Comparison between the essays

Examination between the papers In Mirror by Sylvia Plath, the sonnet is about a mirror enlightening the peruser regarding itself and its life. The lady has had the mirror for her entire life thus it has watched her grow up. Its generally about the idea of the real world and truth. Plath utilizes the mirror in the sonnet to open up a concealed perspective on her own existence that nobody has ever observed previously. The sonnet is written in first individual, and on the grounds that it is a mirror and has no clue about what things might resemble, it shows things as they are without transforming them so as to please or frustrate individuals. The mirror enlightens the peruser concerning the depression it feels being isolated from the outside world. The lady has all the earmarks of being scanning for additional answers about her and her life. at that point she goes to those liars, the candles or the moon... The candles and moon are depicted as liars in the sonnet, these are things of sentiment, the lady feels as if sentiment and love are lies. Each morning as the light comes, the mirror sees the lady, and each morning she becomes more seasoned. The mirror can recall the lady as a little youngster, and in light of the fact that she has now grown up, the picture of the young lady is a negligible memory that has kicked the bucket, and step by step the more established rendition of the lady will do likewise. ...suffocated a little youngster, and in me an elderly person ascends towards her for a long time The lady in this story gives the peruser a sentiment of her being caught without anyone else and of her maturing, she can't avoid getting more established. In My Grandmother by Elizabeth Jennings, the connection between the granddaughter and her grandma is extremely far off. She was hesitant to get excessively near her grandma, as though she felt that in the event that she did, she may get rewarded like one of her grandmas collectibles, utilized and named a belonging. I recall how I once would not go out with her, since I was apprehensive. In the shop, among all the Apostle Spoons (spoon in sets portraying the Twelve Apostles) and Bristo... <!

Harry Potter Essay Example For Students

Harry Potter Essay 1. Harrys guardians are murdered, however the individual that executed them couldnt slaughter harry2. Harry lives with his Aunt, Uncle, and cousin; belives an untruth that his folks were slaughtered in a vehicle crashi simply need I simply need to get a paperto get an I simply need to get a paperjust need to gei simply need to get a paperii simply need to get a paper simply need to get a paperi simply need to get a paperi simply need to get a papert a paperpaperi I simply need to get a paperjust wanti simply need to get a paper to get a paperi simply need to get a paperi simply need to get an I simply need to get a paperpaperi I simply need to get a paper simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply wanti I simply need to get a paper simply need to get a paper to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paper paperi simply need to get a paperi simply need to get a paperi simply ne ed to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi simply need to get a paperi

A Few Recent Events COLUMBIA UNIVERSITY - SIPA Admissions Blog

A Few Recent Events COLUMBIA UNIVERSITY - SIPA Admissions Blog The following was composed by John Hughes, a second year MIA student studying Political and Economic Risk Analysis. __________________________ Life at SIPA can be busy between classes, job recruiting, hanging out with friends and trying to attend as many of the cool daily lectures, roundtables, speeches and events as possible.   Here’s a taste of a few of the recent events I’ve been able to attend: In early October I attended a “Dean’s Breakfast” with Romita Shetty, an alumna who is currently a partner at an investment advisory and consulting firm focused on financial services and alternative energy.   Prior to her current position, Ms. Shetty spent a number of years on both Wall Street and working for a ratings agency.   Fifteen students and I met with Ms. Shetty and Dean Coatsworth on the 15th floor of SIPA for an intimate discussion about Ms. Shetty’s career path, her experience at SIPA, and how she got to where she is today.   Over bagels and coffee she gave us tips on how to enter the financial services industry, and answered our questions.   It was also a great opportunity to get to know Dean Coatsworth better, while sharing our SIPA and life experiences. A few weeks later I passed in my last mid-term paper (after 3 exams that week) on Thursday, and was very ready to catch up with friends and blow off some steam.   Luckily, that night SIPA Student Affairs (SIPASA) hosted a Halloween party at M1-5 Lounge downtown (http://www.m1-5.com).   There were over 1,000 students there, all dressed up in amazing costumes.   The party went from 10pm-4am, with an open bar for the first three hours.   Luckily, my class the next day was not until 2:30pm!   My wife and I went for the Lobster Dinner theme. Recently I also attended   a “Taste of Asia: A Culinary adventure through East and Southeast Asia” hosted by the Asia Pacific Affairs Council.   The event featured all-you-can-eat food and drink from around Asia, while bringing together students interested in the region in an informal setting.   I happen to love food from both East and Southeast Asia, and I love to eat, so it was a great evening! SIPA hosts an exhausting schedule of events, roundtables, discussions, debates and parties, offering a variety that will appeal to any type of student.   For a sense of some of the other offerings, check out this website (http://www.columbia.edu/cgi-bin/dkv/sipa/events/sipa_this_week.pl).   In addition to SIPA events, Columbia University has a multitude of its own events, with each school within the university hosting a full line-up.   The most difficult part comes in deciding what to attend!

Movie Review Basketball Diaries - 860 Words

The movie I chose to watch is Basketball Diaries. I had watched this movie years back and fell in love with it. It s a movie based on addiction and what it can do to a persons life. My brother was the first person to introduce me to this movie. I also feel it had an impact on him as well. One of the first readings we did in class we learned what drug addiction is and how it effects the brain. â€Å"Addiction is a chronic, often relapsing brain disease that causes compulsive drug seeking and use, despite harmful consequences to the addicted individual and to those around him or her. Although the initial decision to take drugs is voluntary for most people, the brain changes that occur over time challenge an addicted person’s self-control and hamper his or her ability to resist intense impulses to take drugs† (National Institute On Drug Abuse, 2012). During week two we did the assignment on quitting. Like mentioned above the brain will change over time, resulting in quitti ng to be hard. I have tried quitting cigarettes multiple times and have not been able to succeed. Its much easier said than done.I couldn t imagine being on something stronger that my body depends on even more. Addiction is represented in this movie through four friends. They are all classmates and have many things in common. Their addiction started off with skipping school and stealing. They first started using gateway drugs such as huff to get a high even though it didn t last long. Then it moved toShow MoreRelatedSex and Violence in Media2268 Words   |  10 PagesSex and Violence in Media In todays society, sex and violence is practically in every movie you see. Most box office hits are filled with a variety of violence, like the Matrix or a variety of sexual content, like American Pie. The violence and sex content in these movies make it appealing to viewers, especially young audiences. But, the effects of watching these movies could be damaging, especially if the child is not being supervised while watching these movies. Sigmund Freud had his views onRead MoreProspectus Example1677 Words   |  7 Pagesby the 1990s-2000s. Literary Review Much of the sources for this paper will deal with personal memoirs of Cuban immigrants, journalists and scholars. I will critically analyze this existent data and correlate them with the interviews, newspaper articles and diaries of Cuban refugees. This way I can correlate all of the opinions and studies. Much of the Latin American prospective will come from The Latin American Research Review for the purpose of my research. Much of theRead MoreRace in Five Film Versions of Shakespeares Othello Essay example4150 Words   |  17 Pages(154-155). According to Michael MacLiammoir, who plays Iago to Welles lead, Welles believed Iago was impotent and a closet homosexual who married Emilia, played by Faye Compton, as his cover so he could pass for heterosexual. In his published diary of the making of the film, Put Money in Thy Purse, MacLiammoir goes on to say that Welles Iago has a heros crush on Othello, and becomes upset and jealous as a hurt lover when Othello gives a promotion to Cassio, played by Michael Laurence, insteadRead MoreAHSC 20Assignment Essay5025 Words   |  21 Pagesshows the importance of providing leisure opportunities for people with such limitations. Part 1: Understanding/Recognizing how Free Time is spent This portion of the report is largely based on data I collected in a time diary (see appended materials). This diary contains all of my activity in half hour intervals over three days. In addition to a description of my activity, I recorded my mood during the time period and whether or not I considered it to be leisure. In order to better understandRead MoreLeonardo Di Caprio2187 Words   |  9 Pagesin the short-lived series based on the movie Parenthood. On set, he met another struggling child actor, Tobey Maguire. The two quickly became friends and made a pact to help each other find roles in TV and movies. After Parenthood, DiCaprio had bit parts on several shows, including The New Lassie and Roseanne, as well as a brief stint on the soap opera Santa Barbara, playing the young Mason Capwell. His debut film role was Critters 3, a B-grade horror movie, which later went straight to video. SoonRead MorePopular Culture and Violent Behavior Essay11795 Words   |  48 PagesScott Kalverts biopic of the novel of the same name by Jim Carroll, The Basketball Diaries, where actor Leonardo DiCaprio, dressed in a trench-coat guns down six of his peers during a class. The repercussions of this are two-fold. Firstly, and although it cannot be proven since the killers committed mutual suicide, if the influence for the murders did come from the film, The Basketball Diaries, then this case studies undeniably proves the link between popular cultureRead MoreCurriculum For English Learners Beginner Level 210689 Words   |  43 Pagesmembers vocabulary. 3. To have the opportunity to practice correct pronunciation. TEACHING AIDS: White/black/chalk board. Family members diagram page (this can be reused on subsequent lesson as a learning reference), family member word flashcards Review the family member vocabulary. (1) Ask the class to repeat after you.. (2) The teacher models the correct pronunciation by reading the family member. (mother, father, sister, brother, etc.) (3) The class repeats the family member vocabulary. (4)Read MoreImpacts of Information Technology on Individuals, Organizations and Societies21097 Words   |  85 Pages 17. Chapter 17 IT Strategy and Planning Information Technology Economics Acquiring IT Applications and Infrastructure Security Impacts of IT on Individuals, Organizations, and Society Impacts of IT on Individuals, Organizations, and Society Movie Piracy Learning Objectives 17.1 Perspectives on IT Impacts 17.2 IT Is Eliminating the Barriers of Time, After studying this chapter, you will be able to: Space, and Distance Understand the changes that take place in the workplace and the livesRead MorePeople recognize a difference between children and adults. What events (experiences or ceremonies) make a person an adult? Use specific reasons and examples to explain your answer.7516 Words   |  31 Pagesreading. I like to read books about another countries, another times and another worlds. Also I read books about history of our country. Besides reading I like to do physical exercises. Me and my school friends often gather after school and play basketball, football or other active games. But my favorite hobby is travelling. Usually I travel in summer and often it is a trip to the south, to the warm sea. I think all people must have other occupations besides their basic work, because it extends theRead MoreThe Success Factors of Standard Chartered Hong Kong Marathon12264 Words   |  50 Pagesestablish a good reputation and word of mouth . For example, Echoes of the Rainbow《æ ­ ²Ã¦Å"ˆç ¥Å¾Ã¥  ·Ã£â‚¬â€¹a movie made in Hong Kong, a low-cost film production. At the beginning, this movie had few people pay attention. When this movie received the best picture in the new generation of Childrens Film Unit Crystal Bear Award at the 60th Berlin Film Festival, there are many people start attending this movie. Since this movie had received an award, it caught everyone’s attention about this film. More people accept that

Genetic Drift / Allelic Drift - Definition

Virgin Mobile Marketing Metrics Free Essays

Virgin Mobile’s business model consists of several different strategies for success. On July 2002, Virgin launched its new cellular service company, mostly geared for individuals ages 15- 19. The UK-based company had plans to acquire new clientele by tapping the youth market with the following tactics: Text messaging bundles: Virgin believed text messaging was a key selling point for youth as kids would often communicate with friends or family through this medium as it was cheaper than daytime minutes and a more discrete form of communication while in class. We will write a custom essay sample on Virgin Mobile Marketing Metrics or any similar topic only for you Order Now Ring Tones: Virgin offered a large selection of favourite and popular tunes and music that could be set as your cellular ringtone. Fun Clips: Are audio clippings of new gossip, sports information, jokes and other information that teens generally have interest in and have the time to review. Other features such as Music Messenger allowed cell phone users to share their favourite music with their friends and classmates. These features appealed more to the youth market and generated additional cell phone usage (if not by using minutes) and customer loyalty. Virgin believed that these mediums would bond customers to their phones therefore creating more interest. Virgin signed contracts with several phone manufacturers such as: Kyocera, Nokia, LG and more to enable a variety of phones to choose from; each providing a different benefit that would appeal to the youth.By adding these features and targeting the 15-24 market, as well as being a contract-free cell phone provider, this generated more interest in the market because the ones under 18 would have had to use their parents to sign a contract for them in order to have a wireless device, this way, Virgin enables customers the freedom. Assuming the number of customers is 5 in year one, and retention rate is 75% the decline in customers yearly thereafter will be deducted by the same percentage.By taking the number of effective customers in 2001 and mul tiplying it by retention rates we acquire the pattern or deduction. (copy and pasting the formula along the years 2002, 2003, 2004, 2005 and 2006; the five-year wireless contract). | | | | | | Retention rate was calculated by assuming the number of total customers was 100. 25 customers left to another service provider. 100-25 = 75. (75/100) *100 = 75% Retention. Tab 1 of spreadsheet Tab 2 of spreadsheet How to cite Virgin Mobile Marketing Metrics, Papers

Reality and the Existence of God free essay sample

When Descartes decided to tear down his beliefs and start fresh, he needed a foundation upon which to build his ideology. When judging what reality is, God must be considered. He/she must be taken out of a religious concept and proven to exist, exist in a way in which we cannot be deceived into only thinking is real. The proof of the existence of God in this way forms the backbone of Descartes’ further forays into proving what is reality. God, being the supremely powerful, all-knowing all-seeing force that created the world and everything in it, was central in most 17th century philosophies. When investigating the importance of god in Descartes’ philosophy, one must first understand the science of the times. The basic principle of mechanism is that everything in the universe could eventually be explained in terms of mechanical laws, and with these laws there is no free will. We will write a custom essay sample on Reality and the Existence of God or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The universe moves like a complex clock, with everything pre-determined and in accordance with the laws of matter. Pierre Simon de Laplace stated We may regard the present state of the universe as the effect of the past and the cause of the future. An intellect which at any given moment knew all of the forces that animate nature and the mutual positions of the beings that compose it, if this intellect were vast enough to submit the data to analysis, could condense into a single formula the movement of the greatest bodies of the universe and that of the lightest atom; for such an intellect nothing could be uncertain and the future just like the past would be present before its eyes. (http://en. wikipedia. org/wiki/Mechanism_%28philosophy%29) Unfortunately for mechanism, the mind is impossible to define in mechanical terms, as it is not a corporeal substance that can be measured. Descartes responds to this problem with dualism, saying that the mind is a â€Å"thinking thing† which is the essence of himself. This â€Å"thing† doubts, believes, hopes and thinks, all the while existing only in a metaphysical sense as a non-extended, thinking thing; while the body is a non-thinking, extended thing. With this he had a clear and distinct idea of both mind and body, and whatever he could conceive, God could create. This led him to believe that the mind could be separate from the body, a substance whose essence was thought. Thus the idea of dualism was founded by the existence of God. As Descartes did not completely agree with mechanism or materialism, he had to essentially obliterate all his beliefs, wipe his proverbial slate clean, and start again. To reevaluate what was real and what was false, Descartes had to doubt everything, including the existence of God, and if he/she exists, whether or not God was a deceiver. Descartes put forward the question of whether or not there are any attributes to the idea of God which couldn’t have originated in himself, God being â€Å"infinite, eternal, unchangeable, independent, supremely intelligent, supremely powerful†¦Ã¢â‚¬  He came to the conclusion that none of these attributes could have come from him alone, as he possesses none of them. In this sense, God must exist. He then postulates the hierarchy argument, where the idea of God could not have been thought of by him, or man in general, as the attributes seen in God belong to some higher form. It does not matter that he cannot â€Å"grasp the infinite†, or touch the attributes of God as he himself is finite; the very nature of something being infinite is that it cannot be grasped by something finite. Thus, since the ideas of God are in some higher form, they must be the truest and most clear and distinct of all Descartes’ ideas. He then decided to ask how he could have received the idea of a perfect being from God, as he has never encountered such from the senses. He comes up with the idea of a craftsman, who, when he invents something, may fiddle and change parts of his creation as he chooses. The idea of God, in Descartes’ mind, could not be changed or interfered with; therefore he could not have created it himself. This leads to the belief in the idea of God being innate in him. He again uses the idea of a craftsman, with the idea of God as a â€Å"mark of the craftsman† stamped on his work, man. Descartes’ then postulated that he could not exist with the innate idea of God in his mind without God existing. This fostered his belief that God could not possibly be a deceiver, since for something to be fraudulent or deceitful it has to have some defect, which in God there is none. This began to form the foundation on which Descartes would continue to prove existence through methodical doubt. After he determined that yes, God exists, Descartes turned his attention to truth and falsity. He has determined that God would never deceive him, as wanting to deceive is a sign of malice or weakness, traits not pertaining to God. If God, then, does not deceive him, errors on his part must be of his own judgment. He uses God as a benchmark, saying he is somewhere between God and nothingness, between supreme being and non-being. In meditation number four, again he uses the craftsman analogy, that the more skilled the craftsman, the more perfect the creation. Since God created Descartes, he must be perfect, which leads him to believe that his making mistakes may be better than not doing so. Human free will is an issue that philosophers of every generation tackle in some form or another, and Descartes was no exception. When dealing with will, he believed that will is simply one’s ability to do or not do something, to accept or reject a proposition. This will is such that when a decision is presented to us, we have no sense that we are pushed one way or another by any external forces. He believed that freedom is strengthened by natural knowledge and divine grace, and that since God gave him the power of willing, it cannot be the cause of his mistakes. Simply, a mistake is made when one’s will extends beyond their intellect, when one applies will to matters they do not understand. This philosophy states that God has given him the freedom to choose his destiny in situations of which he does not have complete understanding, a view quite inconsistent with the beliefs of the time. Descartes could not have been an atheist and have come to the conclusions he did. The science of the time was a rigid belief that everything in the universe was bound by the laws of matter, and that it moved like a complex clock, everything pre-determined from the time it was created. A strong supporter of the idea of dualism, Descartes believed that the mind was not bound by the laws of matter and was intangible, a substance whose essence was thought. Since God created him, whatever he could conceive could also be created by God which is the founding principle of dualism. When he began to tear down his belief system, he needed a foundation on which to build his new knowledge. He proved the existence of God by using the hierarchy theory, that since none of the traits of God could be attributed to himself, they must have come from God. With this knowledge, Descartes tackled truth and falsity, the essence and existence of material things, and the real distinction between mind and body. All of which in some for or another were based on his foundation: that God exists and is not a deceiver. If he could prove the existence of God through methodical doubt, he could prove anything. He made this quite clear near the end of his fifth meditation; â€Å"I see plainly that the certainty and truth of all knowledge depends strictly on my awareness of the true God. So much that until I became aware of him I couldn’t perfectly know anything.

Construction Products

The gender stereotype essay

The gender stereotype essay The gender stereotype essay The gender stereotype essayIn the society, there still exist strong gender stereotypes and as a result men and women are often treated unequally. Of course, there are biological differences between men and women, but it is hard to find out whether psychological differences between men and women and the differences of key character traits are innate or reared by the society due to the existing stereotypes and different conditions for men and women.One way in which the society creates different conditions for men and women is the dominance of mens values and morals. According to Stanton (2007), women and men have different moralities and virtues (regardless of the source of these differences), but the society praises only the virtues and moralities common to men, and disregards the virtues of women. Furthermore, Stanton (2007) argues that womens virtues such as benevolence and generosity allow others with more aggressive moralities to take over and to assign a second-class status to wo men.Stanton states that people were created equal and it would be fair to praise both the values of men and women to create a just and prosperous society. This view is in line with feminist ethical arguments that men and women should be praised equally and should have equal rights and respect for their values and beliefs.Another way in which society creates different conditions for men and women is the attitude to family violence. In many communities, a certain degree of power and coercion expressed by a man is viewed as acceptable while women are expected to put up with force and constraint and to value family relationships above all.Friedman (2003) emphasizes that due to such social stereotypes women might not even understand they are being abused and will protect the abuser or refuse to report the abuse. Furthermore, social limitations might make it more difficult for women to break an abusive relationship than to bear family violence. Such state of affairs is unjust and, accordi ng to Friedman (2003), it is important to provide care to women who suffer from family violence in two ways punish the offenders (even if women are against such punishment) and provide the services of professional caregivers to help women reconstruct life and making further life decisions.

Summary devil's knot Essay Example | Topics and Well Written Essays - 500 words

Summary devil's knot - Essay Example orts are geared towards depicting the rumors for what they are in an attempt to dismiss this urban legend that consumed the lives of six innocent youngsters. When the bodies of three eight year old boys-Steve Branch, Christopher Myers and Michael Moore were found dumped in a stream barely half a mile away from their home, the police were clueless, the people frightened and the town was in shock. After four weeks, the police, by the testimony provided by Jessie Misskelley Jr. a seventeen year old, arrested him and his two friends Damien Echols and Jason Baldwin, charging them with homicide. After a much publicized trial, the trio was pronounced guilty and Baldwin and Misskelley were sentenced to life imprisonment while Echols was put on death row. Leveritt followed the trial from day one and it was clear that the three boys were being put in the dock because they had â€Å"an obsession with heavy metal music†¦.Baldwin had fifteen shirts with the heavy metal thing.† Leveritt’s search for the truth revealed to the world the xenophobia of the small town, and how this is translated into a travesty of justice. The collective moral panic that had gripped the town â€Å"cost at least one innocent youth his life† (Root, 2003) Leveritt, systematically analyses the proof offered and the lack of evidence to show how the police bungled the case and the jury handed out life sentences and death penalties because all were â€Å"blinded by their fantasies about satanic cults† (Ebert). The biggest flaw in the whole case stems from the fact, that the police believed the testimony of Misskelley.Jr. a school dropout with an IQ of 72 and a history of behavioral problems, who implicated himself together with Echols and Baldwin. The police arrested the three without any physical evidence, which was against the law. Apart from that, the scene of the crime had not a drop of blood, while in fact the three children had been brutally killed, and their hands and feet tied together. Since the

Alchemy and Remedy in Higher Education Research Paper

Alchemy and Remedy in Higher Education - Research Paper Example Research shows that the utility and validity of projective tests are lower than objective tests because some are more time to consume in comparison to the objective tests. Sexology tests have a limited number of receptions. This field provides different methods of psychological evaluations to examine various aspects of dysfunction, problems or discomforts (Kline 2005). The tests give less regard to consuming relationships and hence have a very low validity and utility level. Most of the sexology tests are written through questionnaires while a few of them are delivered orally. Neuropsychological tests on children and adolescents help them to evaluate their various levels of performance and to determine the regions that may show some conditions of mental impairment (Kline 2005). The tests are performed to these individuals after any brain injury, organic neurological problems or brain damage. They can also help to show development delays or learning disabilities in children (The American Psychological Association 1999). Due to their performance, their validity and utility are in continuous growth as many people continue to growing concern on their children’s’ health now and future. Different theories of adult learning have been derived to help improve the efforts of theorists and practitioners in understanding adult learning. The theories provide better ways in workable and testable forms for explaining the adult learning process and further strive to show the differences in child and adult learning (Gilmore 2008).

Scope And Delimitation Example

Scope And Delimitation Example INTRODUCTION Background of the Study In relation to the goal of Philippine political and economic development and social cohesiveness, there is a growing clamor to revisit and revive nationalism. In the Philippines, it has been recognized that the issue of nationalism is important in education. One of the goals of the Education Act of 1982 that serves as a guideline for elementary education, is to promote and intensify the childs knowledge of identification with, and love for the nation and the people to which he belongs (Department of Education, 2002, p.2). This objective is also hinged on the 1987 Constitution Article XIV, Section 3 (2) that states that the school shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency (1987 Constitution of the Republic of the Philippines, Department of Education, 2002, p.2). As agents of patriotism and nationalism, the school is mandated to cultivate pagka-Filipino in children. In compliance with the1987 Constitution and the Education Act of 1982, the Department of Education came up with the following objectives for the elementary education formal curriculum: (1) inculcation of spiritual and civic values and the development of a good Filipino based on an abiding faith in God and genuine love of country; (2) training of the young citizen in his rights, duties and responsibilities in a democratic society for active participation in a progressive and productive home and community life; (3) development of basic understanding about Philippine culture, the desirable tradition and virtues of our people as essential requisites in attaining national consciousness and solidarity (Department of Education, 2002, p.1-2). Moreover, the K to 12 Philippine Basic Education Curriculum also reflects the significance of teaching pagka-Filipino based on the Department of Educations curriculum guide. One of the desired outcomes of the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) is to develop learners who take pride in their cultural heritage and are proud to be Filipinos. In the National Early Learning Framework (NELF), the Filipino child is considered as the most important asset of our county. The NELF firmly believes that the Filipino child is a human being who loves God, parents, and country, is proud to be a Filipino, honors the customs, traditions and good values of the people, knows his/her basic rights, respects other cultures and is able to live in peace and harmony with all (Department of Education, 2012, p.3). As early as kindergarten, pagiging maka-Filipino or a national consciousness of being a Filipino is cultivated in the children, with the hope that this will lead to ardent nationalism, love of country and pride as a Filipino. The importance of teaching nationalism and national identity in the early grades has been established and promoted by the state and state institutions such as school and the Department of Education. However, a study on national identity among urban school children by Doronila (1986) showed that Filipino children favor other countries over their own, and this preference deepens as they mature. A similar study was also conducted among 3rd year High School students in Baguio City by Herrera and Robias (2010), and the findings revealed that although respondents exhibit a positive preference for things Filipino, these preferences have not yet been lifted to a level of consciousness that would make their manifestation of such personal preferences as expressive of their identity as Filipino, or as charters of national identity (Herrera & Robias, 2010, p.67). This suggests that national identity among Filipino youth is superficial. According to Yacat (2002), there are two kinds of pagka-Fili pino: Filipino by name which is shallow and Filipino by heart which is deeply-rooted. He further stressed the importance of the family where culture and Filipino identity take root and of the school which nurtures the idea of pagka-Filipino. Koh (2010) emphasized that it is during childhood that an individual starts to identify with the nation. She declared that childhood experience is commonly taken to be the bedrock upon which self-identity is built, and national consciousness is regarded by many as a key foundation of a modern persons identity (Koh, 2010, p.1). Furthermore, she saw the need for studies on how children perceive national identity. She stated children should be central to the study of national feeling, place-belonging, and citizenship. And yet, we do not know a great deal about how school-age children actually do relate to the idea of nation (Koh, 2010, p.2). The assertion of Koh (2010) and the studies by Doronila, Herrera and Robias, and Yacat presented two crucial issues: (1) superficial national identification among Filipinos and (2) lack of studies on national identity and childhood. This research seeks to address these two problems by focusing on early graders and their perspectives of pagka-Filipino. In Vygotskys social development theory (Ormrod, 2011), the child learns concepts through language and action. He asserts that development is connected to social context and that the childs developmental level should complement his learning. Hedges (2012) explained further that during the early childhood years, Vygotsky believed that everyday concepts were most prominent. According to Vygotsky, Everyday concepts emerged from childrens thinking about their daily experiences; that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145). By probing how children in the early grades perceive and construct their identity as Filipinos in the context of their everyday experiences, policy makers, teacher educators, curriculum developers, and early grades teachers will gain greater insight into how the concept of national identity and nationalism take root in every Filipino child. The childrens perspectives will improve the K to 12 Philippine Basic Education Curriculum and its implementation. This study also investigates the perspectives of pagka-Filipino of early graders, based on locally-published picture books. This will hopefully add another dimension to the pedagogical aspect that can be gained from the childrens perspectives. Hillman (2003) described the picture book as the childs gateway to the world, the first step outside the childs immediate environment. The precise combination of art and words is a powerful experience because it triggers the imagination & introduces concepts for cognitive and language development (Hillman, 2003, p.89). Aquino (2009) said that childrens literature activates the schema of the child and presents vicarious experiences that encourage cognitive processes such as assimilation and accommodation. Piagets stages of cognitive development (Ormrod, 2011) show that as a child matures, he/she assimilates and accommodates knowledge, acquiring schemas through experience. Like building blocks, a child can create a castle by adding a block with e very bit of information learned. The existing blocks are used to widen the childs body of knowledge. These blocks form the childs schema and schema can be influenced by social and cultural experiences and interactions with text and illustrations found in picture books. Children learn by constructing their own knowledge. Carlsson-Paige (2001) states that children actively construct meaning for themselves. These meanings, unique to each child, are embedded in family and culture and are built over time (Carlsson-Paige, 2001, p.17). She further claims that through stories, children can build new meanings by referring to their personal meanings and experiences. Picture books are effective material to find out in concrete terms the pagka-Filipino of early graders. How the children perceive the words and images in the picture book that depict pagka-Filipino will enrich the concept of pagka-Filipino itself. The Filipino icons in the text and illustrations in picture books are concrete items that children can identify with. Through this study, early graders specifically Grade 1 and Grade 2 children will be engaged in defining pagka-Filipino according to their perspectives and in their own words. By sitting down and talking with the children themselves, know ledge will be gained on how they shape and restructure the concept of national identity. This research attempted to fill the gap of the study on national identity and perspectives of early graders based on picture books and their experiences. Drawing from Kohs statement that it is through everyday living experiences that the children experience the nation (Koh, 2010, p. 174) and following Vygotskys claim that everyday concepts emerged from childrens thinking about their daily experiences; that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145), it can be deduced that the everyday arena is important in the childs formation of the concept of pagka-FilipinoÃÆ'‚Â  as supported by Almario and Almario (2009) specifically on Filipino games and further, by Koh (2010) on habituated routines. Therefore, it can be assumed that everyday experiences and concrete materials surrounding the childs routines such as games, food, clothes, animals, famous people, things commonly used and activiti es often engaged in, are important domains to investigate in this study. Cook, G. and Cook, J. (2009) also stressed that socialization and differential experiences play roles in gender differences and this affects childrens perspectives (Cook, G. & Cook, J., 2009, p. 362). Comparing the similarities and differences in the early graders responses by gender and grade level will provide new layers on the childrens insights on pagka-Filipino. Research Objectives The objectives of this research were: To probe how children in the early grades perceive and construct their identity as Filipinos in the context of their everyday experiences. To investigate the perspectives of pagka-Filipino of early graders, based on the text and illustrations of locally-published picture books. To broaden way of understanding the childrens construction and definition of pagka-Filipino according to their perspectives and in their own words. To compare the early graders perspectives of pagka-Filipino by gender and grade level. Statement of the Problem Specifically, this research sought to answer the following questions: What are the urban low-income childrens perspectives of pagka-Filipino based on their experiences? What are the urban low-income childrens perspectives of pagka-Filipino based on the text of picture books? Significance of the Study The results of the study will hopefully aid the Department of Educations curriculum division and the National Commission for the Culture and the Arts in developing a National Cultural Education Plan that will bring about appreciation of our culture, genuine love for our county and our pride in being a Filipino. It is also the hope of this study to raise the consciousness of publishers, writers, and illustrators to inculcate nationalism and Filipino pride in their published stories and other forms of literature for the early grades. This study of young learners perspectives of Pagka-Filipino and its depiction in picture books may be useful to our early grades teachers as a benchmark or yardstick on national identity formation and the corresponding interventions. Hopefully, it will also help educators in modifying their curriculum and teaching strategies based on what children know about our nation and their perspectives of being a Filipino. The research will also provide new directions for further studies that can be explored related to this topic. Furthermore, the study aims for the enhancement of the Teacher Education Instruction, especially Teaching in the Early Grades, Early Childhood Education, and other related programs, through growing emphasis on nationalism in their curriculum so that our future teachers will inculcate love of country in Filipino children as early as the early grades. Scope and Delimitation of the Study The study is descriptive in nature and focused on early graders belonging to low-families as identified by the National Statistical Coordination Board. The research sample is composed of forty (40) Grade 1 and Grade 2 students residing in two barangays in Quezon City. The primary data gathering method used was interview to determine the childrens perspectives of Pagka-Filipino based on their experiences and through their interactions with ten (10) locally-published picture books written by Filipino authors. This research used purposive and convenience sampling in which an equal representation for gender and grade level among the respondents was applied. The gathered data were analyzed using frequency distribution and coding. Verbatim quotes from the respondents were used. The research data was based on interview of early grades children based on their experiences and interaction with selected picture books. It focused on gender and grade level as variables in interpreting their perspectives of pagka-Filipino. The study is delimited to a group of Grade 1 and Grade 2 children coming from a socially-disadvantaged group in an urban area. Perspectives on pagka-Filipino is delimited to early graders everyday experiences on games Filipino children play, food Filipino children eat, clothes Filipino children wear, animals in the Philippines they know, famous Filipinos they know, things Filipino children use and activities Filipino children engage in; interactions with the text and illustration of selected picture books. In this research, Filipino icons were delimited to those identified by the National Commission for the Culture and the Arts Essential Knowledge on Philippine Arts, Culture and Heritage for the Basic Education Curriculum (EKPACHBEC) for Grade 1 and 2 (See Appendix A) and Adarna Houses 101 Filipino Icons Volumes I and II (2007, 2009). According to Wright (1998), there exists a politicization of culture wherein there is a political process of contestation over the power to define key concepts, including that of culture itself (Wright, 1998, p.14). In this case, the researcher is aware of the politics involved in the identification of Filipino icons by a state institution and a commercial publisher. CHAPTER II REVIEW OF RELATED LITERATURE AND CONCEPTUAL FRAMEWORK This chapter is divided into the review of related literature and studies, the conceptual framework and definition of terms. The review of related literature discusses Schema Theory and Vygotskys Social Development Theory on which the study is anchored on, and the pertinent studies on children regarding (1) schema theory/culture schemata; (2) national identity and pagka-Filipino; (3) national identity among early grades children; (4) childrens literature, storytelling, and national identity; (5) picture books; (6) picture books and pagka-Filipino; and (7) gender and picture books. Schema Theory Piaget is the proponent of schema theory (Ormrod, 2011). He said that as a child matures, he/she assimilates and accommodates knowledge, acquiring schemata through experience. Like building blocks, a child can create a castle by adding a block with every bit of information learned. The existing blocks are used to widen the childs body of knowledge. These blocks form the childs schema and schema can be influenced by social and cultural experiences and interactions with text and illustrations found in picture books. In Piagets Theory of Cognitive Development, children from two to seven years old belong to the preoperational stage and can already express themselves and describe the world through words and images. R.C. Anderson (Widmayer, 2003 in Lee & Tsai, 2004), an educational psychologist, expanded the schema theory which proposes that our understanding or knowledge of the world is composed of organized network of abstract mental structures. Widmayer (2003), added that schema is used to interpret and predict situations (in Lee & Tsai, 2004). It was further proposed that each person possesses a unique set of schema which is built from the individuals cognitive processes and experiences (Lee & Tsai, 2004). Based on the schema theory, Lee and Tsai (2004) further suggest that individuals learn or acquire knowledge in three ways: accretation, tuning, and restructuring. Accretation involves assimilating new information into existing schema without any changes to overall schema. Tuning, on the other hand, entails modification of existing schema when it is inadequate for the encountered new information/knowledge, while restructuring involves creating a new schema for situations wherein there is inconsistency between the new information/knowledge and the old schema. Accretion is parallel to Piagets assimilation while tuning and restructuring are similar to accommodation. McVee, Dunsmore & Gayelek (2005), in a review of schema theory, indicated that schema theory was particularly prominent in the 1970s especially on the role of schema in reading, adding that the focus shifted to sociocultural theories in the 80s and 90s. The authors further pointed out the importance of the schema theory, particularly its utility in understanding the individuals prior knowledge and its role in comprehension and in understanding the reading process. Social Development Theory In Vygotskys Social Development Theory, engaging in social practice plays a critical role in the development of the child. Through socialization, children construct their own knowledge, form concepts, and actively find meaning to make sense of the world. It is a fundamental form of learning and cognition; consciousness is the result of interaction with other people within a shared experience. In this shared socio-cultural context, children use tools within a culture, such as signs, symbols, and language, to function in the social environment. Children assimilate language-a ready-made product of socio-historical development-and use it to analyze, generalize, and encode experience (Luriia, 1976, p. 9). Gleaning from Vygotskys semantic and system structure of consciousness, Luriia states that words are the fundamental units of consciousness reflecting the external world (Luriia, 1976, p. 9). Vygotsky believed that concept formation is rooted in the use of words which acquire different meanings at successive stages of development (Luriia, 1976, p. 50). It is interesting to note how Vygotsky described the thinking process of a child. At first, the child thinks by remembering but when he/she reaches adolescence, he/she remembers by thinking. According to Luriia, this is because an adolescent no longer generalizes on the basis of his immediate impressions but isolates certain distinct attributes of objects as the basis of categorization (1976, p. 52). This illustrates the movement from social to individual consciousness, a consciousness that is shaped and enriched by the childs participation in the society. Hedges (2012) explained further that during the early childhood years, Vygotsky believed that everyday concepts were most prominent. According to Vygotsky, Everyday concepts emerged from childrens thinking about their daily experiences, that is, they occur spontaneously in the context of normal participation in family and community practices and activities (Hedges, 2012, P.145) Studies on Schema Theory and Culture Schemata Webster (2001) examines the effect of culture schemata on reading comprehension of ninety-six 9th Grade students in four honor classes in Maryland. He analyzes the responses of the students to multicultural stories focusing on cultural awareness along with its significance to reading, comprehension, and learning. Results reveal varying response to the stories even for those with the same cultural background because of the respondents unique personalities and experiences. Of note are the responses of some participants who restructured their schemata to deal with new information. The respondents eventually assimilated the information from the storybooks which they initially rejected. Findings show that the participants are culturally aware and that cultural awareness aids the students in reading comprehension. However, the study is not clear on whether the similarity between the participants and the story (culture) helped them in reading it. Still, the results of the research support p ast studies which indicate that students tend to learn more information that are complementing or in congruence with their cultural background. Webster (2001) recommends a wholistic approach to culture, especially in education research. He calimed that, it should cover not just ethnicity and race but also extend to the individuals age, gender, education, religion, social class, politics, physical condition, sexual orientation, nationality, and residence. Furthermore, as the students are becoming more aware of the multicultural nature of their world, teachers are encouraged to take a multicultural perspective so as to reach out to their students. Kreishan and Saidat (2011), on the other hand, examine the impact of content schema on reading comprehension focusing on how religious and cultural schemata affect Jordanian students comprehension of English texts. Respondents are one hundred 10th Grade Arab Muslim students randomly selected and evenly distributed based on gender. Four reading texts were used to measure reading comprehension, two of which are of the participants culture and religion whereas the other two are of different or foreign culture and religion. Based on the results of the tests and interviews, the reading comprehension of participants tested in the familiar texts, which reflects native religion and culture, exhibited significantly higher performance. Findings indicate that cultural background can trigger schemata and improve comprehension. In light of the result, the authors recommend stimulating prior knowledge first on the subject matter before reading. Other recommendations were also mentioned such as imp roving texts to reflect various aspects of culture, religion, and local problems of the country; making use of the Internet to further learning and for better comprehension; and Islamicization, Jordanization, and Arabicization of English materials especially its cultural content. Further studies suggested include effect of extended time on comprehension and effect of other variables on reading comprehension such as the font of texts. The research of Lee & Tsai (2004) explores the impact of stories on young children particularly, on how childrens schema can be augmented by stories. The authors present a model to understand how stories affect quality of schemas among seven- year old children. The model suggests that there are three main sources of stories for the children: family members, teachers, and friends. The process would then involve decoding the stories and relating it with their already acquired concepts (accretating or no change to existing schemas). In cases of new knowledge, the model indicates that the new information will go through tuning (modification of existing schemas) or restructuring (forming new schemas). With children who are inquisitive and eager to learn, the model signifies that there is a higher chance of forming new schemas than modifying existing schemas among young children. The authors state that stories can enhance the quality of schemas of children and with it, the childrens level of interpretation, prediction, and understanding. Thus, there is a proposal that more stories would increase the childrens schemata of the world. Moreover, the authors further linked the quality of schemas to problem solving, suggesting that gaining more life experience would enhance problem solving ability. Although cognitively, females develop verbal and language skills at a younger age and are more talkative, Cook, G. and Cook, J. (2009) stressed that socialization and differential experiences play roles in gender differences and this affects childrens perspectives (Cook, G. & Cook, J., 2009, p. 362). National Identity and Pagka-Filipino In their study of national identity among high school students, Herrera and Robias cited William Blooms definition of national identity as a condition in which a mass of people have made the same identification with national symbolshave internalized the symbols of the nation so that they may act as one psychological group when there is a threat to, or the possibility of enhancement of, their symbols of national identity (in Herrera & Robias, 2010, p.10). This coincides with Doronilas (1986) research on the meaning of Filipino national identity conducted among urban school children using a 35-item National Identity Scale (NIS) for Students. The questions were based on the four value patterns namely: (1) ethnocentrism; (2) valuing socio-historical aspects reflective of national identity; (3) loyalty to the national state beyond ethnic loyalties; (4) commitment to the role requirements of citizenship (Doronila, 1986, p.11-12). Under each value pattern are a set of orientation or attitud es that serve as defining parameters for national identity. The 16 attitudes are either essentialist or epochalist in nature, using Geertz forms of national consciousness. Doronila agreed with Geertz that essentialist aspects of national ideologizing are the initial point of identification. The essentialist aspects are national symbols, generalized love of country, and appreciation of cultural aspects. Her findings reveal that Filipino children favor other countries over their own and this preference deepens as they mature. Brown (2000) explains the constructivist approach to national identity. He claims that it is constructed on the basis of institutional or ideological frameworks which offer simple and simplistic formulas of identity, and diagnoses of contemporary problems, to otherwise confused and insecure individuals (Brown, 2000, p.20). For children, social institutions like family and school help in shaping their national identity. Herrera and Robias (2010) adapted Doronilas NIS to find out the perspectives of national identity among third year high school students in Baguio City. The results showed that although respondents exhibit a positive preference for things Filipino, these preferences have not yet been lifted to a level of consciousness that would make their manifestation of such personal preferences as expressive of their identity as Filipino, or as charters of national identity (Herrera & Robias, 2010, p.67). This suggests that even at the age of adolescence, Filipinos are still on the essentialist level of identifying with our nation. The study also shows that Filipinos are perceived as industrious and family-oriented people. In a study on pagka-Filipino, Yacat (2002) claimed that there are two kinds of pagka-Filipino: Filipino by name which is shallow and Filipino by heart which is deeply-rooted. He provided several sources of knowledge which he acknowledged as important in the process of being a Filipino. Among them are family, school, community, and mass media. He further stressed the importance of the family where culture and Filipino identity take root and of the school which nurtures the idea of pagka-Filipino. Moreover, Yacat (2002) elaborates that the consciousness of being a Filipino starts through the observed external experiences of the people and is imbibed internally only through teachings and learning through their own experience. Thus, the individuals sense of pagka-Filipino depends on the kind and type of information being processed and accepted. David (2009) asserts that our consciousness of pagka-Filipino does not come automatically. Knowing the national symbols is not enough. These should not only remind us that we are Filipinos but also of our commitment as Filipinos. Being aware that we are part of one country should be deeper than the mere singing of the national anthem (David, 2009). Felipe de Leon Jr., Chair of the National Commission for Culture and the Arts, emphasizes that pride in being a Filipino leads to national development. He further claimed that it requires a deep sense of identity to claim what is ours. Moreover, to achieve national unity, there must be a generalized pride for our country and a genuine love for the Philippines. Taking to heart this national sense of being a Filipino should be a collective WE feeling that translates to national unity and economic success (Abueva, 1999). Sanchez presents a way to achieve these shared aspirations of Filipinos through education. She states further, This national consciousness will then help define our identity as a people and lead us to work towards the attainment of common goals for our society (2002, p.2). Sanchez (2002) explains that Filipinos have a shared schema, knowledge and culture known as cultural literacy. Her study measured the cultural literacy of high school students. The study yielded disappointing results: students from private and public schools do not have adequate knowledge of Philippine art, not one respondent reached the passing score of 50. Equally worth discussing is the teachers performance: only 20% received a passing score in the same cultural literacy test. The cultural literacy test was based on a canon/ must know checklist of cultural items that every grade VI and fourth year high school should know. According to Wright (1998), there exists a politicization of culture wherein there is a political process of contestation over the power to define key concepts, including that of culture itself (Wright, 1998, p.14). The National Commission for the Culture and the Arts (NCCA) is a state institution that defines culture and cultural icons. In 2004, the NCCA started work on the Philippine Cultural Index Project (PCIP), the key project of its Philippine Cultural Education Plan (PCEP). The PCIP is a massive research, database enrichment, computerization and publication program that would provide a national database on culture and the arts in the Philippines (Asia-Pacific Cultural Centre for UNESCO, 2005, p.7). One of the outputs of PCIP is the Essential Knowledge on Philippine Arts, Culture and Heritage for the Basic Education Curriculum (EKPACHBEC) for elementary and secondary level (See Appendix A). The EKPACHBEC is a concise list of important people/institutions, events, places, and ob jects for each grade level up to high school. Adarna House also came out with 101 Filipino Icons Volumes 1 and 2 (2007, 2009). Virgilio Almario, National Artist for Literature, defined Filipino icons as events, objects, places, and people significant in Philippine history and valued by majority of Filipinos. He further stated that these icons can influence our pagka-Filipino and pride in being a Filipino. National Identity Among Early Grades Children The paper Findings, Theories and Methods in the Study of Childrens National Identifications and National Attitudes (Barrett & Oppenheimer, 2011)

Decentralized system of government Essay

Since the advent of government and the rise of the new world, there has been debates on the best ways of political governance. The debates have been echoed in even higher institutions in the land, such World Bank and the United Nations. There are those who have been advocating for the centralized system of government, arguing that it easier to manage security and there is only one chain of communication. However, advocates of the decentralized government argue that it promotes and presence to the citizenry. Both the supporters of centralized and decentralized system governments have each pointed to their model states. These are the facts, but a decentralized form of government have proved more beneficial and effective to the centralized system of government. While decentralization may cause duplication of roles,  the decentralized government brings more to the people who now have a say in their governance because it improves service delivery, helps people participate more in their governance, and it is very efficient and easily accessible. A decentralized system of government reduces the concentration of power by the national government. In recent times, there has been instances where a centralized government has abused its powers to either deny citizens their rights and excessive dominance. This usually happens the power lies only with the central government and nobody can check its excess therefore easily abused. According to Lipson (1993), when the power is devolved to smaller units it creates self regulation as the smaller units check for excessive use of power between them. For example, in the United States, which is a model of decentralization of power, no state can exercise, excessive power as there are limitations and regulation from other states. Therefore, decentralization will go a long way in ensuring that power lies with the people and smaller units and not wholly with the government. Moreover, decentralization of government provides an opportunity and facilitation of sustainable local development. In his report Manzer (1974) notes that, devolution enhances local economies through retention and utilization of local resources in local development unlike in a centralized system of government whereby all the resources are concentrated in the capital from where they are now shared to the country. This inconveniences local economies which produce more, but cannot utilize the resources as the central government does not allow that. Therefore, the decentralized system of government not only protects the local resources, but also utilizes them in the development of the local governments. This facilitates the local economies, thereby creating more employment in the local areas. Additionally, efficiency is another key aspect that the decentralized form of government has unlike the centralized form of government. Due to smaller and manageable populations covered by the local governments, the issues to be addressed are also fewer unlike in a centralized government. As a result the local governments are affordable and easy to maintain due to their smaller nature. The small nature of the local governments reduces bureaucracy and ensure quick passing of laws unlike in the centralized government. Local governments are also may respond quickly to any problem as there are fewer people involved in passing a resolution and hence they are able to adapt more easily to emerging issues.Oneil (2010) According to the United Nations Human Development Report People and Governance (1993), decentralized governments make it easier for the citizens to access the government for services. This gives citizens an opportunity to participate in the political processes of their local area. In doing so, the citizens are able to voice their concerns easily and participate in the running of their local area. It’s very difficult or almost impossible for the common citizenry which is the majority to voice their concerns or access the national government bodies. This signifies that a concern may take a lot of time in order to reach the concerned parties or not reach at all due the inaccessibility of a centralized government.In addition, decentralization improves service delivery in the local governments as the citizens can easily participate and suggest on how they receive their services,and how they would wish to be served. This further gives the local government a platform of rating and im proving its service delivery mechanisms to the society. Devolved system of governance ensures that there are transparency and openness in service delivery and governance of the respective local area government. This is highlighted in the United Nations Human Development Report People in Community Organizations(1993) which deduces that, due to the localized and small structure of the local governments, there is a high likelihood of proper ethical standards as it is easy to find those engaging in corruption and other unethical malpractices. Decentralization also offers the opportunity for a member of the civil societies in the respective areas to play a watchdog role of examining transactions and also questioning on the use of public resources but more importantly on all matters that are of great interest to the citizenry. Lastly, it is clearly evident that decentralized or devolved government is a driver of sustainable development as it gives more power to the citizens rather than the national government. This devolution of power encourages citizens to participate more in the politics and governance of the local governments. Moreover, decentralization improves efficiency of the government as the local governments are small and deals with smaller populations. Despite the centralized government having some advantages, the devolved form of government out weighs it in almost every aspect. Therefore, it is wise to say that devolution empowers and benefits more people as compared to the centralized system of government and should therefore be embraced in order to serve the citizens better and in a more better way. References Human Development Report, (2013). The Rise of the South. New York: United Nations Publications. Lipson, L. (1993). Concentration of Power versus Dispersion of Powers: the Great Issues of Politics (9th ed.). Prentice Hall, New York. Manzer, R. (1974). Human Needs and Political Good: A Social political Report. Toronto: McGraw Hill Ryerson. Oneil, P.H. (2010). Essentials of Comparative Politics (3rd ed.). Norton, New York United Nations Human Development Report. (1993). People in Community Organizations. New York. United Nations Human Development Report. (1993). People and Governance. New York. Source document

Art and Philippine Literature Essay

How the Subject Philippine Literature Help the TIP Graduate Attributes? Many important things can be learned in the study of Philippine literature. Studying Philippine literature is important because these are reflections of history. Works of art and literature are not separate from history. In fact, these are intricately intertwined along with the contradictions in the society in a given point in time. Works of art and literature do not stand by themselves. Writers and artists are not creators who fashion words and works. These texts and pieces of art are products of the political institutions and ideological stance of the writers which are shaped by the social conditions. We, students, study literature so that we can better appreciate our literary heritage. We cannot appreciate something that we do not understand. Through a study of our literature, we can trace the rich heritage of ideas handed down to us from our forefathers. Then we can understand ourselves better and take pride in being a Filipino and future professionals. Like other races of the world, we need to understand that we have a great and noble tradition which can serve as the means to assimilate other cultures. Through such a study, we will realize our literary limitations conditioned by certain historical factors and we can take steps to overcome them. We will also learn the value of life and how can we interact with other people properly. Above all, as Filipinos, who truly love and take pride in our own culture, we have to manifest our deep concern for our own literature and this we can do by studying the literature of our country.

Memo Decorating the New Office Space With Artwork

Re: Decorating the new office space Dear Mr. X: Now that the renovation of our new office is complete, it is time to consider furnishing the new space with works of art that reflect the spirit of the company and the ethos we wish to communicate to new clients. When walking into our organizations headquarters, we want people to gain a sense of tranquility and confidence. No matter how stressed they might feel, we want them to know that the partners at our law firm can handle their concerns. An image of nurturing and competence is an ideal first scene for them to be greeted by, which is why I would suggest a painting by Mary Cassatt. The Impressionist Cassatt was one of the few women painters of her era. Although women were often the subject of paintings, they more rarely found their way behind the canvas. Showcasing a womens work of art would also underline the firms commitment to equality and diversity, important cornerstones of our philosophy. Cassatts Mother Combing Her Childs Hair shows a mother tenderly caring for her child. Its study of light and shadow and focus on a naturalistic domestic scene is characteristic of Impressionism. The subject and the treatment are soothing and generous, and will convey a sense of peace to clients. Another Impressionist work which is similarly calming is that of Claude Monets The Japanese Footbridge. Monets 1899 study of the footbridge (which he painted on many occasions) is a study of blue and green dabs. Floating lily