonists with their new knowledge of agriculture, and the African Americans provided labor to most farmers. Women contributed a great deal to this country. During the time before the civil war women were providing more for this country than they ever have in the past. While still performing the difficult tasks of raising children and doing household chores, women began to take on more roles that were usually left for the men. They ran inns, taverns, shipbuilding companies, imported and exported goods and even owned businesses. Women contributed during the American Revolution by helping either providing healthcare or actually serving in the army. Many women fought in the war themselves, although some had to pretend to be men to do so. Women had a great impact in the outcome of that war. Another set of individuals who helped contribute to America was the Native Americans. Upon the arrival of the first colonists the Natives began teaching them the basics of agriculture and survival. They taught them how to grow several different types of crops as well as how to fish, hunt and forge for other food. Additionally, some of the natives even helped protect the colonists from other not so friendly natives. Without the Natives the colonists may not have survived long enough to build the nation that they did. African Americans also contributed a lot to the country. African Americans were the main source of labor throughout the United States before the civil war. Most farmers relied solely on their slaves to plant, grow, and harvest their crops. With the use of slaves, farmers were able to plant more crops and harvest them faster. By having servants to help do household chores, African Americans also helped make the lives of women easier. The country benefitted greatly from these three groups of individuals. By providing something different these three groups shaped the country into what it is today.

Boxer-Snowe Amendment Essays -- essays research papers

Abortion Rights and the Boxer-Snowe Amendment February 15, 2001 was the first day the Global Democracy Act of 2001 was to be introduced by Senator’s Barbara Boxer, Olympia Snowe and Lincoln Chafee. This legislation would prevent the United States from imposing undemocratic and dangerous restrictions on health providers overseas. Representatives Nita Lowey and Nancy Johnson also would be introducing matching legislation in the house when it returned from recess. Senator Boxer and Representative Lowey developed the legislation in response to the â€Å"global gag rule,† imposed by President Bush on January 22, 2001 on the 28th anniversary of the Roe v. Wade Supreme Court decision. The rule reinstated the Reagan-era Mexico City policy, which denied United States funding to any foreign non-governmental organizations that provide abortion services, counseling or referrals, or lobbied to change abortion laws. (freerepublic.com, 2001) It was thought that by imposing the â€Å"global gag rule,† President Bush interferes with the doctor patient relationship, and the sovereignty of other nations. This rule required foreign health care providers to withhold critical medical information from their patients, as a condition of receiving U.S. funding. This restriction created a culture of fear among those best equipped to address the health needs of women and their families around the world. (freerepublic.com, 2001) In our countries’ desperate time of need over seas, this legislation also banned pu...

Roberto Clemente Speech

â€Å"He gave the term â€Å"complete† a new meaning. He made the word â€Å"superstar† seem inadequate. He had about him the touch of royalty. † This was a quote stated by former commissioner of Major League Baseball, Bowie Kuhn while speaking during Roberto Clemente’s eulogy. When baseball season came around in seventh grade, my coach of the Lakeland Copper Beech Middle School team, Fabrizo Morejon, explained that he wore the number 21 in honor of his childhood hero Roberto Clemente. He seemed such an advocate of this man that it gave me a strong motive to research and to find out who this man really was.When I began to read all about him, I found that his career was not just filled with spectacular baseball achievements, but even more so was all about humanitarianism, and about Clemente’s drive to help others and be a source of pride for his native country. This is something that you don’t see to often today. In a day where baseball player s today make tens of million dollars annually and are virtually superstars wherever they go many players cannot be bothered with the well being of others. This instantly became a favorite hero of mine.This speech will take you through the early life and beginning struggles of his career, through his success in the major leagues, ending with his tragic death and legacy left on the world. So lets go way back, back to the 1930’s in Puerto Rico where Roberto was born. I. Early life, Getting drafted, Struggles in the majors A. From the beginning always close to his family 1. Formally Roberto Walker Clemente was born on August 18th, 1934 CLICK in a small town located in Carolina in the north east portion of Puerto Rico 2.Roberto was the youngest of seven children born to Luisa Walker and Melchor Clemente 3. His family was very poor growing up so Roberto happily spent his childhood working part time jobs pitching into the family well being B. Growing up 1. Roberto was a natural athl ete from the time he emerged on the scene in his high school years a. Was a four sport varsity athlete playing football in the fall, basketball in the winter, and baseball and track and field in the spring b. Because Roberto was so good at track and field they let him just ome to the matches because practices interfered with his baseball schedule, which always came first 2. Coming directly from Roberto’s journal from high school â€Å"I loved the game (baseball that being) so much that even though our playing field was muddy and we had many trees on it, I used to play many hours every day†, this showed how much Roberto truly loved playing the game C. It wasn’t long before Roberto’s exceptional and â€Å"superstarish† play wasn’t noticed 1. In 1954 Roberto was signed by the Pittsburg Pirates for 4,000 dollars 2.Moving to America was a major culture shock and change for Roberto a. Racial tensions existed between he and his teammates as well as between he and the local media and this really frustrated Roberto and made it tough to concentrate on baseball b. Clemente responded to the racism he faced by declaring this postgame response â€Å"I don’t believe in color†¦I always respect everyone and thanks to God, my mother and my father taught me never to hate, never to dislike someone because of their color†, this really shows his true care and respect for the nature of people in general c.Teammate Joe Black was the most import to his assimilation into American society, being the only other player to speak Spanish D. His career had a really rough beginning 1. His first season was cut short because he got into a drunk driving accident hurting his back, hitting a measly . 225 even when healthy 2. After the shaky start to his career Roberto decided to go through marine camp and become a reserve in order to get into a stronger better condition as a player Going into the marines and committing himself to basebal l once again took his career for a turn for the better II. SuccessesA. Roberto Clemente made a strong comeback after his abysmal start to his career in his first season 1. CLICK By the start of his second season, Roberto was hitting leadoff for the Pirates playing the entire season, hitting . 314, a very respectable average 2. Helped the Pirates win a world series vs. the New York Yankees (I know it hurts to say) 3. He went to his first all star game that same season B. During the middle of his career, Roberto got married 1. On November 14th, 1964 Roberto Clemente got married to Vera Zabala back in his hometown of Carolina, of course in Puerto Rico 2.He had three children with Vera Zabala named Roberto Jr. , Luis Roberto, and Enrique Roberto C. From the time that Roberto turned his around his career he was a very consistent and productive player 1. After 1961, which was his breakout season talked about earlier, Clemente went on to win a Gold Glove and was an all star team starter, e very season for the next decade, VERY CONSISTANT 2. In 1966 he won the most prestigious award in the MLB, which is the Most Valuable Player award 3.Ended his career with exactly 3000 career hits, being only the tenth player ever to do that at the time a. Many of you know this man CLICK who just got 3000 hits CLICK and was king of New York for a few days b. However, Clemente got to this feat playing in fewer games than Derek Jeter However, sometimes in life it seems that bad things just happen to the good people III. Death and Legacy A. Roberto’s life came to a tragic end, in a truly charitable way, just the way that I’m sure he would have wanted it to happen 1.When the city of Managua in Nicaragua was hit with a massive earthquake, Roberto, not even a native of that country was the first to step up and help 2. Because there were numerous rumors that the relief effort materials were being diverted by government officials, Roberto wanted to fly there himself and make sur e they got the materials themselves 3. New years eve, 1972, Roberto got in a plane in attempt to personally deliver the relief materials himself, CLICK however the plane crashed just after take off killing Roberto and everyone else on boardB. Today Roberto is still remembered in many different ways 1. In Pittsburgh, the major bridge leading near the stadium is named after him CLICK, along with the right field wall in the new stadium is 21 feet high CLICK and nobody is allowed to wear the number 21 in a pirates uniform in honor of Clemente 2. The MLB made an award in his name, which is an annual award given to the player who â€Å"best exemplifies the game of baseball, sportsmanship, community involvement and the individual’s contribution to his team† CLICKSo even though Roberto has been gone for over 35 years the Major Leagues remember him every year for his qualities not just on the field but off as well, not something that can be said by to many players I hope that t hrough this presentation, going from the beginnings of Roberto’s life through the ups and the downs of his career and finally ending with his heroic death and legacy, everyone got a real feel for who this man really is. I did not want to stand up here and you guys think that I was just talking about some baseball player who had really good stats and hit a lot of homeruns.Because that’s not the case with this man, at all. The life of Roberto Clemente is one consisting of outrageous baseball statistics CLICK, a profound love of the game, and a desire to help others. With all of his charity work and accomplishments Roberto Clemente’s legend lives on and he continues to inspire not only Latinos, but people all over the world. To leave you all with one quote from Roberto that truly just exemplified his personality, â€Å"Any time you have an opportunity to make a difference in this world and you don’t, then you are wasting your time on Earth. CLICK

The Role of Mrs. Morel and Miriam in Paul’s Life

The role of Mrs. Morel and Miriam in Paul’s life The relationship between Paul and Miriam is one of the central themes in â€Å"Sons and Lovers†, since it is through this relationship that Paul faces his issues regarding his mother’s role in his life and women. Even though Clara is later part of the theme of Paul, women and his difficulty in committing, it can be argued that Mrs. Morel, Paul and Miriam are somewhat a love triangle. The fact that Miriam shares certain personality traits with Mrs. Morel is what leads to Mrs.Morel dislike of her. For instance, both women have a desire to love and take care of Paul in an overprotective and spiritual way. In Mrs. Morel case, her controlling attitude towards Paul is a result of Mr. Morel’s absence and the death of William, who was the object of her affection. Miriam’s love can be seen the same way as Mrs. Morel’s, that is, a spiritual type of love, since she is reluctant to have a physical relation ship with Paul and is more centered in a platonic and intellectual area.The type of love that Miriam feels for Paul is clearly shown on chapter 7: â€Å"If she could be mistress of him in his weakness, take care of him, if he could depend on her, if she could, as it were, have him in her arms, how she would love him. † Even though the idea of â€Å"having Paul in her arms† might suggest physical desire, in Miriam’s case it reflects her yearn to take care of Paul, like somebody that saves his life. Although she and Paul eventually have physical intimacy, she sees such intimacy as a sacrifice, something she must do in order to be with Paul. One the reasons why Mrs.Morel disapproves of Paul’s relationship with Miriam is the fact that she regards her as a rival. In other words, Mrs. Morel sees in Miriam somebody that can replace her role as a â€Å"mother† who is in control of Paul’s life. Mrs. Morel’s dislike is clearly shown in the rema rk she makes on chapter 7: â€Å"She [Miriam] is one of those who will want to suck a man’s soul out till he has none of it left. † as well as in chapter 8, when Mrs. Morel cries: â€Å"She exults—she exults as she carries him off of me. She is not like an ordinary woman who can leave me my share in him. † It can be argued that Paul’s soul belongs to Mrs.Morel which means that by sucking Paul’s soul out and carrying him off of Mrs. Morel, Miriam would be distancing Paul from her. Mrs. Morel sees Miriam as a competitor for Paul’s love. An interesting aspect present in the â€Å"triangle† formed by Paul, Mrs. Morel and Miriam, is the constant presence of Paul’s feeling of guilt and his mixed emotions towards both women. Miriam’s intensity constantly disturbs Paul, because he knows, unconsciously, that once Miriam’s spirituality â€Å"trapped† him, she would be able to reach the depths of his soul, whic h is controlled by his mother.Paul’s view of Miriam’s love is evident in the following passage: â€Å"In contact with Miriam, he gained insight, his vision went deeper. From his mother, he drew the life-warmth, the strength to produce; Miriam urged this warmth like a white light. † As much as Paul appreciates both women in his life because they add positive aspects to his character, he is quite aware of the existing conflict between them; he knows that both women want him in the same way, spiritually and emotionally. He feels guilty because being in a relationship with Miriam hurt his mother and he also feels guilty by the way he treats Miriam at times.In other words, guilt is a common occurrence in Paul’s life that affects him deeply throughout the novel, from when he is in a relationship with Miriam to when his mother falls ill. Such guilt comes mainly form his mixed emotions towards both women. Although he recognizes the importance of both women, menti oned earlier, he also hates them at times. His hate for Miriam is apparent on chapter 8 when he criticizes Miriam: â€Å"You're always begging things to love you as if you were a beggar for love. Even the flowers, you have to fawn on them – You don't want to love – your eternal and abnormal craving is to be loved.You aren't positive, you're negative. You absorb, absorb, as if you must fill yourself up with love, because you've got a shortage somewhere. † Paul’s hate for his mother, on the other hand is evident by his realization on chapter 13, that Mrs. Morel controlled much of his life: â€Å"Sometimes he hated her, and pulled at her bondage. His life wanted to free itself of her. It was like a circle where life turned back on itself, and got no farther. She bore him, loved him, kept him, and his love turned back into her, so that he could not be free to go forward with his own life, really love another woman. In other words, Paul becomes conscious that Mrs. Morel has influenced him deeply, to the point where it affects his relationships with other women. An interesting point in the novel is that Mrs. Morel complains in the first chapter that she wasn’t in control of her life: â€Å"It doesn’t seem as if I were taken into account. † and yet does not take Paul in account when it comes to Paul’s relationships; she is more concerned with how a relationship is going to affect her as opposed to wishing Paul happiness and letting go of him so that he can make his own decisions. Sometimes life takes hold of one, carries the body along, accomplishes one’s history†¦but leaves oneself as it were slurred over. † Such passage in the first chapter demonstrates that Mrs. Morel was a victim for not being in control of her life, but later on in the novel she transforms from victim into perpetrator by not letting Paul be in control of his life. The end of the novel represents a moment of epiphany/awake ning. Paul realizes that much of his life has been controlled by Mrs. Morel and that his decisions and actions have been shaped by her desires.Paul, as devastated as he is by his mother’s death, understands that he needs to change: â€Å"He would not take that direction, to the darkness, to follow her. † Had he not changed his perspective in life, Mrs. Morel would still control him, even after her death. Paul’s decision of not marrying Miriam in the end shows the readers that Paul finally feels the need to break away and be in charge of his life. Nevertheless, the reader does not get an answer whether or not Paul will succeed in his attempt to be in control of his own life. The â€Å"triangle† is over, but the reader is left to wonder if Paul will be able to take care of himself on his own.

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

Five Misspelled Idioms

Five Misspelled Idioms Five Misspelled Idioms Five Misspelled Idioms By Maeve Maddox Some idioms are confused in the speaking; others just in the spelling. The following idioms are usually pronounced correctly, but they are often misspelled in writing. 1. waiting with bated breath The word bated in this expression is often misspelled â€Å"baited.† For example, â€Å"Were waiting with baited breath  to hear if Rosie ODonnell is officially coming back to daytime screens.†    The word  bated is from a shortening of the verb  abate.  Ã¢â‚¬Å"To bate† means â€Å"to reduce, to lessen in intensity.† The expression â€Å"bated breath† is the only survival of the word in modern English. Read more here. 2. lo and behold People use this to mean something like â€Å"and then see what happened.† The idiom is frequently misspelled as â€Å"low and behold.† Lo is an old form of â€Å"look.† Read more here. 3. pore over Not to be confused with the noun pore (an opening in the skin), the verb pore means, â€Å"to study or examine carefully.† In expressions like â€Å"pore over a book† and â€Å"pore over my taxes,† the word is often misspelled as pour (to transfer liquid). Read more here. 4. toe the line This expression derives from the practice of lining up with one’s toe touching a line that has been drawn on the ground. Competitors line up to begin a race or some other competition. When everyone â€Å"toes the line† in this way, conformity has been achieved. In modern use, the expression occurs almost always in a political context with the meaning of â€Å"to conform to a political party’s platform.† It is often miswritten as â€Å"tow the line.† Read more here. 5. pique one’s interest/curiosity The French borrowing pique means â€Å"to stimulate.† The word is sometimes misspelled as peek and peak. Here are some examples, one of them from a site that offers marketing advice: â€Å"It was that statement that peeked my interest in acting,† says Loretta. Lingerie styles, construction, and cultures have always peeked my curiosity. Udemy has really  peaked my interest. Headlines That Will Have Peaked My Curiosity Read more here. 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 Expressions category, check our popular posts, or choose a related post below:20 Great Opening Lines to Inspire the Start of Your StoryWriting the CenturyComma Before Too?

Chinese language - take home final exam ( Reading comprehension in Coursework

Chinese language - take home final exam ( Reading comprehension in English) - Coursework Example Language policy was also part of government projects such as nation building and democratization. Ideology also had great role in shaping policy as the countries emphasized on unity. For example, Mainland China used Herderian ideology of â€Å"one language, one nation† whereas Taiwan used both herderian and Chinaisation ideology. Hong Kong adopted monolingualism and lingusitic purism. All the three countries adopted Modern Standard Chinese language (PTH), whose standard pronunciation is Beijing Mandarin or dialect. The two conferences on script reform in 1955 simplified Chinese character writing system, promulgated spoken PTH, and developed phonetic alphabet for unification of China (Cheng, 22). The phonetics formed the basis for language policy in all the countries. In 1958, the National People’s Congress approved Hanyu Pinyin Fangan ‘scheme for the phonetic alphabet of Chinese’ leading to emergence of a phonetic script. This pinyin offered standard pronunciation for Chinese characters and did not replace logographic Chinese script (Zhang, 567). Taiwan and Hong Kong use the traditional complex Chinese character script as the official written script. In PRC, Putonghua is medium of instruction in school, official language in workplaces and broadcasting. Prior to adopting Putonghua in 1949, PRC promoted Guoyu as the national language (Cheng, 16-22). In Hong Kong, English was the official language until 1974 when the official languages ordinance was passed giving Chinese (Modern standard Chinese,) co-official status with English. English occupied a higher status until 1987 when Chinese acquired equal status with English as working official language through an Amendment to the language ordinance (Zhang, 573). The difference from PRC policy is that Hong Kong used PTH in written form and Cantonese as the spoken form whereas PRC promoted PTH in written and spoken form (Cheng, 156). Since 1997, Hong Kong uses English and Chinese as medium of