English Writing Assignment †Anonymous Quote

English Writing Assignment – Anonymous Quote Free Online Research Papers English Writing Assignment Anonymous Quote â€Å"Everyone has peak performance potential- you just need to know where they are coming from and meet them there.† -Anonymous Quote Driving a standard car has been one of Michelle’s passions for many years, but due to fear and hesitation this passion of hers hasn’t materialized into reality. In this paper I will examine the process of working towards achieving the rehabilitation goal, from the initial planning and setting of the goal to the practicum, whereby Michelle is able to practice towards the achievement of the set goal, which is to learn to drive a standard car. After much discussion with Michelle and working towards developing readiness, Michelle was ready to make her Overall Rehabilitation goal statement which is, â€Å"I will learn how to drive a standard car by March 31, 2003.† This statement made by Michelle is the building block for achieving the goal. It provides Michelle with needed structure and focus. Once the rehabilitation statement has been set, Michelle and I examined the various behaviours required in order for Michelle to successfully master her standard car driving skills. The required behaviors are divided into three categories, the implicit behaviors, explicit behaviors, and personally important behaviors. The implicit behaviors include upstanding driving laws and regulations, not stalling the car, and remaining immobile on hills. The explicit behaviors include developing personal techniques of driving and controlling the car, listening to the mechanical sounds of the car, steering with one hand, and investing time in understanding the individual car. The personally important behavior for Michelle includes the ability to successfully master the finesse of driving a standard car. While all the behaviors listed above are needed in order for Michelle to successfully drive the standard car, there are four specific behaviors that are critical for Michelle’s success, and they include, developing hand/eye co-ordination, listening to the mechanical sounds of the car, maneuvering in all conditions, and understanding the driving laws and regulations for driving a standard car. The reason why such behaviors are critical is that without the ability to master these behaviors the car cannot be driven successfully, and there may be legal implications involved. Once Michelle and I listed the critical behaviors, we looked at strengths and deficits in these behaviors. Michelle was able to identify which ones she was having difficulty with and needed to work on, and which ones was she comfortable in doing. The first behavior which is hand/eye co-ordination was stated as a deficit (-), the second behavior which is listening to the car’s mechanical sound was also stated as a deficit (-), the third behavior which is maneuvering in all conditions was stated by Michelle as a strength (+), and the fourth behavior which is understanding the driving laws and regulations for driving a standard car was also stated as a deficit (-). The initial stage in the process of setting and working towards achieving the rehabilitation goal are comprised of exploring the various environmental requirements and looking at the critical skills, which Michelle needs in order to achieve her goal. The second stage in the process includes the functional assessment, which focuses on the development and evaluation of the critical skills. For Michelle the chosen critical skill which she would like to work on is the being able to listen to the car’s mechanical sounds and know when the gears need to be shifted. The skill use description for Michelle is, the percentage of times per week where she does not stall on the road, and this is what we will be measuring. In order for us to measure this skill, an evaluation method was needed. There are two methods which I applied in order to measure Michelle’s skill building effort. The first is driving lessons, which are done on the prompted use level, which means that Michelle can only practice her driving under the supervision and directions of the instructor in driving school registered car. During the driving lessons Michelle will be taken by the driving instructor to practice her driving. The reason why we have to evaluate Michelle’s driving at the prompted level and not at the spontaneous use level is because spontaneous use cannot be tested until the prompted use level has been mastered due to legal implications and the safety of the driver. The second method is a driving log that Michelle will keep with her in order to document her driving lessons. In the log Michelle will put in the date of the driving lesson and she will also document the number of times the car did not stall because the gears and the clutch were shifted properly. This evaluation procedure will provide information on Michelle’s present ability to be attentive to the car’s mechanical sounds and how much practice is needed in order for Michelle to master this skill. Michelle’s skill use goal is that, she successfully shifts the car gears 95% of the time and the car does not stall. Michelle’s skill use goal or the needed level can be evaluated using a driving log, whereby she documents her driving and her ability to shift the gears successfully. Michelle has shown quite the determination and interest in successfully mastering her Overall Rehabilitation Goal. Working together towards the goal has enabled Michelle and I to break down the process into smaller components and to really focus on the methods and examine carefully the strengths, deficits, the needed skills, the required behaviors and ways of evaluating Michelle’s success. The process provides Michelle with structure, guidance and focus. She is able to examine why achieving this particular goal is so important to her and what is required of her into order to be successful in achieving the goal. Research Papers on English Writing Assignment - Anonymous QuoteThe Relationship Between Delinquency and Drug UseTwilight of the UAWMoral and Ethical Issues in Hiring New EmployeesInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaStandardized TestingResearch Process Part OneUnreasonable Searches and SeizuresAnalysis of Ebay Expanding into Asia

Motion and Movement

Motion and Movement Motion and Movement Motion and Movement By Mark Nichol If a word begins with mot- or mov-, chances are that it refers to literal or figurative motion or movement. This post describes many such words. Motion and movement themselves are exemples of this class of word, which stems from the Latin verb movere, meaning â€Å"move.† (The connection for motion and other mot- words is that they derive from motus, the past participle of movere.) Motion and movement both mean â€Å"a change in place or position† and can also refer to physical activities and gestures. Motion also refers to an application or proposal made during a meeting or legal proceedings, and movement also describes an organized effort to achieve a goal or a distinct part of a musical composition. Motion is also a verb describing a signaling gesture or, in a legal context, making a motion. The verb form of movement is move, although move can also itself serve as a noun, referring to changing the position of a game piece or otherwise taking a turn during a game; it is also a synonym for maneuver, as in the phrase â€Å"making a move.† Mutiny, meanwhile, originally meaning â€Å"revolt† but later coming to denote an insurrection of military personnel, also ultimately derives from movere. Moment is, like mutiny, a word with a disguised shared ancestry; it derives from movere by way of movimentum. It generally refers to a brief portion of time or the present time, or a distinctive period, but on its own and as the basis of the adjective momentous, it also has the connotation of importance. (Moment also applies in specialized senses to physics and statistics.) Something that can be moved is mobile and has the capacity of mobility (motile and motility also have this sense); the antonyms are immobile and immobility. Mobile, in addition to referring to a piece of kinetic, or moving, art, is the second element in the compound automobile, the formal alternative to car (which derives from carriage), which is sometimes truncated to auto. Automobile literally means â€Å"self-drive† (in the sense of the driver operating the vehicle himself or herself, rather than the car driving itself, though technology for the latter has been developed). Coinages such as bookmobile (the name for a mobile bookstore or library) and bloodmobile (the name for a mobile laboratory for drawing blood to be donated), as well as snowmobile, have been derived in imitation. Automotive is the adjective pertaining to automobile. To remove is to change the location of something or take it away or eliminate it, and the word is also a noun meaning â€Å"a distance or degree of separation.† Removal is the action or process of removing something. Something that can be removed is described as removable, and the quality of the ability of something to be removed is removability or removableness, though such usages are rare. A motor is a device that enables an object to move or otherwise operate; that word is the first element of compound nouns such as motorboat and motorcycle (and motormouth, slang for a talkative person), as well as the altered compound motocross, which refers to a motorcycling sport and races in that sport. An associated adjective is motive, which describes causing motion. As a noun, motive means â€Å"a reason to do something.† Motive is also a verb, albeit a rare one; its meaning is identical to that of motivate, which means â€Å"give a reason to do something†; motivational is the adjectival form. Commotion (literally, â€Å"with motion†) and emotion (literally, â€Å"out of motion†) both originally meant â€Å"agitation,† but the former word came to mean â€Å"a disturbance,† while emotion eventually applied to mental reactions to stimuli. Emotional and emotive are adjectival forms, emotionally and emotively are the corresponding adverbs, and emote is the pertinent verb, while the slang word emo applies to a subgenre of punk music emphasizing anguish and screamo is a more intense variant. Commotion, by contrast, has only the rare verb form commove. Promotion (literally, â€Å"forward movement†) refers to advancing something by advocating for or publicizing it or advancing someone by giving the person greater authority and responsibility; the verb form is promote, and promotional serves as an adjective in the former sense. Premotion is a rare word referring to movement before another movement, sometimes in the religious context of a divine impetus to act. 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 Vocabulary category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowBody Parts as Tools of MeasurementI wish I were...

The Negatives Use of Reinfusion Drains in the Surgical Setting Research Paper

The Negatives Use of Reinfusion Drains in the Surgical Setting - Research Paper Example This can be due to using unsterilized tubes or getting infected instruments into the delicate internals of the patient. There are also cases where patients had the pipes physically damaging the delicate internal parts during insertion or removal or from mechanical failure of the machines used in the process (Helms & Quan, 2006). Placing the tubes inferior to the pleural cavity has been found out to increase chances of damaging the spleen, liver or diaphragm. In the very unlucky cases, there have been injuries to the heart or other blood veins especially when the affected area occurs near the heart. The minor issues arising from the procedure include coughing especially after the removal of a large amount of liquid or air which creates a kind of vacuum in the chest cavity (Norton, 2008). Shortness of breath is also a common occurrence usually accompanied by a feeling of anxiety after the procedure. Most pains go away after the tube is removed from the body and therefore should not worry the patient in any way. Care should be taken though that persistent pain is checked in the shortest time possible since there could be internal injuries. The minor complications are usually associated with the general process and common among all those who have undergone the process (DeWald, 2003). The most important cautionary measure that medical practitioners undertaking this process need to take into consideration though is the prevention of clogging of the tubes during the fluid, pus or air removal (Atluri, 2006).

Light pollution and diurnal motion Essay Example | Topics and Well Written Essays - 250 words

Light pollution and diurnal motion - Essay Example The spectral lines between them showed two separable stars. The third part a very distinctive star that I saw was the contact binaries star. This kind of stars appear when two stars are close in separation that it is possible for tidal forces to come into play as described by Schneider & Arny in ``Binary stars`` (Pg. 4). Stars are not solid bodies, but rather they are made of gases, such stars are very hard to count but I could count about 10 different tiny types of stars around this kind of star. Due to curiosity of learning I moved some distance away from civilization and identified the same three stars. I realized that from a different view the visual binary number reduced to 35 stars around it and the spectroscopic star became more visible that I could see the two different stars clearly with around 8 small stars surrounding them. The contact binary was still the same. There was no clear visualising to count more stars than before. I carried out different test in tracking the location of the stars from the North Star in different times of the day. I realised that the main source of star movement is light waves and like any waves when they are emitted they move out in all directions with its centre is maintained at the centre. When the star moves away from the North Star it is seen as the absorption of or emission lines in spectrum (Schneider & Arny, 2013). The shifts in these cases depend with a lot of factors but the major one from my perspective is the atmospheric chang e and the stars formation. The spectroscopic star shifted further from the North Star than all the other stars followed by the contact

Ethnic Identity Essay Example for Free

Ethnic Identity Essay Introduction Many studies on the academic achievements of Mangyans prove to be so beneficial to many enthusiasts concerned with indigenous people’s development. A critical look on the levels of school attitudes and self–esteem of Buhid Mangyan pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools serves as a springboard in drawing deeper implication how these potential variables actually impact on their academic performance as priority learners in the school. Based on the actual observation of the researcher, the increasing number of Buhid Mangyan enrollees in the schools for the last five years positively indicates their improved appreciation of formal education and trainings as a capital means to enrich their social, economic and cultural conditions. Given all the opportunities to develop their innate potentials, the Buhid Mangyan pupils are able to cope with the learning environment they are in; however, a set of many obvious problems as regards to how they will effectively learn and perform are seen. Because most of the pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools reside in far-flung communities, most of them usually report to class late, others cannot simply present themselves in the entire whole day of classes, sometimes they prefer to be absent in the afternoon to help out their parents do some house chores for girls. The male Buhid Mangyans on the other hand, go out to the field to plant, take care and feed their animals and perform other labor intensive household activities like cutting wood for cooking, fetching water to drink and others. These economic factors are potential hindrances why the Buhid Mangyan pupils remain left behind compared with their counterparts among Hanunuo and Alangan groups. The same factors seemingly bear direct impact on the level of attitude of the Buhid Mangyan pupils which they most usually manifest in their behavior towards learning, study habits, preparation of projects readiness to learn and participation in classroom activities. Although they are interested to learn, their ability to respond to the teachers’ instruction appears to be at a dismal level due to hunger, uneasy behavior and timidity. The result indicates that the Buhid Mangyan pupils cannot perform on time their assignments and prepare projects because most of their time is spent for earning a living as their form of support to their parents. The lingering effects of these patterns of behavior results in the low-level esteem they feel at the midst of frustration and discomfort, which in the process, results in the lack of quality time for sensible socialization with various groups of people, thus, a feeling of isolation from the mainstream community leads to dwindling individual morale, and failure to sustainably exhibit respect, pride, indigenization and love of cultural beliefs and traditions they ought to keep up deeply rooted in themselves. In the same manner, the most obvious effect of the state to which they are in is the relatively low extent of academic achievement of the Buhid Mangyan pupils. The foregoing statement implies that the experiences of Buhid Mangyan pupils are certainly unique to themselves being in an environment that induces their patterns of actions and behavior. According to Llyod (2007), whatever ethnic affiliation a certain person belongs to, he has a certain set of value system and behavioral patterns being practiced and adopted. The value system of the family and constituent members plays a big factor in the importance given to education, the value of child labor, gender discrimination that prevent girls from attending school to work and discrimination in pay based on sex or type of work of children. For Connolly (2009), the idea of ethnicity relates to the actual condition of Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnicity plays a major role in many people’s lives which sometimes have a positive influence. It helps people identify and understand their needs, while the negative influence includes can be prejudice and discrimination. The valid connection between academic achievements and level of attitude and esteem of Buhid learners can still be best assessed with the application of creativity, genuine understanding by the 1 / 17 teachers of the holistic identity of the learners. As diversely unique individuals with special traits and experiences, there may also be some good things about them the teachers can value so much as every individual has his own giftedness endowed to him. Problems underlying the mismatch between positive attitude and high esteem and the high level academic achievement of these learners can also be stopped from lingering when teachers continue to perform their sworn in function in the name of long-term development aspired for by the national government. By discovering and exploring the hidden talents of Buhid Mangyan learners, chances are that their concept of education can improve. In support to this, the Philippines, as a geographically and ethno- linguistically diverse country, has long undertaken initiatives in identifying and educating gifted individuals. The preponderance of psychometric assessments in identifying gifted individuals, however, research investigating indigenous conceptions of giftedness has been scanty (Orosa amp; Fernandez, 2008). Given all these scenarios, the researcher derived inspiration from the current situation in which Buhid Mangyans are in, because this study provided hard data on the level of attitude and esteem of the respondents and how these significantly relate to their academic achievements. This undertaking would also shed light to the fact that a needed improvement in treating the Buhid Mangyan is just a necessity to make them feel they are as important as other cultural groups inhabiting the province in general and the Municipality of Gloria in particular. Theoretical Framework This study is strengthened by concepts from educational and psychological theories that relate to learners’ attitude, esteem and academic achievements. Classical Conditioning Theory Berliner (2007) espoused that Ivan Pavlov’s Classical Conditioning Theory describes how stimuli that occur together may come to evoke similar responses. It also describes how rewards shape and maintain behavior. This supports the idea that the Buhid Mangyan pupils can be inspired or motivated to interact with the mainstream community without thinking of their ethnicity. This can be done by school managers and teachers as well when Buhid Mangyan pupils get the equal amount of recognition from these people, which will insulate them to exhibit positive traits and behavior towards learning and achieving academically. Capitalizing on their good attitude and esteem as individuals, Buhid Mangyan pupils can be given a chance to discover their strengths and contribution to individual development through showing responsibility, independence and love of work. Attribution and Psychosocial Theories Lilienfeld et al. (2010) state that the Attribution Theory proposed by Fritz Heider, describes the role of motivation in a persons success or failure in school situations. Success on a test, for instance, could be attributed to luck or hard work; the theory predicts the behavior of students depending on their responses. The theory of the Swiss psychologist Jean Piaget that intellectual ability is qualitatively different at different ages and that children need interaction with the environment to gain intellectual competency has influenced all of education and psychology. This new concept of intelligence affected the design of learning environments for young children and the development of mathematics and science programs. The various concepts discussed in the theories mentioned above relate to the present study because dealing with the behavior of the Buhid Mangyan pupils may require a strict consideration of their attributes based on their cultural integration with the same or other groups of Mangyan who find comfort and convenience without inhibitions due to their commonalities and mutual understanding. However, teachers from the selected elementary school at Gloria District with Buhid Mangyan pupils can help themselves predict what patterns of behavior or attitude may be manifested by the pupils depending on how their unique attributes are regarded with a humanistic touch. The amount of extraordinary concern and care shown by school officials and teachers towards Buhid Mangyans can spur an increased level of esteem among them. This will eventually 2 / 17 result in the development of trust among pupils and a sense of fulfillment despite their cultural orientation. Theory of Behaviorism As cited by Kohlberg (2010), the Theory of Behaviorism developed by B. F. Skinner in 1958 is anchored on three assumptions of learning. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning. For behaviorism, learning is the acquisition of new behavior through conditioning. The first conditioning is classical conditioning which describes that the behavior becomes a reflex response to stimulus while the other is the operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The precepts of the theory have binding principles in the current study’s inclusion of attitude and esteem of Buhid Mangyans in relation to their academic achievements. This implies that there is an expected positive change in the behavior of Buhid Mangyan pupils once they feel they are motivated and highly esteemed leading to quality learning, which can be manifested by their high academic achievements. Because of the stimulating environment created collegially by the school community including their parents and themselves, they are also able to the positive effects of their environment to productive learning. In essence, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning, the Buhid Mangyan pupils can likewise appreciate that interconnected ideas they learn can lead to the fulfillment of their individual learning goals to get higher grades in the subject areas discussed. All the discussed theories are helpful sources of theoretical precepts which may help the researcher justify the probable relationships between the paired independent and dependent variables under study. Conceptual Framework Independent VariablesDependent Variable School Attitude Attachment Involvement Commitment Beliefs in School Rules Ethnic Identity Cultural Identity Involvement in Traditional Activities Involvement in traditional Spirituality Self-Esteem Output Proposed Program/Activities to Improve Ethnic Identity, Self-Esteem and School Attitude of Grade V Buhid Mangyan Pupils in Gloria District 3 / 17 Figure1. Conceptual Framework of the Study Figure 1 shows the conceptual framework of the study. The independent variables are ethnic identity expressed in terms of cultural identification, involvement in traditional Buhid activities, traditional spirituality; and self-esteem; the dependent variable is the school attitude of students in terms of attachment, involvement, commitment, and beliefs in school rules. The lines with the arrow from the two independent variables going to the dependent variable show the hypothesized relationship between the these variables. The two-tailed arrow connecting the independent variables, ethnic identity and self-esteem shows the perceived relationship between these variables. Whereas, the two broken lines from the independent and dependent variables pointing downward lead to the proposed plan that may strengthen or sustain the ethnic identity, self-esteem, and school attitude of Buhid Mangyans. Statement of the Problem This study focused on ethnic identity, self-esteem and school attitudes of Buhid Mangyan pupils in the selected elementary schools at Gloria District. Specifically, it sought to answer the following questions: What aspects of ethnic identity are practiced by the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District Gloria, Oriental Mindoro? Is there a significant relationship between ethnic identity and school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between self-esteem and school attitude of Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan Pupils in the selected elementary schools at Gloria District? What programs/activities can be undertaken by the schools to sustain/strengthen ethnic identity and self-esteem to improve the school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Hypotheses The study proposes the following hypotheses: There is a significant relationship between ethnic identity and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between self-esteem and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. Significance of the Study This study may be of great contribution to different groups of people who are openly engaged in the educative development of pupils in the Department of Education (DepEd) and its stakeholders. Buhid Mangyan pupils may be able to appreciate this study as a source of credible information on how their school attitude, self-esteem and school attachment help them feel as proud members of a Mangyan ethnic group. The information to be gathered may also enable them to relate these factors to their academic achievement. Thus, this study may serve as an eye-opener to them insofar as their cultural authenticity, self-esteem as individual member of a Mangyan community would be given just consideration through an academic and professional study. Being the principal beneficiaries of this study, they may likewise be given the means to analyze how their personal attributes determine their academic standing, from which they could identify their most liked and 4 / 17 least liked subject area/s as herein enumerated. Buhid Mangyan parents may come across with assessment results pertaining to the effects of their children’s attitude and self-esteem on their academic performance. As the children’s immediate environment at home, they may assess the intensity of the need for their children to be provided with parental support, particularly moral and spiritual guidance to make them obedient, compliant and value-laden members of society. The parents may be able to increase the amount and quality of time necessary for the pupils to learn to an optimum level. Teachers of the Buhid Mangyan pupils may be given sound reference to reinforce the psycho-social and analytical competence in instruction to make their classrooms for the pupils conducive, welcoming and adhere to the principle of cultural diversity and ethnicity. The findings of this study may encourage them to undertake necessary measures to further increase the potential of Buhid Mangyan pupils to show positive attitude relative to learning behavior, study habits, preparation of projects, readiness to learn and participation in classroom activities. The idea of quality instruction, anchored on indigenization may be developed in the teachers because this study may enable them to gain deeper understanding of how the level of esteem of the Buhid Mangyan pupils contributes to socialization, exhibition of respect, pride, practice of indigenization and love of cultural beliefs and traditions. The results on the assessed academic achievement of pupils measured by the grade they obtain in different subjects may help them determine how well their instruction and the Buhid pupils’ attitude and esteem serve as determinants of performance. The school principals of the selected public elementary schools with indigenous people-pupils may be able to use the recommendations of the researcher to improve the state of instruction among Buhid Mangyan pupils at all levels. This is because the information of the respondents’ attitude and esteem may be used as his/her basis in preparing a more indigenized and inclusive academic programs designed to enrich their overall potentials as learners. The usefulness of class observation may also be justified by the results of this study because as school administrators they could provide their teachers with inputs on how to deal effectively with the learning needs of Buhid learners. Mangyan historians and writers may make use of the entire study as supplemental data to be included in write-ups on Buhid pupils’ behavior, esteem and their appreciation of formal educational trainings to enhance their socio-economic status. The findings, conclusions and recommendations of this study may be considered as documents for their deeper treatment of the cultural background on Buhid Mangyans who now experience development through education, which can be compared with other ethnic groups of Mangyans. Officials of the Office for the Southern Cultural Communities (OSCC) and other private non- government organizations like the Mangyan Mission, National Indigenous People’s Coalition (NIPC) may regard this study very useful. They may be supplied with factual information on the financial, material and other relevant educational needs of the tribal group, which they could consider as instrumental in the fulfillment of national government’s thrust to improve the plight of indigenous peoples in the province of Oriental Mindoro. Future researchers may also put prime value on this study as their back up local study should they perform a professional study dealing on Mangyan attitudes, esteem and academic performance. The whole study may support their claim that educational development among Mangyans continues to be observable, thus deeper analysis and interpretation of related variables and indicators can be delved. Scope and Delimitation of the Study. The pupils’ ethnic identity, self-esteem and school attitude as an expression of cultural identity and their school attachment as independent and dependent variables in this study were assessed by the researcher. These were inter-paired to determine each significantly related to one another. After the analysis and interpretation of the variables and their indicators, the researcher came up with a plan to improve the school attitude and self-esteem of the Buhid Mangyan pupils for their cultural 5 / 17 development. This study is limited to the Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin. Elementary Schools. The Buhid Mangyan pupils will be chosen base on the fact that the selected elementary schools has the biggest population of Buhid Mangyan pupils. Definition of Terms The researcher defined all the terms used in this study to enable its readers to gain deeper understanding of what this study is all about. Attachment refers to the developed intimacy of Buhid pupils with the school officials, teachers and all members of the school organization which enable them to grow as individuals. Belief in school rules are the assessed perceptions of the Buhid Mangyan on the applicability of school policies, how these are implemented and how pupils comply with. Buhid Mangyans refer to one of the eight recognized ethnic groups of Mangyans, mostly residing in the upland communities of Gloria in Oriental Mindoro. Commitment determines the school attachment of Buhid Mangyan pupils in which they show their willingness to perform their academic tasks. Cultural identification refers to the common cultural practices recognized by Hanunuo Mangyans that make them distinct from the other ethnic groups in Mindoro. Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). Involvement means the active participation of the Buhid Mangyan pupils in classroom, academic and non- academic activities of the school for their holistic development. School Attitude and Self-Esteem Plan refer to the output of the researcher which guides the implementation of relevant cultural development programs anchored on school attitude, self-esteem and school attachment. School attachment of Grade V Buhid Mangyan Pupils describes the respondents as to their commitment, attachment, involvement and belief in school rules. School attitude refers to the statement of cultural identity of the Buhid Mangyan pupils in Gloria District. Self-esteem of the Buhid Mangyan pupils pertains to the level of morale and pride felt by the Buhid Mangyan pupils as member of the said ethnic group. Traditional activities refer to social activities reflecting aspects of culture in which Buhid Mangyans involved themselves in. Traditional spirituality refers to the practice of religious activities of the Buhid Mangyans. CHAPTER II REVIEW OF RELATED LITERATURE. This chapter presents all the related literature and studies which support the discussion of the researcher on ethnic identity, level of self-esteem and school attitude of Buhid Mangyan pupis in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnic Identity Identity development is critical for individuals because it is during this process that they discover who they are and who they hope to become. A fundamental social environment that influences the development of a self-identity is ethnic group membership (Markstrom-Adams, 1992). Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). The impact of ethnic identity is especially relevant in heterogeneous societies, such as the United States, where minority groups and a dominant social group coexist (Rosenthal, 1987). From the above cited literature, it was found out that ethnic identity has relationships with psychological well-being, and it has effects on the contextual factors in adolescents’ lives that may influence or interact with their ethnic identity development. Contextual factors such as family, school, and community are linked with ethnic identity because it is within these contexts that adolescents’ lives are embedded (Bronfenbrenner, 1989; Garcia Coll et al. , 1996). According to Erikson’s (1968) identity formation perspective, it is through exploration of options (sometimes experienced through 6 / 17 crises) and firm commitments to ideologies and an occupation that individuals come to achieve a secure identity. Marcia (1980) furthered Erikson’s ideas by developing four identity statuses with which to operationalize   Erikson’s theoretical notions. Individuals are classified into the statuses based on the presence or absence of a decision-making period (i. e. , exploration) and the extent of their commitment in the domains of occupation, ideologies, and interpersonal values (Marcia, 1994). Phinney further extended these ideas by examining Marcia’s statuses in relation to ethnic identity development. According to Phinney (1990), ethnic identity development is a process that takes place. The above-mentioned reviews on the concepts of ethnic identity find fitness in this study because they stress the idea that ethnic identity development is linked with factors such as family, school, and community because it is within these contexts that adolescents’ lives are embedded. Self-Esteem Self-Esteem is literally defined by how much value people place on themselves. It is the evaluative component of self-knowledge. High self-esteem refers to a highly favorable global evaluation of the self. Low self-esteem, by definition, refers to unfavorable definition of the self. Self –esteem does not carry any definitional requirement of accuracy whatsoever. Thus, high self-esteem may refer to an accurate, justified, balanced appreciation of ones’ worth and one’s successes and competencies, but it can also refers to an inflated, arrogant, grandiose, unwarranted sense of conceited superiority over others. By the same token, low self-esteem can be either an accurate, well-founded understanding of one’s shortcoming as a person or a distorted, even pathological sense of insecurity and inferiority. School Attitude One aspect of school attitude that has been identified is school spirit. A component of school spirit which has particular relevance to adolescence is the belief that one’s school is an adequate reflection of who they are (Coker amp; Borders, 1996). Another way to understand the adolescence strong need to identify with school is through Finn’s (1989) identification participation model. Finn argues that that being able to identify with school is critical for adolescents’ school attitude and well-being. Jenkins’s (1997) work with the school bond demonstrates measures of involvement in extracurricular activities including sports, clubs, and special school events is a strong predictor of school attitude. In keeping with Finn’s (1989) Identification-Participation model, school bonds represents involvement and engagement that also includes non-academic, school related activities. Involvement in Traditional Activities and SpiritualityPow-wows are community social gatherings that include traditional activities such as dance and song. It is also a celebration of tribal custom and cultural connectedness. Pow-wows begin by way of a grand entry with all dancers participating in honor of the event. A master of ceremony is the voice of the pow-wow to the singers, dancers, drums rotation, and informs the public in general. Different styles of dancing with traditional regalia are accompanied by drums and native songs. Traditional and contemporary foods are provided or sold along with the event. (Wright et al. 2001). The sweat lodge ceremony is traditional purification ceremony that incorporates traditional singing, prayer, counseling, and sharing similar to a talking circle. It takes place in an enclosed space (lodge) with heated rocks, heat, and steam (Mails, 1978). Tribes may vary to integrate their own customs, philosophies and traditional use of medicines during facilitation of the ceremony (Wright et al. 2011). Drumming groups are accompanied by native singing of traditional songs and intertwined with dancers at pow-wows of other cultural based tribal event. Roundhouse is a large ceremonial house where America Indian people gather together for ceremonial dances, singing and prayer (Bibby, 1993). The Buhid Mangyans The Philippines has its vowed responsibility to provide accessible and quality education to all children. Here, all types of learners, regardless of their cultural groups and orientations are 7 / 17 included, even the Buhid Mangyans. Perpertua (2009) stated that schools do not use Moro languages as mediums of instruction to any significant extent nor do most of the civil service and governmental positions require fluency in one of these languages, though they do demand fluency in Filipino. This creates a very real obstacle to the full participation of the Moro Muslims in the countrys public and political life, and they remain vastly under-represented in categories of educational attainment and in civil service employment and political representation. Not only ordinary Filipinos should be provided by the state with opportunities to develop, but also and most important, those who belong to the marginalized sectors of society which include the indigenous peoples (IPs) whose condition seems so irreparable. Postma (1967), retrieved from http://www. mangyan.org/content/buhid on December 22, 2013, states that the Buhids are known as pot makers. Other Mangyan tribes, like the Alangan and Hanunuo, used to buy their cooking pots from the Buhids. The word Buhid literally means mountain dwellers. As stated by Litis (1989), retrieved from Mangyan website on December 22,2013, Buhid women wear woven black and white brassiers called linagmon and a black and white skirt called abol. Unmarried women wear body ornaments such as a braided nito belt (lufas), blue thread earrings, beaded headband (sangbaw), beaded bracelet (uksong), and beaded long necklace (siwayang or ugot). The men wear g-strings. To enhance body beauty, the men wear ornaments like a long beaded necklace, tight choker (ugot) and beaded bracelet (uksong). Both sexes use an accessory bag called bay-ong for personal things like comb and knife. Together with the Hanunuo, the Buhids in some areas possess a pre-Spanish syllabic writing system. The Buhid Mangyans live in the municipalities of Roxas, Bansud, Bongabong and some parts of Gloria and Mansalay in Oriental Mindoro, and in the municipalities of San Jose and Rizal in Occidental Mindoro. Mahusay (2008) said that financing educational and scholarship programs for Mangyan pupils as part of corporate social responsibility (CSR) agenda improves their quality of life. The firm’s CSR program not only involves education but also includes other social development projects such as nutrition, health and sanitation, livelihood, infrastructure and other community- oriented programs. Pestano (2008) said that community relations activities which normally involve many poor Mangyans included in educational grants that help them pursue their dream, enhance behavior and value their culture and heritage. Felipe (2007) defined the ethnography and culture of the Alangan Mangyans in order to determine the extent of peace process and their level of indigenous sustainable development. The indigenous culture of the Mangyan Alangan was focused on the social, economic, political, and religious practices. The social practices were confined within the family in the â€Å"esoken† of the â€Å"balaylakoy†. The Mangyan also developed peace- making attitude in order to appease the spirit hovering over them. Failure to do so would mean disaster. They highly agreed on building structured democracy, interdependence, respect for the integrity of culture, respect for human rights and sharing of responsibilities as manifestation of peace process. Mallari (2007) asserted that Mangyans and other poor but deserving students in Oriental Mindoro receive educational support and take a step toward a brighter future, thanks to the efforts of a mining company that has made it a policy to extend assistance to the impoverished communities where it operates. Not far from the experiences of the Philippines, other countries worldwide recognize the socio-economic significance of formal education and trainings to achieve total human development. Indigenous Knowledge (IK). Cotter (2011) asserted that indigenous knowledge (IK) is the local knowledge people unique to a culture or society passed from generation to generation through a wide range of other activities that sustain societies in many parts of the world, particularly in formal education. Harper (2011) stated that indigenous peoples have a broad knowledge of how to live sustainably. However, formal education systems disrupt the practical everyday life aspects of indigenous knowledge and ways of learning, replacing them with abstract knowledge and academic ways of 8 / 17 learning. Today, there is a grave risk that much indigenous.

Deconstructing the clock Essay -- essays research papers

Summary Ever since the dawn of civilization we have observed time by its natural occurrence and we also relied on man made primitive tools to measure time. In the beginning, time has always been a natural event, for example, sunrise to sunset but men’s earlier primitive tools to measure time were inaccurate and were only an approximate indicator, hence often unreliable such as the hour glass.   Ã‚  Ã‚  Ã‚  Ã‚  We became enslaved by the concept of time; our society is controlled by this mechanical device which dictates our schedule accordingly. Time has evolved from a simple method of nature into a measurable product which can be sold and bought. The industrial capitalism owes its existence to the concept of time, without time, the means of worker exploitation wouldn’t exist today.   Ã‚  Ã‚  Ã‚  Ã‚  The clock first appeared during the 11th century â€Å"...as a device for ringing bells at regular intervals in monasteries†¦Ã¢â‚¬  (Woodcock 883). During the 13th century the first authenticated clock appeared then 14th century came to popularizes clocks â€Å"†¦as common ornaments of the public building in German cities† (Woodcock 883). The early clocks were operated by weight and weren’t really accurate to depend on but during the 16th century, a greater reliability was achieved, the Hampton clock was the first accurate clock in the 1540’s. The Hampton clock only had the hour hands and the two other hands are still not implemented â€Å"The idea of measuring time in minut...

My Understanding of Feminism Essay

My understanding of feminism has increased greatly due to the material and discussions in this course. When this course first started I had a small general idea of what feminism was. I always assumed it had to deal with women’s rights and movement, mostly about the African-American movements. I had no idea that feminism tied into so many different subjects throughout history and even the present day. This course also had a broad overview with many different types of readings. The readings, along with the discussions generated a more in depth view n particular topics. Although I had a general knowledge of some of the topics, other topics were completely new to me and I found them very interesting. For example, the topic about the native settlers that were forced from their native land by the Europeans, specifically about the Beothuck people of Newfoundland. One unit that really sparked my interest was Unit 1 1: Advertising Culture and the Commodification of the body. I think that this unit was very intriguing, as I have always wondered bout how and why the media portrays women the way they do. This idea of â€Å"Fat† women has become such a profitable topic in the media. The article by Lisa Ayuso â€Å"l look Fat in this† portrayed an excellent view from women who often feel ashamed of their body because it is not the â€Å"perfect body’ that is plastered all over the media. Another unit that I thoroughly enjoyed was Unit 8: Diasporas. I enjoyed reading other students posts on how they feel about Newfoundland culture and its traditional items. Many students registered in this course are from Newfoundland, so the shared culture among us with the different viewpoints, I found really interesting. This course has not changed my view or position on a particular issue. I have increased my knowledge and have broadened my views on many topics. One particular issue that came to a complete shock to me was about the forced sterilization of young black women. Especially about the doctor that tricked the mother into signing a waiver to do this to her daughters, I was in disbelief. Also, the trials and tribulations the young women had to go through to get an abortion. Abortion is still a sensitive topic today, but the views of it have changed a lot from the past. One thing that I don’t quite understand is Liberalism. It has come up in many of the readings, but I still seem to fully understand exactly what it is. Can anyone elaborate more on this for me? But overall this course has provided me with a deeper insight about feminism. My Understanding of Feminism By SexyNewfle