Management Theories Assignment Example | Topics and Well Written Essays - 750 words

Management Theories - Assignment Example The both are geared towards improving the productivity of organizations as well as their effectiveness which is quite evident in the scientific theory as it tries to follow all the simplistic and universal set rules in order to realize higher productivity in the organizations and make everything run smoothly. A similar spirit is seen in the humanistic theory as it stresses on situational suitability and coming up with principles that assure them of their success without having to rely on the universal ones (Robbins, 2006). All this is geared towards achieving success in the management of these organizations as well as their effectiveness.Both theories try to make an improvement on the relationship between managers and their workers as seen with the scientific theory through emphasis of working with togetherness between the workers and managers. On the same note, the humanistic theory also insists on managers understanding organizational situations before figuring out the best way to work with and through other people as they co-ordinate activities. As all these are done for the better of the managers and the workers, it is meant to improve the relationship between them and make the work environment comfortable.Both the scientific and humanistic theory have diversified views on how to improve management and create efficiency in the organizations and be sure that their goals are achieved. Though they have common goals of improving management and efficiency in organizations.

Skeletal System Research Paper Example | Topics and Well Written Essays - 250 words

Skeletal System - Research Paper Example 2. Differentiate between the processes of bone growth by length and width. 3. After a recent visit to her doctor, Gina was told that she has early signs of osteoporosis. The doctor recommended she participate in low impact exercises to strengthen her bones. Based on your reading, define osteoporosis and explain how low impact exercises will improve Gina's bone density and strength. 4. Explain the function of bone marrow and its importance in individuals with blood loss or decreased efficiency. 5. George is going in for laser treatment to his lower back. George has been experiencing pain running down his right leg for the past few weeks and has forced him to stay home from work for the past week. He hurt his back when he twisted and bent to the side to pick up some heavy lumber. Based on the case information, describe the injury that George sustained and the structures involved. 1. In cases such as car crashed, potential injuries that are likely to occur include back injury, knee dama ge, whiplash, brain and head trauma, broken or fractured ribs and spinal cord injury. In cases such as car crashes, the body is most probable to suffer trauma (Caldwell D.S., 2011). Trauma varies in intensity, ranging from serious burns or traffic accidents (Hall J et al 1995).

The Power Struggles In Scrubs English Literature Essay

The Power Struggles In Scrubs English Literature Essay Comedies have a special intricate way of presenting power struggles in the most comical form possible. They manufacture laughter from the simplest stereotypes of cultures, politics, and societies by using pun, wit, sarcasm, satire, parody, slapstick, farce, and scatology in order to cope with issues we face everyday. Power struggles deal with class, ethnicity, gender, and many others themes that offer issues that tend to be taboo. Hence, these themes are incorporated into comedies in hopes that they will somehow gradually mend the problems our society seems to ignore. The popular syndicated comedy, Scrubs, is the epitome of a comedy that introduces power struggles in a comical form. Scrubs follows the lives of Doctor John J.D. Dorian, Doctor Elliot Reid, and Doctor Christopher Turk and elaborates on the dilemmas they face at their workplace, Sacred Heart Hospital. Dorian, Reid, and Turk try to cope with several issues that are presented on every episode, but struggle with their indiv idual obstacles. In Scrubs, Dorian struggles to be recognized as a doctor, Reid struggles to be accepted as a women and an equal, and Turk struggles to be accepted as a surgeon. Second, Doctor Elliot Reid is another doctor that struggles to be respected as a woman and an equal. In contrast to Dorian, who struggles for recognition, Reid deals with the disrespected from patients and colleagues for being a woman doctor. Reid believed that becoming a doctor meant that she would receive the respect all male doctors acquire. Instead she is looked down upon for being a woman and is not trusted as a professional. She enters the doors of Sacred Heart Hospital ready to be accepted as a doctor, but is received as an immature doctor from females and a piece of ass from the males. For example, in an episode, Carla, a nurse, confronts Reid and explains to her that, You are nothing, but an immature doctor that cries when thing get tough. Moreover, her male coworkers repeatedly sexually harass her. It seems that there is no room for a female doctor in Sacred Heart Hospital and the only resort would be to be a nurse. Reid is not content with her treatment and resorts to cons tant crying. Her sobs adds to the negative perception people have about her. Even though she wants to be respected as a woman and an equal she wants, above all, to receive respect from Doctor Bob Kelso. Her main objective is to be accepted by Doctor Bob Kelso who has respect for no one especially Doctor Reid. Doctor Bob Kelso is a grumpy old man, who loves to humiliate and mistreat his whole staff. He is the Chief of Medicine in Sacred Hear Hospital and loves to abuse his power. Doctor Reid comes to Doctor Bob Kelso for advice and recognition, but she is pushed away by Kelsos negative and degrading comments. For example, Doctor Reid explains her accomplishments to Doctor Kelso, but responds with sarcasm, Great job sugar cakes, keep up the great work, now get out of my face. A few times she tries to stand up to Doctor Bob Kelso, but finds herself fearing him more than believing in herself. Their encounters are presented on every episode and represent the struggles women have in male dominated professions. Despite the fact that she hates her treatment, she is determined to do the best she can as a doctor. Furthermore, while Reid faces unequal treatment other doctors struggle to just be accepted. Finally, Doctor Christopher Turk struggles to be accepted as a surgeon and wishes not to be seen as a black surgeon. All his life he was seen as the over achiever due to his skin color, but was sick of hearing positive comments because he knew it was his skin that surprised everyone. No one expected a black individual to become a professional, especially a surgeon. Turk always faced people that treated him with respect, not because of his profession, but because of being a black surgeon. His colleagues view him as someone especial who fought against the odds to be someone respectful. He understands that society is full of ignorant people, but never expected that his workplace be infected with them. He carries himself highly and lets no one degrade him in any form. He is a strong believer of equality and wishes everyone can see pass colors and only see great people with dreams. For example, an episode introduced Turk as a hero after he saved the life of a reported. The media showered him with praise, depicting him as a great hero, but Sacred Heart Hospital saw him as a black hero. He was pictured with words such as Sacred Heart is DOWN for the People, and other black slang. Turk noticed that he was not being recognized and praised for being a surgeon, but celebrated for being a black surgeon. His own employer did not see him as an important asset to the hospital, but as promoter for its own benefit. He spoke to Doctor Bob Kelso regarding this issue, but he refused to cooperate. At the end Doctor Kelso agreed to drop all advertisements after constant struggle with Turk. Up to this point Turk still struggles to be accepted as a surgeon. In conclusion, in Scrubs, Dorian struggles to be recognized as a doctor, Reid struggles to be accepted as a women and an equal, and Turk struggles to be accepted as a surgeon. Each doctor had his or her own power struggle to deal with. They all have serious obstacles they have to face and comedy exhibits these issues as a means to cope with them. Comedies represent real life and real issues; their main objective is to help individuals cope with them with laughter and content. They use different tactics to approach each issue and present them in the most hilarious form. Power struggles tend to be part of everyones life, but everything seems to be easier with a smile on a face.

Lions :: essays research papers

Lions Physical Characteristics Lions have relatively short-legged, long, muscular bodies and large heads. The male grows on average to 1.7 to 2.5 m (5.6 to 8.2 ft) long, not including the tail, which is 90 to 105 cm (36 to 41 in) in length. It stands 1.23 m (4 ft) high at the shoulder, and it weighs 150 to 250 kg (330 to 550 lb). The mane, which covers the head and neck, sometimes extends to the shoulders and belly. The mane will vary in color and length; well-fed, healthy lions have longer, fuller manes. Females are smaller but equally muscular. Lions vary in color from golden to brown. The mane of a male lion will vary from black to yellow. Both sexes have retractable claws to keep them sharp when they are needed. Lions have wide powerful jaws. The lions roar, which can be heard by humans up to 9 (5.6 miles) kilometers away, is usually uttered before the animals hunt in the evening, after a successful hunt, and again in the early morning. Habitat & Human Impact Lions once ranged throughout Africa and from Europe to Iran and India. By 1900 lions were no longer found in Syria; today Asiatic lions are limited to the GÃ ¬r Sanctuary in India. Lions also roam Africa south of the Sahara, particularly the Serengeti National Park in Tanzania and the Kruger National Park in South Africa. This drastic reduction in range came about as humans and domestic livestock spread into savanna lands. Because lions live in open areas, they are easily shot by hunters and herders. Lions fur coats are a highly prized possession by poachers, and are worth a lot. Over the last 200 years, over 90% of the world’s lion population has either been shot or killed as result of humans. Lions are also a very popular attraction for zoos and many lions live in captivity. Diet & Predatorial Behavior Lions are one of the world’s most famous predators. Their preys ranges from insects to giraffes; but they prefer large animals such as zebras and wildebeast. The lion will cautiously stalk its prey until it is within close range and it will sprint reaching speeds about 50 to 60 km/h. The lion will usually take its prey down by the neck using its huge jaws and razor sharp claws. The female is the hunter and will have the first meat, soon after the male comes to share the meat. Lions :: essays research papers Lions Physical Characteristics Lions have relatively short-legged, long, muscular bodies and large heads. The male grows on average to 1.7 to 2.5 m (5.6 to 8.2 ft) long, not including the tail, which is 90 to 105 cm (36 to 41 in) in length. It stands 1.23 m (4 ft) high at the shoulder, and it weighs 150 to 250 kg (330 to 550 lb). The mane, which covers the head and neck, sometimes extends to the shoulders and belly. The mane will vary in color and length; well-fed, healthy lions have longer, fuller manes. Females are smaller but equally muscular. Lions vary in color from golden to brown. The mane of a male lion will vary from black to yellow. Both sexes have retractable claws to keep them sharp when they are needed. Lions have wide powerful jaws. The lions roar, which can be heard by humans up to 9 (5.6 miles) kilometers away, is usually uttered before the animals hunt in the evening, after a successful hunt, and again in the early morning. Habitat & Human Impact Lions once ranged throughout Africa and from Europe to Iran and India. By 1900 lions were no longer found in Syria; today Asiatic lions are limited to the GÃ ¬r Sanctuary in India. Lions also roam Africa south of the Sahara, particularly the Serengeti National Park in Tanzania and the Kruger National Park in South Africa. This drastic reduction in range came about as humans and domestic livestock spread into savanna lands. Because lions live in open areas, they are easily shot by hunters and herders. Lions fur coats are a highly prized possession by poachers, and are worth a lot. Over the last 200 years, over 90% of the world’s lion population has either been shot or killed as result of humans. Lions are also a very popular attraction for zoos and many lions live in captivity. Diet & Predatorial Behavior Lions are one of the world’s most famous predators. Their preys ranges from insects to giraffes; but they prefer large animals such as zebras and wildebeast. The lion will cautiously stalk its prey until it is within close range and it will sprint reaching speeds about 50 to 60 km/h. The lion will usually take its prey down by the neck using its huge jaws and razor sharp claws. The female is the hunter and will have the first meat, soon after the male comes to share the meat.

Performance of Sdssu in the Licensure Examination for Teachers Essay

Introduction High percentage of LET passers contributes greatly to the accreditation of education programs of a certain college or university. This, aside from adding zest within the vicinity of school academe, is the reason why schools offering education courses crave for high percentage of LET passers (Philippine Journal of Education, 2005). Today, prospective teachers must clear a series of hurdles to obtain and maintain a teaching certificate – one of which is to pass the Licensure Examination for Teachers (Libman, 2009). States use licensing to ensure that the only qualified teachers can be hired. This builds anxiety not only among examinees but more so far schools who turn out prospective teachers with different majors. Obviously, the National examination for teachers stirs competitive against, since it augurs possible employment, salary or appointment upgrading ranking consideration, and acceptance to the halls of DECS. In addition, implications permeate school standards and pride for garnering honors from percentage passers (Philippine Journal of Education, 2005). The performance scores in the Licensure Examinations for Teachers reflect the abilities of the teacher examinees. Thus, having low percentage of LET passers indicates low quality pre-service teacher education in the country (Ramota, 2011). Palatino, who is a young education graduate from the University of the Philippines, feared that poor performance in LET may lead to further slide of the educational standards of the educational standards of our country. If this alarming trend will not be aided, he said, the country will be seeing more classrooms with no teachers in our schools despite an oversupply of teacher education graduates who end jobless or else volunteer teachers in remote areas (Ramota, 2011). Performance of education graduates in the Licensure Examinations for Teachers predetermine not only the competence of the graduates but so as the institutions where they have acquired their diplomas. This serves as the major key in accrediting education programs. Having low percentage of LET passers may lead to changing of educational programs or worse, closing of the educational programs. Hence, the researchers conduct this study to find the relationship between the students LET performance and standard and competence of the said institution. Moreover, to develop an intervention program that would help obtain standard results in the LET. Theoretical/ Conceptual Framework This paper is anchored on Joe Wholey’s model of program evaluation (1987) and the Education Conceptual Model. Like systems and organizational theories, Wholey’s model of program evaluation describes the characteristics of faculty and students and the extent to which curricular activities and fiscal resources influence the educational process and subsequent effectiveness in goal attainment. Wholey defines a program as a set of resources and activities directed toward one or more goals. The linkage of resource expenditures, program activities, immediate outcomes, and ultimate goals directly relates to SDSSU and its program’s performance on the Licensure examination for Teachers. If SDSSU program resources are available, then qualified faculty will be recruited and retained to provide the necessary curricular instruction and learning activities. Given the appropriate faculty to develop and implement the curriculum and activities, students will be provided an opportu nity to develop the required knowledge, skills, and behaviors appropriate for entry-level practice as teacher practitioners. If the appropriate curriculum and activities are implemented, then graduates will demonstrate the desired outcomes expected at the entry level for Licensure tests. If these learning activities and outcomes occur, then progress will be made toward the SDSSU program goals and the ultimate goal of the teaching profession. The ultimate goal of College of Teacher Education programs is to provide competent teachers imbued with ethical values and ideals in a humane environment supportive to the national thrust for social transformation. Four teacher education program components with key predictor variables for each are identified. First, program resources (total program expenditures) must be adequate to ensure the achievement of the learning goals and outcomes. Second, there must be sufficient faculty (student-to-faculty ratio) with the necessary qualifications (degrees earned, teaching experience) to influence program processes and outcomes. Third, the curriculum (didactic, laboratory, and professional practice hours; comprehensive examination) must support the entry-level competencies of professional practice and the achievement of learning goals and outcomes. Fourth, in order to graduate and enter professional practice, students (mean cumulative college GPA on admission) must be evaluated on the ability to demonstrate competencies measured on the Licensure Examination for Teachers. Taking and passing the LET is the ticket to enter teaching profession which is the desire result of education students. Licensure Examination for Teachers (LET) is the professional board examination given by Professional Regulation Commission (PRC) to determine who are to be allowed to teach and who are not (http://eduphil.org/how-to-pass-the-licensure-examination-for-teachers-let.html).LET performances in terms of passing scores are often perceived as the scale in measuring the quality of education of schools offering teacher education. According to Daniel Goldhaber (2012) University of Washington researcher, â€Å"licensure test performance is clearly not a silver bullet. Licensing tests are usually paper and pencil tests of subject matter knowledge and on occasion, pedagogical knowledge.† Multiple researches having the same findings as his, argues for a much more comprehensive system for assessing teachers to determine their preparedness to enter the classroom as sole pract itioners (National Council for Accreditation of Teacher Education, 2012). Schematic Diagram Basis for an intervention program. Basis for an intervention program. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. SDSSU performance in terms of passing percentage in Licensure Examination for Teachers SDSSU performance in terms of passing percentage in Licensure Examination for Teachers Figure 1 shows the schematic diagram of the study. The first table shows the profile of SDSSU in terms of their performance in LET. The second table shows the accredited education programs of SDSSU and their levels of accreditation. The third table shows the basis for an inspired LET performance. Statement of the Problem The researcher seeks to study the performance of SDSSU in the Licensure Examinations for Teachers. Specifically, the researcher would like to find out the following: 1. What is the performance of SDSSU in terms of passing percentage in Licensure Examination for Teachers? 2. What is the level of accreditation of teacher education programs in Surigao del Sur State University? 3. Is there a significant relationship between students LET performance and the level of accreditation of Surigao del Sur State University campuses? 4. What are the problems met in the teacher education programs to attain the better LET performance in pursuit for quality education? 5. What intervention program shall be crafted based on the findings of the study? Null Hypothesis Ho1: There is no significant relationship between the LET performance of the teacher education graduates and the level of accreditation in the teacher education programs. Significance of the study The following individuals are deemed to benefit largely on this study. School administrators. This paper would help the school administrators to become more motivated in administering better curriculum and courses that are relevant in achieving high passing percentage in LET. This would lead to the improvement of standards of the institutions. Faculty. This paper would remind them that their part as faculty is very crucial and relevant in moulding new generations of would-be-teachers. This would encourage them to always do their job honestly, sincerely, and passionately and to redesign their teaching strategies, if needed, in order for them to facilitate maximum learning effectiveness and produce highly competent and surely LET passer students. Students. This paper would help them realize their role as an important aspect in acquiring competence and standards of their institutions. Thus, would drive them to do well in their studies in order for them to bring pride and happiness to their college or universities. Community. If the individuals aforementioned would be able to realize the importance of their roles in developing a more equipped, qualified, and reliable who would benefit most. Scope and limitation This study focuses on the performance of teacher education graduates of SDSSU in the Licensure Examination for Teachers. It will be conducted at SDSSU during the second semester of school year 2012-2013. The monitoring is to be administered to the five campuses of SDSSU namely: Cantilan, Lianga, San Miguel, Tagbina, and Tandag campuses. Definition of terms The terminologies used in this study are defined operationally. Accreditation. Accreditation is a process in which certification of competency, authority, or credibility is presented. Organizations that issue credentials or certify third parties against official standards are themselves formally accredited by accreditation bodies (such as PRC); hence they are sometimes known as â€Å"accredited certification bodies†. The accreditation process ensures that their certification practices are acceptable, typically meaning that they are competent to test and certify third parties, behave ethically and employ suitable quality assurance. Competence. Competence refers to the quality of being well qualified. It is the quality of having great facility and being able to perform and facilitate achievement or accomplishment. Education. Education in its broadest, general sense is the means through which the aims and habits of a group of people sustain from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. It is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another, e.g. instruction in schools. Institution. An institution is any structure or mechanism of social order and cooperation governing the behaviour of a set of individuals within a given human community. Institutions are identified with a social purpose, transcending individual human lives and intention by mediating the rules that govern cooperative human behaviour. The term â€Å"institution† is commonly applied to customs and behaviour patterns important to a society, as well as to particular formal organizations of government and public services. Licensure Examination for Teachers (LET). Licensure Examination for Regulation Commission (PRC) to determine who should be allowed to teach schools in the Philippines. Performance. Refers to the accomplishment of a given task measured against present known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfilment of an obligation, in a manner that releases the performer from all liabilities under the contract. Profile. Is a brief description of the characteristics of something, where in my study, are the characteristics of Surigao Del Sur State University main campus in terms of their percentage of LET passers and the accreditation levels of the different education programs that they are offering. Student. A student is a learner, or someone who attends an educational institution. In its widest use, student is used for anyone who is learning. Chapter II RELATED STUDIES AND LITERATURE Effective Teachers are what each classroom needs. But what makes a teacher effective? How can we identify effective teachers from those who are not? Are licensure examinations enough to assess the quality of teachers? Passing the licensure examination is often perceive as an indicator of qualified and effective teachers. But according to the researchers from the Southeast Centre for Teaching Quality (2003c), licensure examinations are not enough to measure the competence among teacher candidates. They concluded that in order to assess competence among teacher candidates, multiple methods should be used. This should include student work samples and the demonstration of new knowledge and skills known to reflect the core competences of highly qualified beginning teachers. This thoughts gained support from a study commissioned by the National Research Council (2001), the role of licensure tests in improving teacher quality, as cited in the study of Wilkerson and Lang (2004) concluding th at even a set of well-designed tests is inadequate to measure all of the prerequisites for a competent beginning teacher. The researcher of the National Research Council also recommended that states use multiple forms of evidence in making decisions about teacher candidates and use licensure tests only as a part of a coherent developmental system of preparation assessment, and support that reflects the many features of teacher competence. Addressing some of the issues on teacher effectiveness is through a voluntary certification process, which has been offered by the National Board for Professional Teaching Standards (NBPTS). This is a certification process where teachers who are considered to be highly effective can demonstrate, and gain recognition for, their knowledge and teaching skills. And despite a lack of evidence on its efficacy in identifying effective teachers, there has been a continuous growing participation in the NBPTS. Many policymakers in various states and school districts also view this certification as a signal of teacher quality. In fact, NBPTS certified teachers receive recognitions and financial incentives (Goldhaber and Anthony 2004). Citing evidence, Goldhaber of the University of Washington and Urban Institute so with Anthony of Urban Institute describe the result of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between certification of teachers by National Board for Professional Teaching Standards (NBPTS) and Elementary-level student achievement. Findings indicated that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement (Goldhaber and Anthony 2004). In the middle of these findings, the American Educational Research Association Panel concluded, based on the available evidences they have analyzed, that licensure in the field gained by university-based teacher preparation is an indicator of effective teaching and student achievement. Before getting to taking licensure exams and applying for certifications, teachers-to-be first have to finish education courses and undergo teacher preparation. Most of those who wanted to be effective teachers prefer to study at state colleges and universities having passed the National Accreditations since it is perceive that nationally accredited state colleges and universities caters teacher education programs that are capable of moulding and producing effective teachers. Many education graduates in the provinces are not passing the LET (Ramota 2011). Palatino, as cited in Ramota (2011), opined that LET examinees performance shows the low quality of pre-service Teacher Education in the country. He stated that many Teacher Education institutions are producing half-baked graduates who add up to the bulk of the LET non- passers and unemployed or under employed Teachers. He also stated that even these schools are being turn into mere for profit diploma mills rather than as training ground for future mentors. When Colleges of Education seek National Accreditation for their teacher education programs, there are a variety of obstacles to their success. But according to Adams (2004), not all of these obstacles are a reflection of program quality since accrediting bodies at the national or state level have different and at times conflicting requirements. This could even be more damaging. Evaluation systems may be scheduled to be phased in too rapidly, without clear guidelines. It is likely that the programs they are evaluating will be forced to suffer the consequences of this management. This situation is a contributing factor in the undeserved negative perceptions of teacher education programs. Though colleges of education should be accountable for the quality of the teachers they produce, the accrediting agencies should be accountable for the clarity and straightforwardness of the process. Whether a teacher candidate will be effectively teaching or not depends on the teacher preparations he or she had. The National Council for Accreditation of Teacher Education (2012) stressed to components that are critically important in the teacher preparation: the teacher knowledge of the subject to be taught, and the knowledge and skills on how to teach that subject. Research and common sense tell us that subject matter knowledge is necessary for effective teaching. But there is a second part of the equation: knowledge and skills on how to teach is also a must. Effective teachers understand and are able to apply strategies to help students increase achievements. They understand and apply knowledge of child and adolescent development to motivate and engage students. They are able to diagnose individual learning needs. They know how to develop a positive climate in the classroom in order to make it a stimulating learning environment. The scholars of the National Academy of Education of America also supports that content knowledge does not adequately prepared teachers for the challenges they will faced in today’s classrooms, where teachers need to be prepared for learning differences and dis abilities that are prevalent (). Moreover, and American Educational Research Association Panel of nationally recognized scholars analyzed the empirical e vidence relevant to practices and policies in pre-service teacher Education in the US. Findings specific to education programs that produce successful teachers include: (1) collaborative arrangements between university programs and local school districts—known as professional development schools (PDSs)—have a positive impact on k-12 students in measurable ways such as increase in standardized test scores; (2) planned, guided and sustained interactions with pupils within early field and student teaching settings is important; (3) seven of eight studies reviewed found positive correlations between licensure and student achievement, especially in mathematics education (). These ideas stated above only proves that the quality of schools, the instructors of the teacher education programs, so with the educations programs, plays a very critical role in the education process since they are the one who mould the aspiring educators to be globally competitive and effective teachers. Gradual learning is very important for any student, be it in any field. But there are many more things in a student’s brain that we often forget, and herein appears the difficulty. There are students who faced learning problems and it’s not even their fault. For a school student, life is loaded with studies. Though it is not possible for each one of them to cope up with their studies, they often get nervous, frustrated and ends up mugging their lesson which is very harmful. There can be factors, as many as every student in this world, that affect student achievements. According to Shahin (2012), the student’s community is affected by lots of problems such us lack of quality of education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such factors disheartening the students. She added that the lack of proper guidance by the parents and unawareness of the student in choosing the right career lead to their doom. Similarly, Suvajit (2009) believes that all these predicaments faced by students can only be resolve if every school and college recruits a qualified students councillor to guide the students in times of their problems. He cited recession as an example since it has caused huge dearth of jobs enabling the students to avail their desired job. And so, many of these students go on for further studies but are often puzzled about which course to study and from which college. And because of the lack of proper guidance, they often take hasty decisions for which they have to repent later. While Koski and Weis (2004) called on the state to analyse its own contents standards and curriculum frameworks to develop a complete basket of educational resources, ranging from laboratory equipment and sophisticated measuring instruments to well- stocked libraries and media centres, and conditions that all children should have an opportunity to achieve the state’s standards. But there have been a proposal cited by The Journal Report: Big Issues in Education of US (2012). The proposal stated that all (US) children should meet the same academic standards, essentially proposing a nationalized system of education. This issue gathered contrasting ideas of some influential educators in US including Chester E. Finn Jr., president of the Thomas B. Fordham institute and chairman of the Hoover Institution’s Koret Task Force on K to 12 Education, who argues in favour of national standards, and Jay Greene, head of the department of education reform at the University of Arkansas in Fayetteville, Ark, who makes the case against natio nal standards. According to Finn Jr., as cited in a journal community The Journal Report: Big Issues in Education of US (2012), one way to ensure that young people would develop the skills they need to compete globally is to set clear standards about what schools should teach and students should learn—and make these standards uniform across the country. He stated that the issues plaguing American education—low achievement, poor technical skills, too many dropouts, etc.—are nationwide, and so is the challenge of economic competitiveness and that these were caused by the disorderly, dysfunctional way of handling academic standards for students. Though Finn Jr. believed that an effective education system also requires quality teachers, effective administrators and other vital elements, make them the same everywhere is important. A rigorous national standard is a need for a mobile society like theirs where a fourth-grader in Portland, Maine, may find herself a fifth grader in Portland, Ore. He also added that United States of America is no longer a country where children born in rural areas spend their entire lives there. They need and are expected to be ready for jobs in other parts of the land. And they won’t have any problem in adjusting to their lesson since every school is following a national standard (The Jou rnal Report: Big Issues in Education of US, 2012). On the other hand, Greene as also cited in a journal community The Journal Report: Big Issues in Education of US (2012) contended that different youngsters need to learn different things in different ways. He stated that such uniformity would only make sense if: 1) there was a single best way for all student to learn; 2) we knew what it was; 3) we could be sure the people running this nationalized education system would adapt that correct approach; and 4) they would remain in charge far into the future. But this isn’t how things are. He believed that there is no consensus on what all student need to know and that different students can best be taught and assessed in different ways. Greene then cited Canada and Australia as examples of large and diverse country like US with significantly stronger students’ performance as measured on international test. Yet neither have national standards, tests or curricula and added Greece and Thailand as examples of lower achieving countries though they have national standards and curricula (The Journal Report: Big Issues in Education of US, 2012). Libman (2006) also cited some negative consequences of standards-based testing such as narrowing the diversities in teacher education programs, homogenizing the characteristics of the teaching force, which hinder candidates from entering teaching and causing shortages in qualified teachers. Chapter III RESEARCH METHODOLOGY * This chapter presents research methods employed in this study. It contains the research designs, sampling techniques, research environment, validation of instruments and statistical tools used. * Research Design * This study will utilize the descriptive survey method using researcher made questionnaire as a main tool in gathering the data. It will also utilize documentary analysis to verify the data gathered from the survey. Sampling Technique This paper shall utilize the universality of Teacher Education graduates during the past three school years. It will also consider the total population for the faculty and administration under the education program. For the student respondents, a 30% student shall be utilized using Stratified Random Sampling. Instrumentation This study will utilize a researcher-made instrument which will be subjected through content validation. It shall be tried out in the private tertiary education offering teacher education program. The items which are vague need revision to suit to the levels of respondents. When the validated instruments are ready, it shall be administered to the SDSSU having Teacher Education programs offering. Data Gathering Procedure A permit to conduct the study shall be secured from the university president, and shall be furnished to the campus directors and concerned respondents and the campus offering Teacher Education programs. the pursuance of this study, the researcher will use researcher-made questionnaires that would show the relativity of the data subject to this study. The questionnaire shall be administered personally by the researchers to ensure the reliability of data of this study. After administration of questionnaire, it shall be retrieved, tallied, analyzed and interpreted and ready for writing the research report.

Night World : Huntress Chapter 10

Jez held herself perfectly still, keeping her face expressionless. Her mind was clicking through strategies. Two exits-but to go out the window meant a three-story drop, and she probably wouldn't survive that in her condition. Although, of course, she couldn't leave anyway without doing something to silence Morgead-and she wouldn't survive a fight, either†¦. She suppressed any feeling, returned Morgead's gaze, and said calmly, â€Å"And why is that?† Triumph flashed in his eyes. â€Å"Jez Redfern. That's the key, isn't it? Your family.† Ill have to kill him somehow, she thought, but he was going on. â€Å"Your family sent you. Hunter Redfern. He knows that I've really found the Wild Power, and he expects you to get it out of me.† Relief spread slowly through Jez, and her stomach muscles relaxed. She didn't let it show. â€Å"You idiot! Of course not. I don't run errands for the Council.† Morgead's lip lifted. â€Å"I didn't say the Council. I said Hunter Redfern. He's trying to steal a march on the Council, isn't he? He wants the Wild Power himself. To restore the Redferns to the glory of old. You're running errands for him.† Jez choked on exasperation. Then she listened to the part of her mind that was telling her to keep her temper and think clearly. Strategy, that part was saying. He's just handed you the answer and you're trying to smack it away. â€Å"All right; what if that is true?† she said at last, her voice curt. â€Å"What if I do come from Hunter?† â€Å"Then you can tell him to get bent. I told the Council my terms. I'm not settling for anything less.† â€Å"And what were your terms?† He sneered. â€Å"As if you didn't know.† When she just stared at him, he shrugged and stopped pacing. â€Å"A seat on the Council,† he said coolly, arms folded. Jez burst out laughing. â€Å"You,† she said, â€Å"are out of your mind.† â€Å"I know they won't give it to me.† He smiled, not a nice smile. â€Å"I expect them to offer something like control of San Francisco. And some position after the millennium.† After the millennium. Meaning after the apocalypse, after the human race had been killed or subjugated or eaten or whatever else Hunter Redfern had in mind. â€Å"You want to be a prince in the new world order,† Jez said slowly, and she was surprised at how bitterly it came out. She was surprised at how surprised she was. Wasn't it just what she expected of Morgead? â€Å"I want what's coming to me. All my Life I've had to stand around and watch humans get everything. After the millennium things will be different.† He glared at her broodingly. Jez still felt sick. But she knew what to say now. â€Å"And what makes you think the Council is going to be around after the millennium?† She shook her head. â€Å"You're better off going with Hunter. I'd bet on him against the Council any day.† Morgead blinked once, lizardlike. â€Å"He's planning on getting rid of the Council?† Jez held his gaze. â€Å"What would you do in his place?† Morgead's expression didn't get any sweeter. But she could see from his eyes that she had him. He turned away sharply and went to glower out the window. Jez could practically see the wheels turning in his head. Finally he looked back. â€Å"All right,† he said coldly. â€Å"Ill join Hunter's team-but only on my terms. After the millennium-â€Å" â€Å"After the millennium you'll get what you deserve.† Jez couldn't help glaring back at him. Morgead brought out all her worst traits, all the things she tried to control in herself. â€Å"You'll get a position,† she amended, spinning the story she knew he wanted to hear. She was winging it, but she had no choice. â€Å"Hunter wants people loyal to him in the new order. And if you can prove you're valuable, he'll want you. But first you have to prove it. Okay? Deal?† â€Å"If I can trust you.† â€Å"We can trust each other because we have to. We both want the same thing. If we do what Hunter wants, we both win.† â€Å"So we cooperate-for the time being.† â€Å"We cooperate-and we see what happens,† Jez said evenly. They stared at each other from opposite sides of the room. It was as if the blood sharing had never happened. They were back to their old roles- maybe a little more hostile, but the same old Jez and Morgead, enjoying being adversaries. Maybe it'll be easy from now on, Jez thought. As long as Hunter doesn't show up to blow my story. Then she grinned inwardly. It would never happen. Hunter Redfern hadn't visited the West Coast for fifty years. â€Å"Business,† she said crisply, out loud. â€Å"Where's the Wild Power, Morgead?† â€Å"Ill show you.† He walked over to the futon and sat down. Jez stayed where she was. â€Å"You'll show me what?† â€Å"Show you the Wild Power.† There was a TV with a VCR at the foot of the bed, sitting on the bare floor. Morgead was putting a tape in. Jez settled on the far end of the futon, glad for the chance to sit. â€Å"You've got the Wild Power on tape?† He threw her an icy glance over his shoulder. â€Å"Yeah, on America's Funniest Home Videos. Just shut up, Jez, and watch.† Jez narrowed her eyes and watched. What she was looking at was a TV movie about a doomsday asteroid. A movie she'd seen-it had been awful. Suddenly the action was interrupted by the logo of a local news station. A blond anchorwoman came on screen. â€Å"Breaking news in San Francisco this hour. We have live pictures from the Marina district where a five-alarm fire is raging through a government housing project. We go now to Linda Chin, who's on the scene.† The scene switched to a dark-haired reporter. â€Å"Regina, I'm here at Taylor Street, where firefighters are trying to prevent this spectacular blaze from spreading-â€Å" Jez looked from the TV to Morgead. â€Å"What's this got to do with the Wild Power? I saw it live. It happened a couple weeks ago. I was watching that stupid movie-â€Å" She broke off, shocked at herself. She'd actually been about to say â€Å"I was watching that stupid movie with Claire and Aunt Nan.† Just like that, to blurt out the names of the humans she lived with. She clenched her teeth, furious. She'd already let Morgead know one thing: that a couple of weeks ago she'd been in this area, where a local news station could break in. What was wrong with her? Morgead tilted a sardonic glance at her, just to show her that he hadn't missed her slip. But all he said was â€Å"Keep watching. You'll see what it's got to do with the Wild Power.† On screen the flames were brilliant orange, dazzling against the background of darkness. So bright that if Jez hadn't known that area of the Marina district well, she wouldn't have been able to tell much about it. In front of the building firefighters in yellow were carrying hoses. Smoke flooded out suddenly as one of the hoses sprayed a straight line of water into the flames. â€Å"Their greatest fear is that there may be a little girl still inside this complex-â€Å" Yes. That was what Jez remembered about this fire. There had been a kid†¦. â€Å"Look here,† Morgead said, pointing. The camera was zooming in on something, bringing the flames in close. A window in the pinky-brown concrete of the building. High up, on the third floor. Flames were pouring up from the walkway below it, making the whole area look too dangerous to approach. The reporter was still talking, but Jez had tuned her out. She leaned closer, eyes fixed on that window. Like all the other windows, it was half covered with a wrought-iron screen in a diamond pattern. Unlike the others, it had something else: On the sill there were a couple of plastic buckets with dirt and scraggly plants. A window box. And a face looking out between the plants. A child's face. â€Å"There,† Morgead said. The reporter was speaking. â€Å"Regina, the firefighters say there is definitely someone on the third floor of this building. They are looking for a way to approach the person-the little girl-â€Å" High-powered searchlights had been turned on the flames. That was the only reason the girl was visible at all. Even so, Jez couldn't distinguish any features. The girl was a small blurry blob. Firefighters were trying to maneuver some kind of ladder toward the building. People were running, appearing and disappearing in the swirling smoke. The scene was eerie, otherworldly. Jez remembered this, remembered listening to the barely suppressed horror in the reporter's voice, remembered Claire beside her hissing in a sharp breath. â€Å"It's a kid,† Claire had said, grabbing Jez's arm and digging her nails in, momentarily forgetting how much she disliked Jez. â€Å"Oh, God, a kid.† And I said something like, â€Å"It'll be okay,† Jez remembered. But I knew it wouldn't be. There was too much fire. There wasn't a chance†¦. The reporter was saying, â€Å"The entire building is involved†¦.† And the camera was going in for a close-up again, and Jez remembered realizing that they were actually going to show this girl burning alive on TV. The plastic buckets were melting. The firemen were trying to do something with the ladder. And then there was a sudden huge burst of orange, an explosion, as the flames below the window poofed and began pouring themselves upward with frantic energy. They were so bright they seemed to suck all the light out of their surroundings. They engulfed the girl's window. The reporter's voice broke. Jez remembered Claire gasping, â€Å"No†¦Ã¢â‚¬  and her nails drawing blood. She remembered wanting to shut her own eyes. And then, suddenly, the TV screen flickered and a huge wall of smoke billowed out from the building. Black smoke, then gray, then a light gray that looked almost white. Everything was lost in the smoke. When it finally cleared a little, the reporter was staring up at the building in open amazement, forgetting to turn toward the camera. â€Å"This is astonishing†¦. Regina, this is a complete turnaround†¦. The firefighters have-either the water has suddenly taken effect or something else has caused the fire to die†¦. I've never seen anything like this†¦.† Every window in the building was now belching white smoke. And the picture seemed to have gone washed-out and pale, because there were no more vivid orange flames against the darkness. The fire was simply gone. â€Å"I really don't know what's happened, Regina†¦. I think I can safely say that everybody here is very thankful. †¦Ã¢â‚¬  The camera zoomed in on the face in the window. It was still difficult to make out features, but Jez could see coffee-colored skin and what seemed to be a calm expression. Then a hand reached out to gently pick up one of the melted plastic buckets and take it inside. The picture froze. Morgead had hit Pause. â€Å"They never did figure out what stopped the fire. It went out everywhere, all at once, as if it had been smothered.† Jez could see where he was going. â€Å"And you think it was some sort of Power that killed it. I don't know, Morgead–it's a pretty big assumption. And to jump from that to the idea that it was a Wild Power-â€Å" â€Å"You missed it, then.† Morgead sounded smug. â€Å"Missed what?† He was reversing the tape, going back to the moment before the fire went out. â€Å"I almost missed it myself when I saw it live. It was lucky I was taping it When I went back and looked again, I could see it clearly.† The tape was in slow motion now. Jez saw the burst of orange fire, frame by frame, getting larger. She saw it crawl up to engulf the window. And then there was a flash. It had only showed up as a flicker at normal speed, easily mistaken for some kind of camera problem. At this speed, though, Jez couldn't mistake it. It was blue. It looked like lightning or flame; blue-white with a halo of more intense blue around it. And it moved. It started out small, a circular spot right at the window. In the next frame it was much bigger, spreading out in all directions, fingers reaching into the flames. In the next frame it covered the entire TV screen, seeming to engulf the fire. In the next frame it was gone and the fire was gone with it. White smoke began to creep out of windows. Jez was riveted. â€Å"Goddess,† she whispered. â€Å"Blue fire.† Morgead ran the tape back to play the scene again. † ‘In blue fire, the final darkness is banished; In blood, the final price is paid.' If that girl isn't a Wild Power, Jez †¦ then what is she? You tell me.† â€Å"I don't know.† Jez bit her lip slowly, watching the strange thing blossom on the TV again. So the blue fire in the poem meant a new kind of energy. â€Å"You're beginning to convince me. But-â€Å" â€Å"Look, everybody knows that one of the Wild Powers is in San Francisco. One of the old hags in the witch circle-Grandma Harman or somebody- had a dream about it. She saw the blue fire in front of Coit Tower or something. And everybody knows that the four Wild Powers are supposed to start manifesting themselves around now. I think that girl did it for the first time when she realized she was going to die. When she got that desperate.† Jez could picture that kind of desperation; she'd pictured it the first time, when she'd been watching the fire live. How it must feel†¦ being trapped like that. Knowing that there was no earthly help for you, that you were about to experience the most terrible pain imaginable. Knowing that you were going to feel your body char and your hair burn like a torch and that it would take two or three endless minutes before you died and the horror was over. Yeah, you would be desperate, all right. Knowing all that might drag a new power out of you, a frantic burst of strength, like an unconscious scream pulled from the depths of yourself. But one thing bothered her. â€Å"If this kid is the Wild Power, why didn't her Circle notice what happened? Why didn't she tell them, ‘Hey, guys, look; I can put out fires now?'† Morgead looked annoyed. â€Å"What do you mean, her Circle?† â€Å"Well, she's a witch, right? You're not telling me vampires or shapeshifters are developing new powers like that.† â€Å"Who said anything about witches or vampires or shapeshifters? The kid's human.† Jez blinked. And blinked again, trying to conceal the extent of her astonishment. For a moment she thought Morgead was putting her on, but his green eyes were simply exasperated, not sly. â€Å"The Wild Powers†¦ can be human?† Morgead smiled suddenly-a smirk. â€Å"You really didn't know. You haven't heard all the prophecies, have you?† He struck a mocking oratorical pose. â€Å"There's supposed to be: One from the land of kings long forgotten; One from the hearth which still holds the spark; One from the Day World where two eyes are watching; One from the twilight to be one with the dark.† The Day World, Jez thought. Not the Night World, the human world. At least one of the Wild Powers had to be human. Unbelievable†¦ but why not? Wild Powers were supposed to be weird. Then she thought of something and her stomach sank. â€Å"No wonder you're so eager to turn her in,† she said softly. â€Å"Not just to get a reward-â€Å" â€Å"But because the little scum deserves to die-or whatever it is Hunter has in mind for her.† Morgead's voice was matter-of-fact. â€Å"Yeah, vermin have no right developing Night World powers. Right?† â€Å"Of course right,† Jez said without emotion. I'm going to have to watch this kid every minute, she thought. He's got no pity at all for her-Goddess knows what he might do before letting me have her. â€Å"Jez.† Morgead's voice was soft, almost pleasant, but it caught Jez's full attention. â€Å"Why didn't Hunter tell you that prophecy? The Council dug it up last week.† She glanced at him and felt an inner shiver. Suspicion was cold in the depths of his green eyes. When Morgead was yelling and furious he was dangerous enough, but when he was quiet like this, he was deadly. â€Å"I have no idea,† she said flatly, tossing the problem back at him. â€Å"Maybe because I was already out here in California when they figured it out. But why don't you call him and ask yourself? I'm sure he'd love to hear from you.† There was a pause. Then Morgead gave her a look of disgust and turned away. A good bluff is priceless, Jez thought. It was safe now to move on. She said, â€Å"So what do the ‘two eyes watching' mean in the prophecy?† He rolled his own eyes. â€Å"How should I know? You figure it out. You've always been the smart one.† Despite the heavy sarcasm, Jez felt a different kind of shiver, one of surprise. He really believed that. Morgead was so smart himself-he'd seen that flicker on the TV screen and realized what it was, when apparently none of the adults in the Bay Area had-but he thought she was smarter. â€Å"Well, you seem to be doing all right yourself,† she said. She had been looking steadily at him, to show him no weakness, and she saw his expression change. His green eyes softened slightly, and the sarcastic quirk of his lip straightened. â€Å"Nah, I'm just blundering along,† he muttered, his gaze shifting. Then he glanced back up and somehow they were caught in a moment when they were just looking at each other in silence. Neither of them turned away, and Jez's heart gave a strange thump. The moment stretched. Idiot! This is ridiculous. A minute ago you were scared of him-not to mention sickened by his attitude toward humans. You can't just suddenly switch to this. But it was no good. Even the realization that she was in danger of her life didn't help. Jez couldn't think of a thing to say to break the tension, and she couldn't seem to look away from Morgead. â€Å"Jez, look-â€Å" He leaned forward and put a hand on her forearm. He didn't even seem to know he was doing it. His expression was abstracted now, and his eyes were fixed on hers. His hand was warm. Tingles spread from the place where it touched Jez's skin. â€Å"Jez†¦ about before †¦ I didn't†¦Ã¢â‚¬  Suddenly Jez's heart was beating far too quickly. I have to say something, she thought, fighting to keep her face impassive. But her throat was dry and her mind a humming blank. All she could feel clearly was the place where she and Morgead touched. All she could see clearly was his eyes. Cat's eyes, deepest emerald, with shifting green lights in them†¦. â€Å"Jez,† he said a third time. And Jez realized all at once that the silver thread between them hadn't been broken. That it might be stretched almost into invisibility, but it was still there, still pulling, trying to make her body go weak and her vision blur. Trying to make her fall toward Morgead even as he was falling toward her. And then came the sound of someone kicking in the front door.