Outcry Against Conformity in Whos afraid of Virginia Woolf? Essay

Outcry Against Conformity in Who's afraid of Virginia Woolf?    Who's afraid of Virginia Woolf? may be viewed as a criticism of American society in the 1960s. Edward Albee saw 'the responsibility of the writer...to be a sort of demonic social critic': thus the play became a reaction against the illusionary plays of its time. Two lines from the play are directly lifted from the works which Albee is mocking: 'Flores para los muertos' is from A Streetcar named Desire and Martha's speech - 'Awww, tis the refuge we take...' - is from a play by Eugene O'Neill. Both of these playwrights sanction illusion in the face of reality; Virginia Woolf is said to be an elaborate metaphor for the 'willing substitution of fantasy for reality, the destructive and dangerous infantilising of the imagination and the moral being by fear.' Albee saw society as too willing to conform and adjust itself morally in order to benefit and succeed. George's attempts to escape from such a society result in his hiding in history and thus him and Nick are no better than each other. George has to resist the totalitarian - 'defend Berlin' - in Nick but his attempts to defend Western civilisation 'against its sex- and success-orientated assailants...are too closely centred on his scrotum.'   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The setting - New Carthage - of the alcohol-sodden gathering is significant in itself. The original Carthage was founded in the ninth century BC and it was razed to the ground in 146AD, when it collapsed under the weight of its own power. It is thus being likened to the America of the 1960s where, again, money and power provided the principal axels for behaviour and superseded the values of culture. As Ni... ...tack on society. By referring to well known contemporary texts, Albee mocks the attitudes that their works sanction. The characters are created as before and after pictures of the results of relationships based in delusion, with clear links to moments in history acting as sounding boards for each others thoughts. Their intoxicated states allow, for the first time in a long while, for their true feelings and motives to be revealed, and for all the secrets and lies that have formed the keystones to their marriages to be removed finally allowing a true test of their strength. Unsurprisingly, what is left very quickly collapses: a warning to others and a wake-up-call to society. Who's Afraid of Virginia Woolf? is an outcry against the thoughtlessness and conforming nature of Western culture and an attack on those who not only live, but sanction, such a lifestyle.   

Phil Jackson And Buddhism Essay example -- essays research papers fc

Buddhism is a major Asian religion studied and practiced in countries such as Sri Lanka, Thailand, Vietnam and Cambodia. Although Buddhism is a growing religion throughout the world, in particular, the practice of meditation is spreading in the West. The United States has a center for Buddhists in Hawaii and New York and also a Buddhist community has been established in California. (Hewitt, 13-14) But even closer to home for most is the practicing of Zen Buddhism on the basketball court by former Chicago Bulls and present Los Angeles Lakers coach Phil Jackson. In this essay I will discuss how Jackson has incorporated some of the practices of Zen Buddhism into his and the players of his teams lives and how it has been effective for the game and the lives of those involved. I will also touch on his use of combined Zen and Christianity along with his extended interest in the Lakota Sioux. â€Å"The Chicago Bulls’ Buddha-like guru Phil Jackson inks the richest coaching deal in N.B.A. history ($6 million for one last season [with the Bulls])† (Notebook, 11). There may be some sound reasoning behind this. Michael Jordan was quoted on how some team members are starting to use Jackson’s religion to help them win, â€Å"It’s that Zen Buddhism stuff. We’re practicing smiling when we may be frustrated inside so we can relieve some tension. It’s an art form† (Quotables, 1). Jackson speaks in depth to his team about ejecting selfishness and egotism (Eckman, 3). â€Å"He describes Jordan in the late 80’s as a player who tried to beat the other team by himself† (Zen Teamwork). He not only helped lead Jordan to play like a star but led the Bulls to be a winning team. He and several of his former players believe that this is partially due to what they practiced in the years Jackson was coach. Not only did they study bas ketball, as writer Frank Deford for Sports Illustrated noted in a cover story on Jackson, they took part in â€Å"group meditations and pregame ‘nap time’† (84). Not to mention poetry and assigned books (83). These things may sound odd but as one of the beliefs of Zen says, â€Å"Don’t get caught up in only one way of doing things; and don’t look at things from just one point of view. If you try another way, or change your point of view, the results will always be different† (Chung, 99). Jackson definitely looks at and coaches basketball from a different point of view then most coach... .... As an attention getter to his team before a big game when they are wondering if the meditating and poetry will pay off or if they are just wasting their time, Jackson reminds them of his awareness by saying, â€Å"It’s like you’re going along at 65 miles an hour, listening to your hip-hop music, and your cell phone is ringing, and you’re eating a Big Mac, and you spill ketchup on your shirt. You look down. And when you look back up: right ahead of you, it’s all red lights. There’s just too much going on in your lives† (Deford, 84) Works Cited Chung, Tsai Chih. Wisdom of the Zen Masters. New York: Doubleday, 1998. Deford, Frank. â€Å"Father Phil.† Sports Illustrated 1 Nov. 1999: 82-91 Eckman, Dr. Jim. â€Å"Issues in Perspective.† 2 April 2000. Grace University: â€Å"Zen and the Art of Teamwork.† Fortune 25 Dec 1995 Hewitt, Catherine. Buddhism. New York: Thomson Learning, 1995. Jackson, Phil, and Hugh Delehanty. Sacred Hoops: Spiritual Lessons of a Hardwood Warrior. New York: Phil Jackson, 1995. â€Å"Notebook.† Time 4 Aug. 1997: 11 â€Å"Quotables.† Home page. 26 April 2000.

Accounting Harnischfeger Corporation Case Essay

From Financial Note 2, we know that, in 1984, the corporation had computed depreciation expenses on plants, machinery and equipment using straight-line method for financial reporting purpose. Prior to 1984, the corporation used principally accelerated methods for its U.S operating plants.The cumulative effect of this change, which was applied retroactively to all assets previously subjected to accelerated depreciation, increased net income for 1984 by $11.0 million or $0.93per common and common equivalent share. The impact of the new method on income for the year 1984 before the cumulative effect was insignificant. Answer number 2: I can also identify changes is the following: Changes in the sales calculation, by including the re-sales of products from Kobe Steel Ltd company in the Corporation sales Changes in the depreciation method mentioned before LIFO inventories liquidation boosted the net income by $2.4MM The effect from changes in allowance for doubtful accounts The funding of R&D expenses by Kobe Steel Ltd company The restructure of the pension plan reducing the expenses by $4.0MM I believe the net income could have been roughly around: $17.3MM Net Loss Answer number 3: the reasons I think why management made this changes within the company are: Some of the executive board members hold some shares of the corporation. Evidently, a better net income would have booted the price of share. There was a 40% compensation opportunity for some on the most decision influence members by the end of the year in case of the company exceeds the expectation. There are several requirements the company needs to meet in order to keep the three year loan agreement for its working capital.

Art Forgeries Essay

When one enters into an art museum, one would expect all of the pieces of art to be that of the original. However, when an art lover does not know the difference between an original from a forgery, then they may have been fooled by both the museum and by the forger. No one can really look at a painting and distinctly know whether it is a forged piece of work or an original piece of work. Art forgeries may seem like an artist copying a well-known artists work, but it depends on how one looks at a particular piece of art. There are multiple reasons as to why art forgeries can be seen as something positive in the artistic world. Crispin Sartwell discusses about Jerrold Levinson’s definition of art from Levinson’s article, â€Å"Refining Art Historically,† in the Journal of Aesthetics & Art Criticism of 1990. To Levinson, art is something that is made to be intended to be â€Å"regarded† as a work of art (Sartwell). Luise Morton and Thomas Foster discuss Nelson Goodman’s definition of art from Languages of Art in Journal of Aesthetics & Art Criticism of 1991. Goodman says that it is about how one looks at an original and a forged art depends on the way we look at it (Morton and Foster). Both Levinson and Goodman make good points because they are both saying that all depends on the person’s perspective. Not everyone sees the same piece of art the same way another person does, so given a choice between an original or a forged piece of art, some may be able to tell the difference and some may not. The idea of having different perspectives on what is real art or what is not depends solely on an individual. Levinson and Goodman both see art by how the person intends it to be. According to Jonathon Keats who writes in The Daily Beast, art forgery helps take us out of our comfort zone, while the real art keeps us within our comfort zone. Keats writes that forgers credit their work to the original artist. In doing so, the artist’s work is more accessible to more people and that the artist who forged an original should be appreciated (Keats). Blake Gopnik writing in the New York Times says that the forgers can make recreate art with their hands; however, great art depends on the idea of the artist. The idea of the forger comes from the original artists, like Pollock and Rothko, setting up procedures and ideas for making art (Gopnik). The forger is able to recreate a work of art because of the way a particular artist wanted their art to be seen. On the other hand, Ross Bowden writing in the Journal of Aesthetics & Art Criticism of 1999 about Alfred Lessing’s essay titled, â€Å"What Is Wrong with a Forgery? † In Lessing’s essay, he disapproves of art forgery when talking culturally. Lessing believes that forgeries do not have that artistic integrity and lacks creativity. He continues to say that one can recreate an amazing artwork, but it will lack the imagination it takes to create the original piece of work (Bowden). Forgeries in the opinion of Lessing lack imagination and creativity, however, Gopnik and Keats see that an artist has the imagination and creativity to recreate a famous piece of work. If one lacks that imagination and creativity then they would not be able to get away with forgery. These forgery artists are capable of pulling off century old paintings and able to sell them to museums as originals. That takes imagination and creativity. W. E. Kennick brings up in the Journal of Aesthetics & Art Criticism of 1985 that every copy of an original piece of work is a forgery. Artists make their work in the style of others, but still make it their own. One is not actually forging a real piece of art, much less than copying or imitating that person’s style (Kennick). Gopnik also says that Andy Warhol’s works were sometimes made by him or sometimes made by his assistant. Warhol even attributed some of his work to other artists. An artist by the name of Marcel Duchamp made art out of bicycle wheels, urinals, already made sculptures, and other reusable items. Duchamp encouraged others to do the same and copy his style (Gopnik). Every artist can imitate or copy someone else’s work, although that artist who made the original work may no longer be alive, their work is still living on. Art forgeries can be looked at as some sort of crime because someone is recreating masterpieces and selling them to museums. However, if one stops to think about the fact that art forgeries are actually artists bringing masterpieces back, one would not think it was a crime. These artists are creative enough to be able to recreate an artwork and give art lovers the feeling of having a masterpiece in their home or be able to look at it in a museum. Art forgeries are a lucrative past time for those who love art and want to be able to see â€Å"their art† in a museum. It is a win-win situation for both the artist and the art lovers. Works Cited Bowden, Ross. â€Å"What is wrong with an art forgery? : An anthropological perspective. † Journal of Aesthetics & Art Criticism (1999): 333-343. Gopnik, Blake. â€Å"In Praise of Art Forgeries . † The New York Times 2 Novemeber 2013. Keats, Jonathon. â€Å"Why Forgeries Are Great Art. † The Daily Beast Kennick, W. E. â€Å"Art and Inauthenticity. † Journal of Aesthetics & Art Criticism (1985): 1-12. Morton, Luise H. and Thomas R. Foster. â€Å"Goodman, Forgery, and the Aesthetic. † Journal of Aesthetics & Art Criticism (1991): 155-159. Sartwell, Crispin. â€Å"A Counter-Example to Levinson’s Historical Theory of Art. † Journal of Aesthetics & Art Criticism (1990): 157-158.

Assessment Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning

6302 Level 3 Award in Preparing to Teach in the Lifelong Learning Sector Unit 002 Understanding Inclusive Learning and Teaching in Lifelong Learning Name: Date: Word Count: 1. 1 Summarise learning and teaching strategies used in own specialism As a First Aid Instructor, I deliver a variety of courses lasting between one to three days in duration. I try and vary my teaching styles depending on the subject and also on the learning styles of the students. Achieving the correct balance is quite a challenge. I address all these different learning styles I use a range of teaching methods.At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demon stration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.I like to have a flip chart and will use it to expand on any subject should I be required to. They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. Cognitive learners require the ‘thought process’ style i. e. knowing the ‘how’ and ‘why’. These candidates will love learning facts, figures, the understanding processes and problem solving. For example, what makes the heart beat, the different rhythms of the heart and what happens if the heart has an irregular beat†¦.A student with Affective learning involves the use and demonstration of emotions, feelings or attitudes towards other people. These candidates will be the typ e of people who understands the need for patient consent or the need for early defibrillation. A student with Psychomotor type of learning will have the manual and physical skills and will like to have a hands-on approach. They will enjoy the chance to practise CPR on a manikin and relish the thought of tying someone up in bandages. These three styles of learning were brought about by a man called Benjamin S Bloom (1913-1999).Bloom's (and his colleagues') initial attention was focused on the ‘Cognitive Domain', which was the first published part of Bloom's Taxonomy, featured in the publication: ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). The ‘Taxonomy of Educational Objectives: Handbook II, The Affective Domain' (Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second domain, the ‘Affective Domain', and was published in 1964.Various people suggested detail for the third ‘Psychomotor Domain', which explains why this domain detail varies in different representations of the complete Bloom Taxonomy. The three most popularly referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72), and AJ Harrow (1972). From these domains we have four types of learners – active, reflective, theorists and experimental. Active learners like to learn something by doing it immediately. They can get impatient and often won’t bother to read the instructions or manual, they like to find out for themselves.Reflective learners are those who prefer to ‘wait and see’. They sit back, watch others, and think about it before acting. They like to take their time. Theorists like to know what things really mean or how does it fit with something. They are logical and objective. They will always think things through and can be perfectionists. Experimental learners like to experiment. They are i nspired by training courses and want to test out their new found skills. They try and find more effective ways of doing things. They may take short cuts or devise their own methods of working. They like problem solving and pick things up quickly.They can get frustrated if not able to try something for themselves quickly. To address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives. Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation.Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imita tion, practise. I like to have a flip chart and will use it to expand on any subject should I be required to. 1. 2 Explain how approaches to learning and teaching in own specialism meet the needs of learners They way in which we learn is partly dependent on the type of learning that is involved. There are three types of domains of learning. They are Cognitive, Affective and Psychomotor. For detailed explanation please refer to question 1. To ensure that I have met the needs of the learner I continually observe and assess the students. I will have questions and answer sessions at regular intervals and also like to use quizzes to include a fun element. These may be done on an individual or team basis. It will promote a sense of competition and hopefully motivate the student to learn. In a team situation it is excellent for team building and also encourages the group to share ideas and listen to each other. The practical sessions will particularly appeal to the Activist learners as the y like to get involved and hands on.It will allow the student to practise their skills in a controlled environment. I ask students if they are willing to share any experiences, maybe first aid situations where they have been actively involved. This gives the students a chance to share real life stories and explain how the theory compares with real life scenarios. This would appeal to the Theorist learners. 1. 3 Describe aspects of inclusive learning If several teaching techniques are incorporated then the needs of the majority of students will be catered for. If a student has a particular disability then special provisions may need to be made for them.Should a student be dyslexic then several adjustments can be made to accommodate their learning needs. Any printed text would be printed on pastel shades of yellow paper and larger font could be used. It would be beneficial to sit the student in as much natural light as possible as fluorescent lighting can prove difficult for them. I w ould use more pictures than text to enhance their learning experience,. A partially sighted student could be given a seat that affords the best view of the trainer and training aids. If necessary consider the possibility of video recording devices.Learners with hearing disabilities – l would make sure they are seated as near to the front as possible. I would also include as many visual aids as possible to assist their learning. I would also give handouts of all topics covered to ensure nothing had been missed. If a learner had a physical disability I would need to consider access and also make room for a wheelchair in the classroom. I would need to be prepared to take any training aids that the student required directly to them. 2. 1 Explain how to select inclusive learning and teaching techniquesDyslexia – Lots of visual pictures and discussion. Lots of practical sessions to learn the different techniques,. Partially sighted learner – Lots of oral instruction a nd discussions. Question and answers sessions as opposed to written work. Physical disability – Train them the theory and techniques of first aid so that they are able to instruct someone else what to do in the case of a medical emergency. Hearing disabilities – More visual aids and practical demonstrations. Handouts to reinforce knowledge. 2. 2 Explain how to select resources that meet the needs of learnersIt is my responsibility to select the range of equipment that is required on the course. Depending on the needs of the students I will select the resources required to get the desired learning levels. For example, in the case of a dyslexic learner I may need pastel coloured paper for handouts. My power point presentation may need to be adjusted to include more pictures and videos. 2. 3 Explain how to create assessment opportunities that meet the needs of learners There are two ways to gain assessments and make sure learning has occurred.These are Formative and Summa tive assessments. I would gain an Initial Assessment at the start of the course to assess the level of knowledge and understanding of the student. This could be done by asking the student to introduce themselves, including these details. Formative Assessment is part of the instructional process. If the knowledge base isn’t at the required level for that stage of the course then I would have to go back over the session to reinforce the learning. Maybe it would require a change of teaching skills to accommodate the learning style of the student.It is important to carry out a formative assessment at an early stage and to repeat it during the middle of the session to ensure than any adjustments to the teaching can take place effectively. Summative Assessment is used at the end of a session in order to confirm that the desired levels of learning have been reached. I would summarise the learning points then assess the levels of knowledge using a variety of methods. The results of t his final assessment must be given and doubts cleared immediately to motivate the student to progress further.In order to make these assessments I have a range of methods that I can use. I may use question and answer sessions, these are particularly useful to dyslexic learners. I may decide to hand out work sheets to be completed or ask the learners to participate in a quiz. During the period of instruction I would be making observational assessments. Any official assessment would need to be recorded. 2. 4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills Literacy – there are many ways in which a learner can practice their literacy skills.At the start of a course there are documents which need to be completed, for example, personal details and qualifications held. During the course work sheets may need to be filled in and the learners can also practice filling in accident report forms. Numeracy – In the CPR practical sessions, learner will have the opportunity to count up to 30 whilst performing compressions on the manikin. These must be done at a ratio of 30:2 with rescue breaths. Language – The learners will have plenty of opportunity to practise their language skills. This may be through group discussion, role play or asking questions.First aiders need good communication skills when dealing with patients as they can be very distressed and frightened. ICT – learners will have the opportunity to practice their ICT skills by using an Automated External Defibrillator and looking at an epi-pen. To embed the skill the learner will be given plenty of opportunities during the course to practice. It will be my responsibility to ensure that the learner can confidently perform the tasks that are asked of them. 3. 1 Explain ways to engage and motivate learners in an inclusive learning environmentIt is important to know the motive for the learner’s attendance on the course. They might be attending because they have to or they might be really interested in first Aid and want to develop their knowledge base. Whatever their reason it is wise to point out the advantages of attending the course and how it can help them, their friends and other members of their family should an emergency situation arise. Ice breakers are useful tools to initially engage the learners and to put them at ease. It can also help them feel more part of the group. I could also use ‘David Kolb’s Experiential Learning Theory’ (ELT) see diagram at back.Kolb's model therefore works on two levels – a four-stage cycle: 1. Concrete Experience – (CE) – Having an experience 2. Reflective Observation – (RO) – Reviewing the experience 3. Abstract Conceptualization – (AC) – Conclusion from the experience 4. Active Experimentation – (AE) – Planning what is next from the experience The learners could be told that at the end of the session there will be a quiz and the winner will receive whatever is on the instructors desk†¦I make sure that there is a box of chocolates there as these are definite motivators.If there are dyslexic learners present I would may make the quiz a photo quiz . I could also ask the learners to work in small groups so that they coud help each other out. If a learner with ADHD was present I would give regular encouragement and keep them informed how long a session was going to last. If necessary I would suggest that they stand and maybe walk around the classroom rather than staying in a static position if there are no practical demonstrations involved. 3. 2 Summarise ways to establish ground rules with learners to promote respect for othersI would promote respect for others by giving the responsibility of setting ground rules to the learners. It could be an initial ice breaker activity, maybe putting them in small groups to come up with ideas. They could then come together as a group and vote on which rules should be included. These should make everyone feel part of the decision making process and it also gives them ownership of the ground rules. When the ground rules have been agreed upon and written out I would display it in the classroom in a prominent position.If a learner was to break the rules more than a couple of times then I would draw their attention to the displayed list. If a learner was to persist in breaking the ground rules then I would have to take them aside and speak to them. If it was becoming a distraction to the other learners and affecting the learning within the classroom then I would take a firm stance and warn the learner that they may have to remove themselves from the course. 3. 3 Explain ways to give constructive feedback that motivates learners Feedback is an important part of the course.It doesn’t have to be formal, it could just be a smile or a nod. It can also be given as written feedback. Feedback shoul d always follow the following format – †¢ Positive – praise the candidate †¢ Negative/improvement – pick up on the key areas only †¢ Positive – always leave the candidate on a high note and a good feeling of achievement. The learner could be asked how they felt that the last piece of work went. In which areas did they perform well and which areas could be improved on. This is called self-assessment.Invariably students are their worst critics and are very hard on themselves. However, it does allow the student to have their own input and feel part of the process. Identify the areas that went well for them but do not go into too much detail. The add constructive feedback on areas that can be improved. Make suggestions on how they can develop their skills in these areas. Finally, point out something positive, an area that worked really well for the learner. This will give them a sense of achievement and motivate them to progress further.If the learner suffered from dyslexia then any written feedback would be printed on pastel coloured paper, in the colour that was suitable for the learners needs. It would be reinforced with verbal feedback which would cover all the points raised in the written feedback. References RH Dave (1967/70) EJ Simpson (1966/72) AJ Harrow (1972). ‘Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956). David Kolb – 1984 – ‘Experiential Learning: Experience as The Source of Learning and Development'

My research

Fixers are found everywhere wherever rules and regulations governing business or public sector appear overly bureaucratic and complex while proper oversight and control is poor. And wherever Fixers are found, corruption is seldom very far behind. A report from news interviewing a man from Cavity saying that: â€Å"Mamba young pill. Saying Lang young roars OK kayak nag algal an Lang oak† ( it will be a waste of time that's why I was compelled to just give money) Our Government make a law entitled â€Å"the anti Red tape Act of 2007† R.A 9485 to prevent Fixers system but even though we eave a law against in the system of fixers, there are so many people who used fixers for their transaction. Furthermore, maybe it's a Job considered for a person having a financial needs but did they ever think the consequences of being a fixers. Being fixers is a violation against the law. Besides we cannot criticize those fixers because that is their means of living. So here we can deduce that Filipinos really have a shortfall in terms meeting the desired income in order to live in a descent life. That's why some Filipinos engaged on that kind of Job.The question is how we prevent that mind of job, how we can restrain those people who depend on the fixer scheme. Because I believe that if there is no people who depend on the fixers system, there is no fixers. 1. 1 statement of the problem This study Conducted to investigate the causes, effects and solution of the fixers system In the Philippines. Specifically the study attempted to answer the following questions: 1 . How do respondents profile be describe In terms of : 1. 2 Education and position In the office 1. 3 Nature of occupation 1. 4 Family economic status 2. 1 lifestyle 2. Security of family . How effective is the law that create to prevent the fixers system 4. What are the reasons why those people used fixers 5. What are the solutions to prevent fixers 6. What are the ways to prevent those people who used fi xers scheme Chapter 2 Review and Related Literature The review of the literature for this study focuses on what are the fixers' scheme, and other consequences of being fixers. The research is all about of the causes and effects as well as the solution to prevent fixers' scheme and also the relation between the fixers and the bureaucratic system.The underground occupation of corruption is through â€Å"fixing† and discover The motivations, attitudes, worldview, techniques and even Jargon of â€Å"fixers. † The deeper we penetrate through the topsoil of corruption, the better we can arrive at remedies that not only suit our formal and legal structures but also take Into account our culture and social condition, remedies that not only to palliate The symptoms but uproot the malady of corruption. It is a problem from top to bottom of the society is it in the private sector but is most noticeable in the government being the regulatory body of all transactions.Manila ululate post about The Ombudsman (Toadying) of the Philippines, which independently monitors the bureaucracy and three branches of government – Executive, Legislative, and Judiciary – marks its 26th Anniversary on May 12, 2014, with renewed â€Å"passion† in enforcing accountability in public sector; â€Å"inspiration† in instilling integrity in public service; and â€Å"commitment† in promoting transparency in officials and employees accused of crimes, especially graft and corruption.In discharging its functions, the Ombudsman has a three-pronged approach. Its punitive approach covers its investigative and prosecutorial powers. Its promotional initiatives bring the message of good governance to the public. And its preventive measures engage multicultural coordination in efforts to prevent corruption. The Philippine Constitution provides for the Ombudsman. Presidential Decree 1487 on June 1 1, 1978, created the Toadying and vested it with power to investi gate complaints relative to public office and file cases before the courts.The Philippine Constitution ratified in 1987 created a new Ombudsman, whose composition, powers, and functions were defined in Executive Order 243 on July 24, 1987. The Ombudsman became operational on May 12, 1988, the date for its anniversary celebration. The Ombudsman's five major functions under Republic Act 6770, the Ombudsman Act of 1989, are public assistance, graft prevention, investigation, prosecution and administrative adjudication.Ombudsman Contain Carpi Morale has adopted eight priorities for her term (2011-2018) – dispose of high-profile cases, attain zero backlog, improve fact-finding â€Å"survival† rate, enforce monitoring of referred cases, improve responsiveness of public assistance, improve anti-corruption policy and program ordination among sectors, rationalize the functional structure of the office, and enhance transparency and credibility. There was an Ombudsman under the P ermanent Commission during the Philippine Revolutionary Government in 1898.Ombudsman-like agencies were set up by past Philippine Presidents to serve as venue for people to air grievances and seek redress against abuses in government: Integrity Board under President Ellipsoid R. Squiring in 1950, Presidential Complaints and Action Commission under President Ramona R. Massage's in 1957, Presidential Committee on Administration Performance Efficiency under President Carols P. Garcia in 1958, Presidential Anti-Graft Committee of President Doodads P. MacDougal in 1962, and Presidential Agency on Reforms and Government Operations in 1966 and Complaints and Investigation Office in 1970 under President Ferdinand E.Marco's. In that article states that all of the three branches of the government shall follow the transparency act of the Philippines. Research Methodology This study was conducted in order to know the causes and effects as well as the solution of the fixers system. To be able to gather the necessary data, the researcher utilized the descriptive method, using both qualitative and quantitative approaches. Herein, the chosen responded were randomly selected from various people who knows about the system. The survey methods were the research instruments used for the data-gathering.The person who has been chosen in this study accomplished a survey questionnaire to evaluate the causes, effects and the solution facing the fixers system in the Philippine bureaucracy. The credibility of findings and conclusions extensively depend on the quality of the research design, data collection, data management, and data analysis. This chapter will be dedicated to the description of the methods and procedures done in order to obtain the data, how they will be analyses, interpreted, and how the conclusion will be met.This section is to Justify the means in which the study was obtained and will help in giving it purpose and strength as it will then be truthful and analytical. A ll these will help in the processing of the data and the formulation of conclusions. Specifically, this research will cover the following: the research design and method, the respondents or subjects to be studied (which will include the sampling method), he data collection instrument, and the data analysis. These will be presented below. Stratified sampling Use Use it when there are smaller sub-groups that are to be investigated.Use it when you want to achieve greater statistical significance in a smaller sample. Use it to reduce standard error. Method Divide the population up into a set of smaller non-overlapping sub-groups (strata), then do a simple random sample in each sub-group. Strata can be natural groupings, such as age ranges or ethnic origins. Example A high school student who is studying year-ten attitudes in the school uses estimation tuition classes as strata and studies a random selection of students from each of these classes.In a company there are more men than women , but it is required to have each group equally represented. Two strata are thus created, of Stratification aims to reduce standard error by providing some control over variance. If you know that there are groups that must be included, for example men and women, then you can deliberately sample these in a due proportion. Proportionate stratified sampling takes the same proportion (sample fraction) from each stratum. Disproportionate stratified sampling takes a different proportion from different strata.This may be done to ensure minorities are adequately covered. If you do this, and want to make an estimate about the population, you will have to weight within- group estimates using the sampling fraction. If the groups are homogeneous (e. Have the same proportions of each attribute), and hence within-group variation is lower than the population, then stratified random sampling will give a statistically more accurate result than simple random sampling. Stratified sampling is sometimes called quota sampling or stratified random sampling.

Nature and landscapes are nothing more than sedimented history Essay

Nature and landscapes are nothing more than sedimented history - Essay Example Once it regains, its original shape one may not be able to tell the difference between the original and the restored form (McKibben, 2009). Thus, is easier to say the landscapes and nature are just but a sentiment of history. The views can change but with time, they can regain their original shape and appearance. This fact makes the idea that the landscape and nature to be termed to just but a history. Since history repeats itself the same, the nature can repeat itself once it has been altered. When people settle in a place, they change position in a manner that the area can be habitable. If the same place can be abandoned for a while, it regains its original shape, and the earlier vegetation can cover the ground. Thus, the landscape and nature is just a repetitive occurrence that can repeat itself like the way history does. Taking a case of the white settlers who invaded the Zimbabwean country and settled there. This aspect can be treated as a case of the British where they found the nation being scorched and had no enough water to allow them to practice farming. The British had to change the landscape, and the landscape was changed they brought a new one. The new landscape was full of water from the dams, and they had conserved the soil well and the land was good for arable purposes. Thus, the new appearance of the area was good enough to allow many farming activities. Wildlife could at that time be well supported by the new look of the environment. The British changed the landscape to own it and performed their activities (Hughes, 2010). They used the water that was in the dams that they constructed to irrigate and support the wildlife. Maybe long ago the same place had a lot waters and was supporting wildlife, and it reached a point that the climate changed. It to be so dry that the animal was no mo re supported by the prevailing conditions. When the British came to the place, they changed the nature may be top the look of