Historically, rape was considered a crime against property. This was tied to the concept that women were just properties and that their prime asset is their virginity. Hence, when one has sex with someone that is not your wife, one is practically stealing from the father (if the woman is single) or from the husband (if the woman is married).
Generally, there are only two types of rape. One is forcible and the other one is statutory. From the word forcible – there is an application of force, a threat or coercion. Statutory on the other hand is having sex with a minor.
There are four classification of rapist and these are:
Power assertive
Power reassurance
Sexual retaliatory and
Sexual sadism
Power assertive rapists are those who commit the act of rape just to show that they could commit such an act and could get away with it without getting punished.
Power reassurance rapists are those who commit the act of rape because they are insecure about themselves and that the act of raping someone gives them a certain amount of psychological lift that they still matter and is still significant (if not to the community but to their victims).
Sexual retaliatory rapists are those who were victims of sexual abuse themselves and are just passing their horror to somebody else.
Sexual sadism rapists are those who derive pleasure from the misery and agony of other individuals (usually, the victim).
Showing posts with label issue 3. Show all posts
Showing posts with label issue 3. Show all posts
Tuesday, June 10, 2008
Language Colonialism by Claudio V. Tabotabo, MA (January, 2007)
A student asked me why the English speaking policy of TIP did not work well as implemented. I could not give the student a direct and scientific answer. All I got was a humble opinion. It was not the problem of implementation or the people who implemented the policy, but the supposed speakers themselves were the problem (i.e. students and teachers).
Teachers come to the refuge by saying students cannot understand them in English so they are forced to speak in vernacular. The same lament was with the students; they cannot get what the teacher is saying in English.
The point I cannot understand well is that, subjects dealing with figures and numbers are developed in the countries where English is a language and brought to the Philippines in textbooks with English as a medium of instruction and yet these subjects could not be explained well in English.
Readiness does not only mean mastery of what to teach. Teaching methodology always enclosed the kind of language that fit with the learners and not of the teachers. The Ph Ds have their own level of communication, the poets have their own, the novelists have their own and the college students have their own and these levels could not be interchanged with each other. An instructor said students in high school are difficult to teach because teachers have to choose the kind of word to be used. It is true in high school which is also true in college.
Outside the classroom there is another point that needs to be checked. The Filipinos look at English as a status symbol. That anyone who speaks English is somebody and if that somebody flowers his English with a foreign accent he is honored as “sosyal”. The celebrities for instance speak English not because they knew it or they loved it but they used English to identify themselves apart from the rest of their brown brothers. Unfortunately Filipinos learn more from the English of the celebrities than from the English of the teachers. And because the celebrities highlight their American or British accent, the Filipinos strive hard to have the same accent. What come out now is a blatant superficiality and pretensions. An indio with his colonizer’s accent remains an indio no matter what. Some groups call it “colonial caricature”.
English speaking does not mean speaking in American or British accent. The move of call centers now is not accent acquisition but accent neutralization. English speaking people by birth could not do anything than to accept the fact that original English is losing. Today there are more people who speak English who themselves are not English by birth than those who are born with the English tongue. This widening scene somehow erases the English language of William Shakespeare, the original English.
For a purpose of understanding, experts are trying to design something that would maintain the standard. But this standard is definitely not British or American. English in the textbook and words described in the dictionaries are still the most accepted one in a business world. Textbook is still the guiding map for people who venture the correct English and dictionaries are keys to the formal use of English word.
But more than anything else sociologists maintain that a culture cannot be changed by legislation. Language is part of a culture so that it cannot be legislated and cannot be changed overnight. It must be practiced until it become a tradition, and practicing it means using it in the classroom and anywhere in the campus without waiting for making it into a policy. And the prime movers of the practice are teachers.
Teachers come to the refuge by saying students cannot understand them in English so they are forced to speak in vernacular. The same lament was with the students; they cannot get what the teacher is saying in English.
The point I cannot understand well is that, subjects dealing with figures and numbers are developed in the countries where English is a language and brought to the Philippines in textbooks with English as a medium of instruction and yet these subjects could not be explained well in English.
Readiness does not only mean mastery of what to teach. Teaching methodology always enclosed the kind of language that fit with the learners and not of the teachers. The Ph Ds have their own level of communication, the poets have their own, the novelists have their own and the college students have their own and these levels could not be interchanged with each other. An instructor said students in high school are difficult to teach because teachers have to choose the kind of word to be used. It is true in high school which is also true in college.
Outside the classroom there is another point that needs to be checked. The Filipinos look at English as a status symbol. That anyone who speaks English is somebody and if that somebody flowers his English with a foreign accent he is honored as “sosyal”. The celebrities for instance speak English not because they knew it or they loved it but they used English to identify themselves apart from the rest of their brown brothers. Unfortunately Filipinos learn more from the English of the celebrities than from the English of the teachers. And because the celebrities highlight their American or British accent, the Filipinos strive hard to have the same accent. What come out now is a blatant superficiality and pretensions. An indio with his colonizer’s accent remains an indio no matter what. Some groups call it “colonial caricature”.
English speaking does not mean speaking in American or British accent. The move of call centers now is not accent acquisition but accent neutralization. English speaking people by birth could not do anything than to accept the fact that original English is losing. Today there are more people who speak English who themselves are not English by birth than those who are born with the English tongue. This widening scene somehow erases the English language of William Shakespeare, the original English.
For a purpose of understanding, experts are trying to design something that would maintain the standard. But this standard is definitely not British or American. English in the textbook and words described in the dictionaries are still the most accepted one in a business world. Textbook is still the guiding map for people who venture the correct English and dictionaries are keys to the formal use of English word.
But more than anything else sociologists maintain that a culture cannot be changed by legislation. Language is part of a culture so that it cannot be legislated and cannot be changed overnight. It must be practiced until it become a tradition, and practicing it means using it in the classroom and anywhere in the campus without waiting for making it into a policy. And the prime movers of the practice are teachers.
Dan Brown by Ronan S. Estoque, MA (June, 2006)
I recently watched the contentious novel of Dan Brown that was adapted into a film and is currently facing its own controversy here in the country. I am of course referring to the Da Vinci Code. A film that is so controversial that it was almost banned in the republic. A temporary restraining order was issued at first and eventually; the same TRO was lifted after a couple of days.
The dominant SM Cinema decided that it would not show the abovementioned film in their chain and literally, in terms of Box-office equation- such is supposed to affect the commercial outcome of the movie. Unfortunately, the reverse is happening. People are trooping in the movie houses (other than SM) just to see for themselves what's the fuss is all about.
The film is based on a book categorized as fiction. The aborted move of banning the movie is quite an overkill since the author in his book (and the director, in the film adaptation) never claimed that what they are peddling is the truth. Everything was based on the premise of "what if there is an existing bloodline right now that could be tested and proven to have originated from Jesus Christ?"
In this age and time, people really must be more tolerant of wild notions than their forebears. Reacting and reacting badly is a sign of a closed mind. Bigotry is a by-product of a closed mind. Practicing bigotry makes one no different from the terrorist that intentionally crashed 747's in the World Trade Center last September 11, 2001.
Somewhere, there is an element of hypocrisy at play - I just couldn't place my finger where it actually resides. In a market place of open ideas, the author - Mr. Brown is just one of the many peddlers trying to sell entertainment.
--------------------------------------------------------------------------------
According to the Oxford Interactive Law Encyclopedia, Libel is a false and a defamatory statement in writing, in film or in other permanent form. Slander on the other hand is literally the same, it's just that such is spoken and not written.
There are four elements that must be present in order for such to be proven. Publicity; Malicious Intent; Defamation; and Identification. If one is not present then it is not an offense and does not constitute a libel or a slander.
This is just a thought to get our heads straight especially when one cannot differentiate libel from slander.
The dominant SM Cinema decided that it would not show the abovementioned film in their chain and literally, in terms of Box-office equation- such is supposed to affect the commercial outcome of the movie. Unfortunately, the reverse is happening. People are trooping in the movie houses (other than SM) just to see for themselves what's the fuss is all about.
The film is based on a book categorized as fiction. The aborted move of banning the movie is quite an overkill since the author in his book (and the director, in the film adaptation) never claimed that what they are peddling is the truth. Everything was based on the premise of "what if there is an existing bloodline right now that could be tested and proven to have originated from Jesus Christ?"
In this age and time, people really must be more tolerant of wild notions than their forebears. Reacting and reacting badly is a sign of a closed mind. Bigotry is a by-product of a closed mind. Practicing bigotry makes one no different from the terrorist that intentionally crashed 747's in the World Trade Center last September 11, 2001.
Somewhere, there is an element of hypocrisy at play - I just couldn't place my finger where it actually resides. In a market place of open ideas, the author - Mr. Brown is just one of the many peddlers trying to sell entertainment.
--------------------------------------------------------------------------------
According to the Oxford Interactive Law Encyclopedia, Libel is a false and a defamatory statement in writing, in film or in other permanent form. Slander on the other hand is literally the same, it's just that such is spoken and not written.
There are four elements that must be present in order for such to be proven. Publicity; Malicious Intent; Defamation; and Identification. If one is not present then it is not an offense and does not constitute a libel or a slander.
This is just a thought to get our heads straight especially when one cannot differentiate libel from slander.
Odes by Leandro N. Opetina, MA (June, 2006)
Bite the bullet and give it a shot"'
" Break a leg"
" Bring home the bacon"
" Put your best foot forward'
These are some of the instigating statements of those who want to incite anyone struggling in an ordeal of whatever form, to come through.
Pursuing a Master's degree has never been easy to some people. From the moment they attend the first class till the final minute of the defense of a thesis, they need to keep themselves in the right track if they do not want to find themselves lagging behind, or to be in the fog, or limbo. It may not be a matter of life and death but surely every tick of the clock counts a lot. I know these people and I am aware of what they have been through because I used to be one of them.
I remember my first classes in M.A. It was summer of 2002. The first class I had was with a professor who got a name same with that of the ex-husband of an actress and mayor in Batangas. He taught us how to teach through content-based instruction ( CBI ). Though he was a great mentor, I never learned much from his class because I was always ( and I mean always ) 30 minutes late. Attending a 7:00 am class was not easy for me.
The other class I had was with a lady professor whom a few classmates of mine dubbed " as chipmunk'. I don't know why they called her as such. All I knew was that she was a great professor. She taught us " Language Teaching and Testing' Which really shaped me.
The rest of the semesters and summer classes were a consolidation of smiles, shrugs, frowns, nods, laughs, whines, you name it. Truly taking a Master's Degree is a feat----something one may want to remember.
After four tedious and painstaking years of hassles and bustles as I wrestled with the Master's degree from Philippine Normal University, I could never be prouder to say, " I did my best! I made it because I did my best (or maybe I was just lucky?)"
" Break a leg"
" Bring home the bacon"
" Put your best foot forward'
These are some of the instigating statements of those who want to incite anyone struggling in an ordeal of whatever form, to come through.
Pursuing a Master's degree has never been easy to some people. From the moment they attend the first class till the final minute of the defense of a thesis, they need to keep themselves in the right track if they do not want to find themselves lagging behind, or to be in the fog, or limbo. It may not be a matter of life and death but surely every tick of the clock counts a lot. I know these people and I am aware of what they have been through because I used to be one of them.
I remember my first classes in M.A. It was summer of 2002. The first class I had was with a professor who got a name same with that of the ex-husband of an actress and mayor in Batangas. He taught us how to teach through content-based instruction ( CBI ). Though he was a great mentor, I never learned much from his class because I was always ( and I mean always ) 30 minutes late. Attending a 7:00 am class was not easy for me.
The other class I had was with a lady professor whom a few classmates of mine dubbed " as chipmunk'. I don't know why they called her as such. All I knew was that she was a great professor. She taught us " Language Teaching and Testing' Which really shaped me.
The rest of the semesters and summer classes were a consolidation of smiles, shrugs, frowns, nods, laughs, whines, you name it. Truly taking a Master's Degree is a feat----something one may want to remember.
After four tedious and painstaking years of hassles and bustles as I wrestled with the Master's degree from Philippine Normal University, I could never be prouder to say, " I did my best! I made it because I did my best (or maybe I was just lucky?)"
What am I Thinking? by Alma G. Calimbo (June, 2005)
When Agatha was three years old, she would put her little palms on her mom's cheeks and asks " Mommy, what am I thinking?" It was a very difficult question. Nobody could know someone's thought! But Agatha's mom would play along,
" You're thinking of ice-cream"
" No!"
" Sun, moon, and stars?"
" No!"
If only we could read other people's thoughts. Then we could help solve their problems or make them feel better without having them to talk! Now a lady and an intelligent thinker, Agatha has learned that nobody --not even mommies- could read anybody's thought. Only GOD can. He truly understands us, but sometimes we can never understand Him. We can't see why things don't turn out our way. We question why He allows some bad things to happen but we don't have to understand His thoughts and His ways because we CAN'T. All we need to do is to remember His great LOVE for us.
" You're thinking of ice-cream"
" No!"
" Sun, moon, and stars?"
" No!"
If only we could read other people's thoughts. Then we could help solve their problems or make them feel better without having them to talk! Now a lady and an intelligent thinker, Agatha has learned that nobody --not even mommies- could read anybody's thought. Only GOD can. He truly understands us, but sometimes we can never understand Him. We can't see why things don't turn out our way. We question why He allows some bad things to happen but we don't have to understand His thoughts and His ways because we CAN'T. All we need to do is to remember His great LOVE for us.
TIP Calls for Gawad Kalinga Empowerment by Aquilina V. Redo, MA (June, 2005)
TIP administrators urged the whole community to join in the Gawad Kalinga (GK) Empowerment as they led a seminar last June 20, 2006 at the TIP Arlegui Seminar Room, With VP HRD Engr. Ramon de Leon as the resource speaker.
Through the initiative of the various deans, heads and other administrators, TIP has adopted a GK site in Tatalon, Quezon City since summer. In the said seminar, they shared their heartwarming experiences with other deans, coordinators, faculty members, and student- representative from different colleges and personnel from the different offices.
Starting with a video showing of the Tatalon site and GK sites, the seminar presented how TIP participated in the GK project,showcasing the "pasa-pasa system" of the hollow blocks in the buiding of homes for the poor.
Ms. Melfi Caranto, OSA Head shared, " Kahit tumutulo yung aming pawis, ang sarap ng feeling dahil may naiiambag kang tulong".
A resource speaker from GK site then explained the Bayan Concept. He said that after his graduation, he wanted to go abroad, but when he got involved with GK, he remained in the country serving the poor Filipino communities.
Currently, he said that there are 50- 100 GK sites all over the country and there are 30 universities or colleges working with the GK, aiming for the vision of " Walang Pinoy Squatter sa Sariling Bayan".
Amazingly, when the whole world sees the transparency in GK building houses, it attracted donors and volunteers coming from different government agencies, senators, congressmen, mayors, and even the Vice President and the President; from local industries like Petron, Jollibee, SMART. PLDT; from universities like Ateneo de Manila, La Salle University, University of the Philippines, University of the East, Don Bosco Technical Institute, Mapua institute, Pamantasan ng Lungsod ng Manila; and from Canada, England, Austalia, U.S. and among others.
One of the recipients of GK is Brookside of Payatas, named Rambo, narrated his life before GK came to their lives, " Noong bata pa po ako, mga siyam na taong gulang ako noon, ang pinagkakakitaan ng aking ama ay pagbabasura na ipinambibili lamang ng shabu sa halip na pagkain naming mag-anak. At ang aking ina ay may sakit ng panahong iyon, napilitan akong mamulot ng mga basura upang mapagkakitaan din ay pilit kong inuunawa ang kalagayan ng aming buhay. Namumulot din kami ng pagkain sa mga basurahan, iluluto ang mga ito at nagsisilbing pagkain namin. Naranasan din namin na tuwing tag-ulan, tag-ulan din sa labas at maging sa loob ng aming bahay. Nasabi ko sa aking sarili habang ako'y umiiyak sa Panginoon, ' Panginoon bakit pinagkalooban mo kami ng ganitong buhay? Bakit ang ibang mga bata, natutulog nang mahimbing sa panahong ito, ngunit kami ay nagtitiis ng ganito? Kailan mo kami tutulungan? Dahil sa karanasan kong ito, kinamuhian ko ang aking ama,ngunit ang lahat ng ito ay napawi nang dumating ang GK sa amin."
His mother named Cora, likewise affirmed her son's narration and shared also how they brought her husband to the rehabilitation center, brought food picked up from garbage for him, and loved him despite his shortcomings. This eventually transformed her husband's heart that when he was released, they immediately joined the Couples for Christ. Now, her husband is already the vice president of their cooperative. This story indeed touched the audience's heart
A CFC member from West B of Tatalon site, Bro. Maning Alba, said "Nagpapasalamat kami sa TIP na may pagpapahayag na kabahagi ng GK. Naniniwala ako na ang bawat isa ay may likas na kabayanihan."
He added that before, one needs to die to become a hero, but today, one can already be a living hero.
Addressing to the students, he then challenged them, " Handa ba kayong bumaba upang makibahagi sa GK?" To which the students responded, " Kasali kami riyan! Kasali ako riyan!
For Bro. Lito, another sharer from Bagong Silang , the biggest barangay in Asia to become a relocation area, the Bayanihan Concept of GK is love, shaing, and concern, since GK means less for self, more for others.
He explained the concept of "padugo system" which means giving time, effort, talents, generosity with accountability. Thus, the call for GK is to foster " bayanihan" by working all together to upgrade not only our selves but for others.
He said, " We are called to be a light". He illustrated this with an anecdote of a matchbox with three pieces of matchsticks. The first is for the ears, the second for the toothpick, and the third for light purposes.
With this, he ended, " Let us stand with patriotism and witness the rebirth of the Filipino people".
With the same vision, Engr.de Leon also inspired the audience with words: " I also came from a poor family that is why I told my self I have to study hard to become a millionaire someday. With my own efforts, at the age of 25, I have everything, yet, I felt I have nothing. But when I joined the Couples for Christ, I found the joy of giving and the feeling of emptiness then disappeared."
VP for Academic Affairs, Dr. Maria Consuelo V. Flora, followed by the VP for Administration, Angelita S. Soliven, closed the program with an invitation for the whole TIP community to respond to the Gawad Kalinga's Empowerment call.
Through the initiative of the various deans, heads and other administrators, TIP has adopted a GK site in Tatalon, Quezon City since summer. In the said seminar, they shared their heartwarming experiences with other deans, coordinators, faculty members, and student- representative from different colleges and personnel from the different offices.
Starting with a video showing of the Tatalon site and GK sites, the seminar presented how TIP participated in the GK project,showcasing the "pasa-pasa system" of the hollow blocks in the buiding of homes for the poor.
Ms. Melfi Caranto, OSA Head shared, " Kahit tumutulo yung aming pawis, ang sarap ng feeling dahil may naiiambag kang tulong".
A resource speaker from GK site then explained the Bayan Concept. He said that after his graduation, he wanted to go abroad, but when he got involved with GK, he remained in the country serving the poor Filipino communities.
Currently, he said that there are 50- 100 GK sites all over the country and there are 30 universities or colleges working with the GK, aiming for the vision of " Walang Pinoy Squatter sa Sariling Bayan".
Amazingly, when the whole world sees the transparency in GK building houses, it attracted donors and volunteers coming from different government agencies, senators, congressmen, mayors, and even the Vice President and the President; from local industries like Petron, Jollibee, SMART. PLDT; from universities like Ateneo de Manila, La Salle University, University of the Philippines, University of the East, Don Bosco Technical Institute, Mapua institute, Pamantasan ng Lungsod ng Manila; and from Canada, England, Austalia, U.S. and among others.
One of the recipients of GK is Brookside of Payatas, named Rambo, narrated his life before GK came to their lives, " Noong bata pa po ako, mga siyam na taong gulang ako noon, ang pinagkakakitaan ng aking ama ay pagbabasura na ipinambibili lamang ng shabu sa halip na pagkain naming mag-anak. At ang aking ina ay may sakit ng panahong iyon, napilitan akong mamulot ng mga basura upang mapagkakitaan din ay pilit kong inuunawa ang kalagayan ng aming buhay. Namumulot din kami ng pagkain sa mga basurahan, iluluto ang mga ito at nagsisilbing pagkain namin. Naranasan din namin na tuwing tag-ulan, tag-ulan din sa labas at maging sa loob ng aming bahay. Nasabi ko sa aking sarili habang ako'y umiiyak sa Panginoon, ' Panginoon bakit pinagkalooban mo kami ng ganitong buhay? Bakit ang ibang mga bata, natutulog nang mahimbing sa panahong ito, ngunit kami ay nagtitiis ng ganito? Kailan mo kami tutulungan? Dahil sa karanasan kong ito, kinamuhian ko ang aking ama,ngunit ang lahat ng ito ay napawi nang dumating ang GK sa amin."
His mother named Cora, likewise affirmed her son's narration and shared also how they brought her husband to the rehabilitation center, brought food picked up from garbage for him, and loved him despite his shortcomings. This eventually transformed her husband's heart that when he was released, they immediately joined the Couples for Christ. Now, her husband is already the vice president of their cooperative. This story indeed touched the audience's heart
A CFC member from West B of Tatalon site, Bro. Maning Alba, said "Nagpapasalamat kami sa TIP na may pagpapahayag na kabahagi ng GK. Naniniwala ako na ang bawat isa ay may likas na kabayanihan."
He added that before, one needs to die to become a hero, but today, one can already be a living hero.
Addressing to the students, he then challenged them, " Handa ba kayong bumaba upang makibahagi sa GK?" To which the students responded, " Kasali kami riyan! Kasali ako riyan!
For Bro. Lito, another sharer from Bagong Silang , the biggest barangay in Asia to become a relocation area, the Bayanihan Concept of GK is love, shaing, and concern, since GK means less for self, more for others.
He explained the concept of "padugo system" which means giving time, effort, talents, generosity with accountability. Thus, the call for GK is to foster " bayanihan" by working all together to upgrade not only our selves but for others.
He said, " We are called to be a light". He illustrated this with an anecdote of a matchbox with three pieces of matchsticks. The first is for the ears, the second for the toothpick, and the third for light purposes.
With this, he ended, " Let us stand with patriotism and witness the rebirth of the Filipino people".
With the same vision, Engr.de Leon also inspired the audience with words: " I also came from a poor family that is why I told my self I have to study hard to become a millionaire someday. With my own efforts, at the age of 25, I have everything, yet, I felt I have nothing. But when I joined the Couples for Christ, I found the joy of giving and the feeling of emptiness then disappeared."
VP for Academic Affairs, Dr. Maria Consuelo V. Flora, followed by the VP for Administration, Angelita S. Soliven, closed the program with an invitation for the whole TIP community to respond to the Gawad Kalinga's Empowerment call.
Monday, June 9, 2008
Core vs. Context by Ronan S. Estoque, MA (July, 2005)
Recently, I have read a book entitled "Living on the Fault Line" authored by Geoffrey A. Moore. It was basically a usual garden-variety management book- but what caught my attention however was his discussion of "what is core" and "what is context".
Accordingly, core was defined as the prime reason for being while the rest are context.
Applied in an academic model, core for a teaching institution is instruction, the rest of other activities are of secondary consideration and are thus considered context.
The concept of what is "core" differs from one person to another. A "core" for a security director of course would be the protection of the school, employees and students, a "core" for a research director would be the production of researches for the institution, a "core" for a HR person would be the hiring, firing and training of personnel while for a faculty, the "core" would be teaching.
Though there is nothing wrong with being pre-occupied with research, community outreach program, academic linkages, security, marketing and other multivariate personnel requirements, it is always better to identify what is "core" and what is "context". Because sooner or later, there will be a conflict between a core demand and a demand of context. Whether one would attend to instruction or to a marketing demand or security requirements, a core differs from one individual to another. And sometimes, instruction (teaching), which is the prime reason that one is in the academe, is sacrificed to attend to the demands of context.
What would an academic unit achieve when it is good in research, marketing, community outreach, industry linkages, HR practices and even security matters and yet fails miserably in instruction?
There is an adage that says "no one could serve two masters at the same time", such - I suppose is applicable here. In a car, there must be only one steering wheel; an additional steering wheel would be disastrous for it will pull the car in another direction. Maybe, a better board performance is in the horizon if there are few distractions and we could buckle down to what is core and focus on it...
Accordingly, core was defined as the prime reason for being while the rest are context.
Applied in an academic model, core for a teaching institution is instruction, the rest of other activities are of secondary consideration and are thus considered context.
The concept of what is "core" differs from one person to another. A "core" for a security director of course would be the protection of the school, employees and students, a "core" for a research director would be the production of researches for the institution, a "core" for a HR person would be the hiring, firing and training of personnel while for a faculty, the "core" would be teaching.
Though there is nothing wrong with being pre-occupied with research, community outreach program, academic linkages, security, marketing and other multivariate personnel requirements, it is always better to identify what is "core" and what is "context". Because sooner or later, there will be a conflict between a core demand and a demand of context. Whether one would attend to instruction or to a marketing demand or security requirements, a core differs from one individual to another. And sometimes, instruction (teaching), which is the prime reason that one is in the academe, is sacrificed to attend to the demands of context.
What would an academic unit achieve when it is good in research, marketing, community outreach, industry linkages, HR practices and even security matters and yet fails miserably in instruction?
There is an adage that says "no one could serve two masters at the same time", such - I suppose is applicable here. In a car, there must be only one steering wheel; an additional steering wheel would be disastrous for it will pull the car in another direction. Maybe, a better board performance is in the horizon if there are few distractions and we could buckle down to what is core and focus on it...
Literature of Life by Rohaida P. Maunting, MA (July 2005)
Literature is a written account of writers, which mirrors the depth of the society they live in. It is a product of man's knowledge way of thinking and man's impression of life.
When I think of the word literature, immortality comes into my mind. Immortality because the writers become immortal since their ideas live in the hearts of those who read their works. This made me realize the role of literature in the transformation of the individual and the society as a whole. What Plato, Sophocles and Aristophanes accomplished has remained of permanent value and significance.
Literature makes man equipped with knowledge that will help him understand the value of life and diversity of culture. It augments social acceptance and cooperation in a group. This will direct us to unity instead of divisiveness. Uncle Tom's Cabin stirred emotions so violently that become one of the factors leading to the abolition of slavery in the United States.
Man will be aware of the past. We will learn the mistakes of the men before us and learn some recipes for human success. What Alexander the Great did for Macedonia was later duplicated if not excelled by other warriors and rules in the remarkable feats of conquest.
Through literature man is brought into the world of thought and imagination, an adventure which enables him to acquire a clearer deeper understanding of reality. It was the power of Rizal's forceful pen that aroused fear and hatred among the Spaniards in the Philippines. His works have lived and have continued to exert powerful influence among the Filipinos. With insights that literature can encourage, one may develop those capacities that can help everyone becomes a leader.
Making literature as a source of inspiration our lives will live under the light of distant stars, leading us to put energies to full account to develop a creative society.
When I think of the word literature, immortality comes into my mind. Immortality because the writers become immortal since their ideas live in the hearts of those who read their works. This made me realize the role of literature in the transformation of the individual and the society as a whole. What Plato, Sophocles and Aristophanes accomplished has remained of permanent value and significance.
Literature makes man equipped with knowledge that will help him understand the value of life and diversity of culture. It augments social acceptance and cooperation in a group. This will direct us to unity instead of divisiveness. Uncle Tom's Cabin stirred emotions so violently that become one of the factors leading to the abolition of slavery in the United States.
Man will be aware of the past. We will learn the mistakes of the men before us and learn some recipes for human success. What Alexander the Great did for Macedonia was later duplicated if not excelled by other warriors and rules in the remarkable feats of conquest.
Through literature man is brought into the world of thought and imagination, an adventure which enables him to acquire a clearer deeper understanding of reality. It was the power of Rizal's forceful pen that aroused fear and hatred among the Spaniards in the Philippines. His works have lived and have continued to exert powerful influence among the Filipinos. With insights that literature can encourage, one may develop those capacities that can help everyone becomes a leader.
Making literature as a source of inspiration our lives will live under the light of distant stars, leading us to put energies to full account to develop a creative society.
Cultural Borrowings by Claudio V. Tabotabo, MA (July 2005)
While searching for an epic singer in the bun-docks of Mindanao, I came across with a subanun raconteur who narrated to me a tale which structure is a facsimile of the African tradition. Here is the story told by the Subanun storyteller and the version from the textbook. First the Subanun.
In the kingdom under the sea the daughter of the king is sick and only the heart of monkey could cure the sickness. The king summoned all his subjects to announce the great reward to anyone who could bring monkey. Of all the champions around only the squid swears to bring one.
The squid comes to the surface of the sea to do his promise. Not far from him there is a gang of monkeys. They are noisy collecting seashells. The squid comes and talks to the one that is separated from the group. "There is abundance of fruits under the sea". The squid tells the monkey. "If you will go with me under the sea" the squid continues "you shall have all the fruits that you have not tasted in your life". The monkey looks around and at his companions. "Come" the squid calls him. "Umm" the monkey wants to say something but the squid pulls his arms then they go to the kingdom under the sea.
The kingdom is near when the squid tells the monkey about the motive of the invitation.
The monkey trembles in fear but able to find a way to mislead the squid. He tells the squid that his heart is not with him on that day. His heart is left in the house with hearts of his companions. He said he is going back to get it. The squid is persuaded so the monkey swims fast back to the surface.
At once in the seashore the monkey runs and never returns. After an hour of waiting the squid declares his failure and sadly goes back to the kingdom under the sea.
Informed of the failure to get monkey the king orders his men to punish the squid.
The unlucky squid is beaten, whipped and pounded until his bones turn powder that made him boneless today.
Here's the African version from one of our literature textbooks.
There are two friends, a monkey and a shark. One day the shark invites the monkey to his house under the sea. At first the monkey is reluctant to go under the sea with his friend. He tells the shark that monkeys are not used to getting their fur wet. Besides he does not know how to swim. The shark promises the monkey that he will carry him on the way to the kingdom and assures him that he won't get wet in the journey. The monkey looks doubtful but at the end settles himself at the back of the shark then to the bottom of the sea they proceed.
The monkey has a good time looking at the wonders under the sea. But before they arrive, the shark tells the monkey the purpose of the invitation to go under the sea. He tells the monkey that the strongest and biggest of all the sharks under the sea is dying and to save him the kingdom needs must get heart of a monkey. The monkey is terrified, afraid and began to cry but able to think of a plan of escape. He tells his friend "well since we are friends I am bound to help you." But first let us go back to the land because I left my heart hanging on one of the branches. He further tells the shark that monkeys do not use their hearts at night. The shark is outwitted so he changes his course to go back to the dry land.
Reaching the land the monkey tells the shark to wait and the latter does as told. Finally, from the branch of a huge tree, the shark hears the monkey laughing at him. "My heart is right here in the center of my breast". "I am lost" the shark mumbles. "Friendship is over." The monkey shouts from the branch.
Well, one will ponder and perhaps skim over the history book to find out if there was an early contact between Filipinos and Africans.
There was no contact between the two peoples. The African tradition was brought to the Philippines by way of the Arab merchants who settled in Jolu in the early 13th century. In fact in the heart of Jolu island today there is a local version of the European folktale Cinderella.
There is always a borrowing of traditions. So don't be surprised if you will find on the shelf of the known bookstore of the country a Filipino version of Harry Potter.
In the kingdom under the sea the daughter of the king is sick and only the heart of monkey could cure the sickness. The king summoned all his subjects to announce the great reward to anyone who could bring monkey. Of all the champions around only the squid swears to bring one.
The squid comes to the surface of the sea to do his promise. Not far from him there is a gang of monkeys. They are noisy collecting seashells. The squid comes and talks to the one that is separated from the group. "There is abundance of fruits under the sea". The squid tells the monkey. "If you will go with me under the sea" the squid continues "you shall have all the fruits that you have not tasted in your life". The monkey looks around and at his companions. "Come" the squid calls him. "Umm" the monkey wants to say something but the squid pulls his arms then they go to the kingdom under the sea.
The kingdom is near when the squid tells the monkey about the motive of the invitation.
The monkey trembles in fear but able to find a way to mislead the squid. He tells the squid that his heart is not with him on that day. His heart is left in the house with hearts of his companions. He said he is going back to get it. The squid is persuaded so the monkey swims fast back to the surface.
At once in the seashore the monkey runs and never returns. After an hour of waiting the squid declares his failure and sadly goes back to the kingdom under the sea.
Informed of the failure to get monkey the king orders his men to punish the squid.
The unlucky squid is beaten, whipped and pounded until his bones turn powder that made him boneless today.
Here's the African version from one of our literature textbooks.
There are two friends, a monkey and a shark. One day the shark invites the monkey to his house under the sea. At first the monkey is reluctant to go under the sea with his friend. He tells the shark that monkeys are not used to getting their fur wet. Besides he does not know how to swim. The shark promises the monkey that he will carry him on the way to the kingdom and assures him that he won't get wet in the journey. The monkey looks doubtful but at the end settles himself at the back of the shark then to the bottom of the sea they proceed.
The monkey has a good time looking at the wonders under the sea. But before they arrive, the shark tells the monkey the purpose of the invitation to go under the sea. He tells the monkey that the strongest and biggest of all the sharks under the sea is dying and to save him the kingdom needs must get heart of a monkey. The monkey is terrified, afraid and began to cry but able to think of a plan of escape. He tells his friend "well since we are friends I am bound to help you." But first let us go back to the land because I left my heart hanging on one of the branches. He further tells the shark that monkeys do not use their hearts at night. The shark is outwitted so he changes his course to go back to the dry land.
Reaching the land the monkey tells the shark to wait and the latter does as told. Finally, from the branch of a huge tree, the shark hears the monkey laughing at him. "My heart is right here in the center of my breast". "I am lost" the shark mumbles. "Friendship is over." The monkey shouts from the branch.
Well, one will ponder and perhaps skim over the history book to find out if there was an early contact between Filipinos and Africans.
There was no contact between the two peoples. The African tradition was brought to the Philippines by way of the Arab merchants who settled in Jolu in the early 13th century. In fact in the heart of Jolu island today there is a local version of the European folktale Cinderella.
There is always a borrowing of traditions. So don't be surprised if you will find on the shelf of the known bookstore of the country a Filipino version of Harry Potter.
What is Pop-Ed? A Prelude by Jeffrey Bartilet (July, 2005)
Out of Step, that seems to be a modest phrase for something creative and progressive as Pop-ed. Pop-Ed, or Popular Education, is a lattice-work of multifarious forms of pedagogical frameworks from different groups, disciplines and genres - from the critical and concientisizing pedagogy set forth by the Brazilian educator Paulo Freire, whose seminal work on theory and practice of education, Pedagogy of the Oppressed, set the tone for an alternative paradigm of education, to the banana que vendor in our "kanto" engage in his daily business affairs; or from J. Krishnamurti's Oriental outlooks on consciousness, to the Post-structuralist and Postmodern exhortations of Continental thinkers such as Michel Foucault and Jean Francois Lyotard - conceived in the very recent theoretical history and historical past by educators, community workers and non-government organizations.
And yet behind this complexity lies the simplicity of Pop-ed. In fact, simplicity is one of the key features of Popular Education. As former TESDA head and Popular Democracy advocate Edicio dela Torre puts it:
""Pop-ed is accessible, it is not elitist. It simplifies...puwedeng maintindihan ng nakararami, but it is not boring. Kwuela, enjoy kaya tanggap... It has a standpoint...it emphasizes content: whatever is 'true' and 'correct'. It is liberating, empowering; it allows people to creatively express themselves, not necessarily 'correctly', but certainly 'authentically' ".
Pop-ed, as a learner-centered pedagogy, is participative in its approach. Everyone, teacher and students alike, has a stake in the generation and sharing of knowledge by using their experiences as rudimentary elements in the collective learning process. This creative, emancipator and critical facet of Pop-Ed makes education more in touch with reality and therefore tenaciously overcoming the learner's "alienation" to education.
Pop-Ed, being less expert oriented and more learner centered, tries to efface relations of power. The orthodox conception that teacher is the sole source of knowledge and authority is no longer viewed from a liberating standpoint is no longer the case as far as Pop-Ed is concerned. Firmly entrench in its goal of empowering each individual, Pop-Ed makes people/students to listen to views other than their own (even if these views are contrary to what they strongly believe in), emboldens them to read reality (their social and historical conditions, the dilemmas within their families and community, and if possible relate these to national situation), and encourages them to speak and mobilize them to action (making the necessary steps to solve these problems).
Pop-Ed presents a very enriching, enlivening and encouraging alternative to present pedagogical frameworks. Although Pop-Ed is widely used in literacy and numeracy campaigns in community development efforts and in the nonformal education sector by NGOs, it still has to see action in the formal educational sphere. Be that as it may, it still has to attain wide acceptance, as Popular Educators are not created overnight. Training is only a portion of it. It also takes skill, as education becomes an art. Also, academics and teachers still cling to orthodox methods of teaching from which they have either learned or have imbibed from their predecessors and/or colleagues and have come to embrace due putative practices.
And yet behind this complexity lies the simplicity of Pop-ed. In fact, simplicity is one of the key features of Popular Education. As former TESDA head and Popular Democracy advocate Edicio dela Torre puts it:
""Pop-ed is accessible, it is not elitist. It simplifies...puwedeng maintindihan ng nakararami, but it is not boring. Kwuela, enjoy kaya tanggap... It has a standpoint...it emphasizes content: whatever is 'true' and 'correct'. It is liberating, empowering; it allows people to creatively express themselves, not necessarily 'correctly', but certainly 'authentically' ".
Pop-ed, as a learner-centered pedagogy, is participative in its approach. Everyone, teacher and students alike, has a stake in the generation and sharing of knowledge by using their experiences as rudimentary elements in the collective learning process. This creative, emancipator and critical facet of Pop-Ed makes education more in touch with reality and therefore tenaciously overcoming the learner's "alienation" to education.
Pop-Ed, being less expert oriented and more learner centered, tries to efface relations of power. The orthodox conception that teacher is the sole source of knowledge and authority is no longer viewed from a liberating standpoint is no longer the case as far as Pop-Ed is concerned. Firmly entrench in its goal of empowering each individual, Pop-Ed makes people/students to listen to views other than their own (even if these views are contrary to what they strongly believe in), emboldens them to read reality (their social and historical conditions, the dilemmas within their families and community, and if possible relate these to national situation), and encourages them to speak and mobilize them to action (making the necessary steps to solve these problems).
Pop-Ed presents a very enriching, enlivening and encouraging alternative to present pedagogical frameworks. Although Pop-Ed is widely used in literacy and numeracy campaigns in community development efforts and in the nonformal education sector by NGOs, it still has to see action in the formal educational sphere. Be that as it may, it still has to attain wide acceptance, as Popular Educators are not created overnight. Training is only a portion of it. It also takes skill, as education becomes an art. Also, academics and teachers still cling to orthodox methods of teaching from which they have either learned or have imbibed from their predecessors and/or colleagues and have come to embrace due putative practices.
Seven Sins and Virtues by Rogelio G. Dela Cruz, Ph. D. (July, 2005)
In Medieval Europe the "Four Cardinal Virtues" -- wisdom, justice, courage, and temperance -- were the virtues listed in Plato's Republic. The three Christian or Theological virtues -- faith, hope, and charity -- were given by St. Paul (Corinthians I, 13:13). These seven together are sometimes said to correspond to the Seven Deadly Sins -- pride, envy wrath, sloth, avarice, gluttony, and lust.
A clue to this, however, may be found in Dante's Divine Comedy. The levels of Purgatory in the Purgatorio are organized around the Seven Sins, while the levels of Heaven are organized around the seven virtues in the Paradiso. If we match these up, top to top and bottom to bottom, we get the following table. At the top of the table is Love (or Charity), which of course is the most characteristic of God in Christianity, and Lust, characteristic of the highest circle of Purgatory for Dante, and which may be the functional equivalent of love for some people.
Virtues Vices
Love/Charity, Caritas Lust, Luxuria
HopeSpes GluttonyGula
Faith, Fides Avarice/Greed, Avaritia
Temperance, Temperantia Sloth, Acedia
Justice, Iustitia Wrath, Ira
Courage, Fortitudo Envy, Invidia
Wisdom, Sapientia Pride, Superbia
It is not hard to see how Love and Lust correspond to each other. The others, if they are really supposed to correspond, pose more of a challenge.
That Wrath can be a corrupted sense of Justice is something that we might see at the end of the very disturbing movie Seven (1995), where Brad Pitt, who has tracked down the serial murderer Kevin Spacey (who has killed people whom he thinks are guilty of each of the Seven Deadly Sins) and has just discovered that the man has also murdered and decapitated Pitt's own pregnant wife.
Someone who thinks they are Wise, but isn't, is likely to be Proud. One who is Slothful, may sometimes appear Temperament, but only because they are too lazy to do wrong or overindulge, not because they are deliberately restraining themselves. Explanations could be produced for the other matches, but they seem less obvious.
A clue to this, however, may be found in Dante's Divine Comedy. The levels of Purgatory in the Purgatorio are organized around the Seven Sins, while the levels of Heaven are organized around the seven virtues in the Paradiso. If we match these up, top to top and bottom to bottom, we get the following table. At the top of the table is Love (or Charity), which of course is the most characteristic of God in Christianity, and Lust, characteristic of the highest circle of Purgatory for Dante, and which may be the functional equivalent of love for some people.
Virtues Vices
Love/Charity, Caritas Lust, Luxuria
HopeSpes GluttonyGula
Faith, Fides Avarice/Greed, Avaritia
Temperance, Temperantia Sloth, Acedia
Justice, Iustitia Wrath, Ira
Courage, Fortitudo Envy, Invidia
Wisdom, Sapientia Pride, Superbia
It is not hard to see how Love and Lust correspond to each other. The others, if they are really supposed to correspond, pose more of a challenge.
That Wrath can be a corrupted sense of Justice is something that we might see at the end of the very disturbing movie Seven (1995), where Brad Pitt, who has tracked down the serial murderer Kevin Spacey (who has killed people whom he thinks are guilty of each of the Seven Deadly Sins) and has just discovered that the man has also murdered and decapitated Pitt's own pregnant wife.
Someone who thinks they are Wise, but isn't, is likely to be Proud. One who is Slothful, may sometimes appear Temperament, but only because they are too lazy to do wrong or overindulge, not because they are deliberately restraining themselves. Explanations could be produced for the other matches, but they seem less obvious.
Friday, June 6, 2008
Another Look at the "Gendered" Species By Benigno V. Faral (April, 2004)
I once had a friend whose real name was Virgilio and we used to call him Billy. He whole-heartedly accepted to be named, firstly, because to him it sounded better than "Viong" or "Virgiling" and secondly, it somehow provided him a kind of connection with his pop idol, and namesake (Tukayo Kami), Billy Joel. Even the manliest of men will not mind being called Billy especially without any suspicion that the first name is Avelino, or Abelardo or Isabelo--- not until he discovers that Billy is a male goat. And his machismo has the lowly Nanny as its match, not Nanny the baby sitter but Nanny the female goat.
What one cannot seem to comprehend is why "mare' does not match with "pare" but rather with a stallion. There is something wrong a somewhere--- and I do not mean this polluted mind. He has to review his grammar specifically the noun genders because this makes not that famous address everyone prefixes to the name of Winnie Monsod of "Debate", but a female horse which has stallion as the masculine counter part. We say that when it swims, walks and quacks like a duck, it is a duck. Not puttee, because a drake, the male of the species acts and looks like a duck, the female but no matter, it is still a drake.
This fowl’s cousin, the goose has surely gained tremendous recognition if we were to judge by such mouthpieces as granny goose or mother goose, which explicitly announce that a goose is a site. However, with the absence of gander recall to match, I doubt if it ever registered into kid’ collective consciousness that goose and gander are opposite. How about a grandly (Grand Daddy) gander for a consumer or pop gander for a nursery rhyme 2 by then. One has the choice to describe his feeling of coldness as either having goose pimple or gander acne depending on his skin condition.
We indiscriminately call a canine or a Dalmatian a "Dog" thinking that this four-legged animal has that term as its common name. "Dog" of course is masculine while the feminine is "bitch". That is perhaps the reason why nobody ever wants to be called son-of-a bitch, granting that the more serious implication is put aside. I am just wondering if calling him son-of-a-dog equally demeans one.
What one cannot seem to comprehend is why "mare' does not match with "pare" but rather with a stallion. There is something wrong a somewhere--- and I do not mean this polluted mind. He has to review his grammar specifically the noun genders because this makes not that famous address everyone prefixes to the name of Winnie Monsod of "Debate", but a female horse which has stallion as the masculine counter part. We say that when it swims, walks and quacks like a duck, it is a duck. Not puttee, because a drake, the male of the species acts and looks like a duck, the female but no matter, it is still a drake.
This fowl’s cousin, the goose has surely gained tremendous recognition if we were to judge by such mouthpieces as granny goose or mother goose, which explicitly announce that a goose is a site. However, with the absence of gander recall to match, I doubt if it ever registered into kid’ collective consciousness that goose and gander are opposite. How about a grandly (Grand Daddy) gander for a consumer or pop gander for a nursery rhyme 2 by then. One has the choice to describe his feeling of coldness as either having goose pimple or gander acne depending on his skin condition.
We indiscriminately call a canine or a Dalmatian a "Dog" thinking that this four-legged animal has that term as its common name. "Dog" of course is masculine while the feminine is "bitch". That is perhaps the reason why nobody ever wants to be called son-of-a bitch, granting that the more serious implication is put aside. I am just wondering if calling him son-of-a-dog equally demeans one.
Joy By Aquilina V. Redo (April, 2004)
To have a family of her own, is perhaps, every girl’s fantasy during my time. Thoughts of her dream lad while walking down the aisle with the wedding bliss and thoughts of bearing children as a traditional "essence of being a woman" make each little girl long for such a happy family. As simple as that, these thoughts, these dreams – they are woven just like the fairy tales: meeting the prince to marry and settle down for the story to have a happy ending.
It’s all as simple as that, not until I knew Joy.
Joy was a typical rural girl back then. As the eldest among her brothers and sisters, she got acquainted with the hardships of life at a very early age. Childhood, indeed, was too short for her since she had to assist her father in the rice fields while she was still young. As she grew, the more she knew how poor they were. She had to be away from her family to work while studying. Too seldom did she have the chance to play with her younger brothers and sisters. And as her brothers and sisters grew, they had to work on their own as well to help for their family’s finances and to continue studying. As each of them worked, being together was definitely a rare moment.
Separate lives -distant, busy, independent- Joy and her brothers and sisters were then used to working far away from one another. Separation thus became an irrevocable sorrow for them because they would forever lose the enjoyable memories that they could have shared if only they were together. The closeness that siblings of other families share cannot grow anymore among them though how much she tried. Poverty snatched this closeness away from them.
So when Joy went to Manila to work and finish college, she built her dream of having a family, a family that will grow in closeness and togetherness----something that she had not experienced with her family before. Since then, it had become her personal vow.
But life wasn’t easy for her. When she reached her late twenties, still, she feared that she would no longer attain her dream. The sight of old maids among her colleagues in her teaching profession seemed to strengthen more this fear. She prayed hard that her present boyfriend at that time would ask her to marry him. She was not getting any younger to bear children as time progresses, she thought.
One day, during her usual class discussion as a college professor, she met an unusual student, who was supposed to be in that room only after her class and yet, he chose to stay. Since then, this guy became her student, to her surprise.
And one day, while she was discussing two nouns that can take a singular form like "spoon and fork is. . . " and "bread and butter is", she asked her students to give their own examples.
The guy, the unusual students, raised his hand while grinning.
She trembled, this student was up to something. But she could not anymore avoid calling him for he was enthusiastically raising his hand.
My sweet and heart go together.
The class laughed with the guy’s answer.
And that was the start of the guy wooing her. She was really afraid that she would be older than he would be. So she wished hard that the guy might slip in their conversations and spill his age.
She found our later that the guy is two years older than she, to her relief. And later that year, too, they were married.
She was 30 years old then and happy.
Today, Joy has four siblings: with 23 years old as the eldest and 14 years old as the youngest. And until this very day, they live closely together in prayers and harmony though how many storms passed their home. She is blessed with a very loving husband and talented children.
Joy is still teaching today, with her students as her extended children. Her students and her family----- they are more than a dream-come-true.
I placed my hand above my chest, closed my eyes and whispered a prayer--- thankful to God that I have found Joy in my heart.
It’s all as simple as that, not until I knew Joy.
Joy was a typical rural girl back then. As the eldest among her brothers and sisters, she got acquainted with the hardships of life at a very early age. Childhood, indeed, was too short for her since she had to assist her father in the rice fields while she was still young. As she grew, the more she knew how poor they were. She had to be away from her family to work while studying. Too seldom did she have the chance to play with her younger brothers and sisters. And as her brothers and sisters grew, they had to work on their own as well to help for their family’s finances and to continue studying. As each of them worked, being together was definitely a rare moment.
Separate lives -distant, busy, independent- Joy and her brothers and sisters were then used to working far away from one another. Separation thus became an irrevocable sorrow for them because they would forever lose the enjoyable memories that they could have shared if only they were together. The closeness that siblings of other families share cannot grow anymore among them though how much she tried. Poverty snatched this closeness away from them.
So when Joy went to Manila to work and finish college, she built her dream of having a family, a family that will grow in closeness and togetherness----something that she had not experienced with her family before. Since then, it had become her personal vow.
But life wasn’t easy for her. When she reached her late twenties, still, she feared that she would no longer attain her dream. The sight of old maids among her colleagues in her teaching profession seemed to strengthen more this fear. She prayed hard that her present boyfriend at that time would ask her to marry him. She was not getting any younger to bear children as time progresses, she thought.
One day, during her usual class discussion as a college professor, she met an unusual student, who was supposed to be in that room only after her class and yet, he chose to stay. Since then, this guy became her student, to her surprise.
And one day, while she was discussing two nouns that can take a singular form like "spoon and fork is. . . " and "bread and butter is", she asked her students to give their own examples.
The guy, the unusual students, raised his hand while grinning.
She trembled, this student was up to something. But she could not anymore avoid calling him for he was enthusiastically raising his hand.
My sweet and heart go together.
The class laughed with the guy’s answer.
And that was the start of the guy wooing her. She was really afraid that she would be older than he would be. So she wished hard that the guy might slip in their conversations and spill his age.
She found our later that the guy is two years older than she, to her relief. And later that year, too, they were married.
She was 30 years old then and happy.
Today, Joy has four siblings: with 23 years old as the eldest and 14 years old as the youngest. And until this very day, they live closely together in prayers and harmony though how many storms passed their home. She is blessed with a very loving husband and talented children.
Joy is still teaching today, with her students as her extended children. Her students and her family----- they are more than a dream-come-true.
I placed my hand above my chest, closed my eyes and whispered a prayer--- thankful to God that I have found Joy in my heart.
Why A Self-Concept Based Model of Work Motivation is Needed by Rogelio Dela Cruz, Ph. D. (April, 2004)
There have been a number of attempts at developing models of self concept-based motivation, but none as yet has been integrated into the mainstream of organizational research and teaching. Most organizational behavior textbooks provide only a cursory overview of self-based constructs. What is missing is a model of the self concept that clearly defines these constructs and explains how they can be integrated with traditional work motivation models. After reviewing the literature on motivation, I have determined that there are four major reasons why we need the addition of self concept-based constructs to more completely understand and predict organizational behavior. Specifically, these four reasons are:
The need to explain non-calculative-based work behavior;
The need to better account for internal sources of motivation;
The need to integrate dispositional and situational explanations of behavior; and<
The need to integrate existing self-based theories in the literature.
The Need to Explain Non-Calculative-Based Work Behavior
Most of our currently popular theories of work motivation assume that individuals are "rational maximizers of personal utility" (Shamir, 1990, p. 39). For example, expectancy theory assumes that motivation is a result of calculatively determined probabilities associated with different levels or types of behavior and the valences of the outcomes associated with these behaviors. Equity theory may be considered calculative insofar as it assumes that people cognitively assess their own attitudes and job performance by comparing their input/outcome ratio to that of a referent other. If this ratio indicates an imbalance between inputs and rewards as compared to the referent, then inequity is produced. This inequity causes cognitive dissonance that the individual is motivated to reduce. These cognitive choice or calculative models assume that behaviors are the result of hedonistic processes (i.e., people will behave in ways that maximize positive outcomes and minimize negative outcomes).
Although research over the past twenty years in decision-making, occupational choice, and achievement motivation (Kanfer, 1990) has provided strong support for these calculative models, they cannot account for the full range of motivated behavior. For example, these models do not explain changes in behavior across situations when expectancies and valences remain constant. In addition, individuals may differ in the use of expectancy and instrumentality information. Self theory supplements calculative models by suggesting the concept of self as a basis for non-calculative explanations of behavior.
Need to Account for Internal Sources of Motivation
There are a number of theories that attempt to capture types or sources of motivation affecting organizational members. For instance, in discussing internal and external causes of behavior, De Charms (1968) suggested the dichotomy of intrinsic versus extrinsic motivation to characterize the different loci of causality. Intrinsically motivated behaviors are said to represent internal causality, whereas behaviors that are induced by external forces are said to represent external causality. Deci (1975) explored the effects of extrinsic rewards on intrinsic motivation and in doing so, tried to shed some light on the meaning of intrinsic motivation. He suggested that intrinsically motivated behaviors fall into two categories. The first category includes behaviors that individuals engage in to seek out challenging situations. These challenges represent incongruities between stimuli and comparison standards. The second category includes behaviors aimed at reducing these incongruities (i.e., overcoming challenges). Thus, intrinsically motivated behavior, according to Deci, is conceptualized as a continual process of seeking and overcoming challenges.
Another understanding of intrinsic motivation is offered by Katz and Kahn (1978). They argue that the bases of motivation can be categorized in terms of legal compliance, external rewards, and internalized motivation. Internalized motivation is further broken down into self-expression, derived directly from role performance and internalized values, resulting when group or organizational goals become incorporated into the value system of the individual. Etzioni (1975) takes a similar view when arguing that organizations induce involvement from their members by one of three means: alienative, calculative, or moral. Alienative and calculative involvement are explained by exchange processes. Moral involvement is more complex. According to Etzioni, there are two kinds of moral involvement, pure and social. Pure moral involvement is the result of internalization of norms, while social involvement results from sensitivity to pressures of primary groups and their members. Moral involvement is not based on expected satisfaction of needs and may even demand the denial of need satisfaction and the sacrifice of personal pleasure. For example, military personnel who serve in the armed forces demonstrate the value of serving one's country to the point of risking their lives, and the individual who works a double shift for a friend who needs the night off demonstrates the value of friendship. In these instances, the consequence of acting in line with one's internalized values is not a sense of pleasure or need fulfillment, but rather a sense of affirmation attained when the person abides by his or her moral commitments.
The above approaches are strikingly similar in that they allow for both an instrumental, or exchange basis of motivation, and an expressive basis of motivation, whether it is termed intrinsic motivation, intrinsically motivated behavior, moral involvement, or internalized motivation. This paper is concerned with clarifying our understanding of expressive motivation by integrating these different approaches in a model of the self concept.
Need to Integrate Dispositional and Situational Explanations of Behavior
Psychologists have long postulated that individual dispositions or personalities are significant determinants of behavior. The assumptions underlying this approach are that (1) there are individual differences in ways of behaving; (2) individual behavior is somewhat stable over time; and (3) individual behavior is somewhat consistent across situations. At the other extreme is the view that behavior is determined by situational factors and that similarity in behavior results from similarity of situational circumstances. Supporting this latter view, Mischel (1968) argued that personality traits have accounted for little variance in behavior across situations. Recently, some researchers have begun to provide new evidence for the dispositional view. For example, Staw and Ross (1985) found in a longitudinal study, that job attitudes were significantly stable over a five year period and that there was significant cross-situational consistency when individuals changed occupations and/or employers. Gerhardt (1987) replicated these findings using a younger sample of both men and women and a more sophisticated methodology that controlled for job complexity. Arvey, Bouchard, Segal, and Abraham (1989) have even provided evidence for a genetic disposition in the determination of job satisfaction.
Today, most researchers have taken an interactionist view that states that behavior is a function of both environment and personality. Specifically, these researchers are suggesting that a dynamic reciprocal interaction occurs between the person and the situation. Pervin challenges researchers to develop models that will explain how people are able to shift from situation to situation, often exhibiting different patterns of behavior, while still retaining a recognizable personality structure.
Need to Integrate Existing Self-Based Theories
In recent years, a plethora of self-based theories have been proposed (Markus & Wurf, 1987; Schlenker, 1985; Shamir, 1991; Snyder & Williams, 1982). All of these theories are based on the assumption that "human beings have a fundamental need to maintain or enhance the phenomenal self". Because of this fundamental need, individuals are motivated to behave in ways that are consistent with existing self-perceptions. Thus, these theories may be useful in expanding our notion of motivated behavior in the workplace.
Unfortunately, because of the different streams of research in this area, our knowledge of self theory is piecemeal in nature and highly disorganized. Furthermore, a proliferation of terms and concepts that often overlap in meaning has resulted. What is needed is an integrative model of the self-concept that will clarify the nature of self theory constructs and organize them in a nomological net that will guide empirical research.
If self theory is to be useful to organizational researchers, it must do a number of things. First, it must provide a detailed description of the structure and content of the self concept and an understanding of how it is developed. Second, it must address how the self concept influences behavior in organizations. Third, it must explain how the self concept affects employee reactions to organizational systems that are in place to induce specific behaviors (e.g., reward systems, cultural systems, etc.).
The need to explain non-calculative-based work behavior;
The need to better account for internal sources of motivation;
The need to integrate dispositional and situational explanations of behavior; and<
The need to integrate existing self-based theories in the literature.
The Need to Explain Non-Calculative-Based Work Behavior
Most of our currently popular theories of work motivation assume that individuals are "rational maximizers of personal utility" (Shamir, 1990, p. 39). For example, expectancy theory assumes that motivation is a result of calculatively determined probabilities associated with different levels or types of behavior and the valences of the outcomes associated with these behaviors. Equity theory may be considered calculative insofar as it assumes that people cognitively assess their own attitudes and job performance by comparing their input/outcome ratio to that of a referent other. If this ratio indicates an imbalance between inputs and rewards as compared to the referent, then inequity is produced. This inequity causes cognitive dissonance that the individual is motivated to reduce. These cognitive choice or calculative models assume that behaviors are the result of hedonistic processes (i.e., people will behave in ways that maximize positive outcomes and minimize negative outcomes).
Although research over the past twenty years in decision-making, occupational choice, and achievement motivation (Kanfer, 1990) has provided strong support for these calculative models, they cannot account for the full range of motivated behavior. For example, these models do not explain changes in behavior across situations when expectancies and valences remain constant. In addition, individuals may differ in the use of expectancy and instrumentality information. Self theory supplements calculative models by suggesting the concept of self as a basis for non-calculative explanations of behavior.
Need to Account for Internal Sources of Motivation
There are a number of theories that attempt to capture types or sources of motivation affecting organizational members. For instance, in discussing internal and external causes of behavior, De Charms (1968) suggested the dichotomy of intrinsic versus extrinsic motivation to characterize the different loci of causality. Intrinsically motivated behaviors are said to represent internal causality, whereas behaviors that are induced by external forces are said to represent external causality. Deci (1975) explored the effects of extrinsic rewards on intrinsic motivation and in doing so, tried to shed some light on the meaning of intrinsic motivation. He suggested that intrinsically motivated behaviors fall into two categories. The first category includes behaviors that individuals engage in to seek out challenging situations. These challenges represent incongruities between stimuli and comparison standards. The second category includes behaviors aimed at reducing these incongruities (i.e., overcoming challenges). Thus, intrinsically motivated behavior, according to Deci, is conceptualized as a continual process of seeking and overcoming challenges.
Another understanding of intrinsic motivation is offered by Katz and Kahn (1978). They argue that the bases of motivation can be categorized in terms of legal compliance, external rewards, and internalized motivation. Internalized motivation is further broken down into self-expression, derived directly from role performance and internalized values, resulting when group or organizational goals become incorporated into the value system of the individual. Etzioni (1975) takes a similar view when arguing that organizations induce involvement from their members by one of three means: alienative, calculative, or moral. Alienative and calculative involvement are explained by exchange processes. Moral involvement is more complex. According to Etzioni, there are two kinds of moral involvement, pure and social. Pure moral involvement is the result of internalization of norms, while social involvement results from sensitivity to pressures of primary groups and their members. Moral involvement is not based on expected satisfaction of needs and may even demand the denial of need satisfaction and the sacrifice of personal pleasure. For example, military personnel who serve in the armed forces demonstrate the value of serving one's country to the point of risking their lives, and the individual who works a double shift for a friend who needs the night off demonstrates the value of friendship. In these instances, the consequence of acting in line with one's internalized values is not a sense of pleasure or need fulfillment, but rather a sense of affirmation attained when the person abides by his or her moral commitments.
The above approaches are strikingly similar in that they allow for both an instrumental, or exchange basis of motivation, and an expressive basis of motivation, whether it is termed intrinsic motivation, intrinsically motivated behavior, moral involvement, or internalized motivation. This paper is concerned with clarifying our understanding of expressive motivation by integrating these different approaches in a model of the self concept.
Need to Integrate Dispositional and Situational Explanations of Behavior
Psychologists have long postulated that individual dispositions or personalities are significant determinants of behavior. The assumptions underlying this approach are that (1) there are individual differences in ways of behaving; (2) individual behavior is somewhat stable over time; and (3) individual behavior is somewhat consistent across situations. At the other extreme is the view that behavior is determined by situational factors and that similarity in behavior results from similarity of situational circumstances. Supporting this latter view, Mischel (1968) argued that personality traits have accounted for little variance in behavior across situations. Recently, some researchers have begun to provide new evidence for the dispositional view. For example, Staw and Ross (1985) found in a longitudinal study, that job attitudes were significantly stable over a five year period and that there was significant cross-situational consistency when individuals changed occupations and/or employers. Gerhardt (1987) replicated these findings using a younger sample of both men and women and a more sophisticated methodology that controlled for job complexity. Arvey, Bouchard, Segal, and Abraham (1989) have even provided evidence for a genetic disposition in the determination of job satisfaction.
Today, most researchers have taken an interactionist view that states that behavior is a function of both environment and personality. Specifically, these researchers are suggesting that a dynamic reciprocal interaction occurs between the person and the situation. Pervin challenges researchers to develop models that will explain how people are able to shift from situation to situation, often exhibiting different patterns of behavior, while still retaining a recognizable personality structure.
Need to Integrate Existing Self-Based Theories
In recent years, a plethora of self-based theories have been proposed (Markus & Wurf, 1987; Schlenker, 1985; Shamir, 1991; Snyder & Williams, 1982). All of these theories are based on the assumption that "human beings have a fundamental need to maintain or enhance the phenomenal self". Because of this fundamental need, individuals are motivated to behave in ways that are consistent with existing self-perceptions. Thus, these theories may be useful in expanding our notion of motivated behavior in the workplace.
Unfortunately, because of the different streams of research in this area, our knowledge of self theory is piecemeal in nature and highly disorganized. Furthermore, a proliferation of terms and concepts that often overlap in meaning has resulted. What is needed is an integrative model of the self-concept that will clarify the nature of self theory constructs and organize them in a nomological net that will guide empirical research.
If self theory is to be useful to organizational researchers, it must do a number of things. First, it must provide a detailed description of the structure and content of the self concept and an understanding of how it is developed. Second, it must address how the self concept influences behavior in organizations. Third, it must explain how the self concept affects employee reactions to organizational systems that are in place to induce specific behaviors (e.g., reward systems, cultural systems, etc.).
Anything Goes by Claudio V. Tabotabo (April, 2004)
Of all the teaching methods used in writing, writing and keeping the students to write is still the best. The greatest masters of Arts had affirmed this claim. One time American novelist Mc Leish is invited to talk before the creative writing students. As part of his introduction he asks, "who wants to be a writer?" Everyone raises his hand. "If that’s the case," the novelist continues. "Why aren’t you at home writing?" It is writing that makes a writer and nothing else.
In T.I.P. we have three subjects in writing; English 123 - composition, English 313 - technical writing and English 113 grammar with writing as one of its component parts.
But the writing being referred here is the scientific and not the creative one. There is a far-flung difference between creative and scientific writings.
Creative writing aims to stir up emotion. Its products are novels, short stories, poems, plays and essays. Scientific writing aims to equip the students with the basic skills in writing researches, letters and other forms of written communications.
But in teaching these two areas of writing, both have one thing in common. Students must pull out their pen, sit down and write.
Convinced of this principle, I tried to bring it to the classroom. But how? I don’t know. I lambasted all books in many libraries, but found no idea on how to keep the students to write. We can not simply write a title on the board and the students do the composition which is exactly what they call sit-work, the students work, the teacher sits.
Writing class follows a certain process. This process includes; pre-writing, actual writing and post-writing which, is the checking of grammar. Pre-writing refers to some motivations that would bring the students to a writing mood.
In my class, while I am checking the attendance, students write anything they want to write. Anything here refers to all possible topics under the sun from toothpick to battleship. I clarified to the students that fluidity of ideas while writing should not be spoiled by the thought on grammar. Grammar is technical. It can be checked later.
This is the culture we are trying to observe in our English classes. I can not say that this is the best or the worst, correct or incorrect. I am convinced on the lecture of the contemporary American educator Harry Wong that culture is neither good, nor bad. It simply exists. We have a writing culture. After all our aspiration is to produce students who can not simply write but can write well, and it is writing that makes a writer.
This daily one-fourth sheet of paper is called Anything Goes. From this piece of paper I discovered the students’ sentiments and disillusions. Here are two samples of it.
June 20, 2004
Now I am looking at this one- fourth sheet of paper. Our professor tells us to write anything. But what to write? I don’t know. I have no idea. Well, I’m happy today because when I entered the school I saw my crush.
That’s all sir good morning. Ah Yes! While I walked at Recto as usual I saw people sleeping by the road.
July 21, 2004
I’m mad to myself because I failed in this subject. What am I going to do now? I am imagining what kind of face should I face to my father. I shy to myself. Hu Hu Hu .
In the creative writing classes journal writing is also suggested. This is not simply to record what we thought of. This technique sharpens the craft of a writer.
Writing a journal is a daily activity at home. Everyday it is checked in school so that student will find significance in it.
In writing not only a thought is expressed. Pain and other feelings that need an outlet can let go. At least in a small piece of paper, students have a chance to sharpen their writing skill, and from which they have found a simple relief from the boring world of everyday. After all it is only writing that makes a writer.
In T.I.P. we have three subjects in writing; English 123 - composition, English 313 - technical writing and English 113 grammar with writing as one of its component parts.
But the writing being referred here is the scientific and not the creative one. There is a far-flung difference between creative and scientific writings.
Creative writing aims to stir up emotion. Its products are novels, short stories, poems, plays and essays. Scientific writing aims to equip the students with the basic skills in writing researches, letters and other forms of written communications.
But in teaching these two areas of writing, both have one thing in common. Students must pull out their pen, sit down and write.
Convinced of this principle, I tried to bring it to the classroom. But how? I don’t know. I lambasted all books in many libraries, but found no idea on how to keep the students to write. We can not simply write a title on the board and the students do the composition which is exactly what they call sit-work, the students work, the teacher sits.
Writing class follows a certain process. This process includes; pre-writing, actual writing and post-writing which, is the checking of grammar. Pre-writing refers to some motivations that would bring the students to a writing mood.
In my class, while I am checking the attendance, students write anything they want to write. Anything here refers to all possible topics under the sun from toothpick to battleship. I clarified to the students that fluidity of ideas while writing should not be spoiled by the thought on grammar. Grammar is technical. It can be checked later.
This is the culture we are trying to observe in our English classes. I can not say that this is the best or the worst, correct or incorrect. I am convinced on the lecture of the contemporary American educator Harry Wong that culture is neither good, nor bad. It simply exists. We have a writing culture. After all our aspiration is to produce students who can not simply write but can write well, and it is writing that makes a writer.
This daily one-fourth sheet of paper is called Anything Goes. From this piece of paper I discovered the students’ sentiments and disillusions. Here are two samples of it.
June 20, 2004
Now I am looking at this one- fourth sheet of paper. Our professor tells us to write anything. But what to write? I don’t know. I have no idea. Well, I’m happy today because when I entered the school I saw my crush.
That’s all sir good morning. Ah Yes! While I walked at Recto as usual I saw people sleeping by the road.
July 21, 2004
I’m mad to myself because I failed in this subject. What am I going to do now? I am imagining what kind of face should I face to my father. I shy to myself. Hu Hu Hu .
In the creative writing classes journal writing is also suggested. This is not simply to record what we thought of. This technique sharpens the craft of a writer.
Writing a journal is a daily activity at home. Everyday it is checked in school so that student will find significance in it.
In writing not only a thought is expressed. Pain and other feelings that need an outlet can let go. At least in a small piece of paper, students have a chance to sharpen their writing skill, and from which they have found a simple relief from the boring world of everyday. After all it is only writing that makes a writer.
The World of Risk by Ronan S. Estoque (April, 2004)
This book was really a labor of love for the author, Mark Haynes Daniell. He does not have the gift of vision of Alvin Toffler but he did make some notable presentation of facts and trends. The catch-phrase for this book is next generation strategy for a volatile era.
To be very candid, this book came out in the year 2000 and as such, does not really qualify to the criterion of a new book. Accordingly, it is articulated that we now exist in a planet of accelerating but unmanaged risk. The author provides a fresh and a creative vision at risk and its impact on some of the most critical challenges of our time. The writer outlines the new state of the art model of global strategy and leadership- and applies it to provide suggested solutions to the rising set of risks inherent in crime, disease, the environment, in economic crisis, the poverty gap, the unguarded and unpoliced cyber world and the erosion of traditional systems of culture, value and belief. The big difference is that aside from articulating problems, the author presents an architecture of solutions that can make this a better world for the next generation.
The author discusses about the old problems that are in a form of a new paradigms. There is now a set of visibly recurring patterns that underpin many strategic problems in different disciplines. As such these are old wines in a new bottle. The author stated that:
*a national disaster or recurring problem emerges with international or cross-border implications
*an ineffective national response is made
*a confusion arises since there are no clear metrics to monitor either crisis or recovery
*insufficient resources are made available and political will falters
*there is no agreed plan, so implementation progress stalls or fades away
*leadership is distracted as the crisis loses its headline intensity
*the usual unsatisfactory status quo ante is resumed
The common characteristic in these patterns is the roles played by the evolution in global channels of delivery and distribution.
The elements of opportunity, risk and dynamic systems behavior are common to all. As the pattern and systemic content share many elements, the solutions can also rely on the same approach to the development of strategy. Technically, even the management of SARS (Severe Acquired Respiratory Syndrome) falls in this template of responses that our government is making.
The key word really, is that there is a pervasive satisfactory underperformance in almost all aspect of human endeavor. And since there is satisfactory underperformance, the buzzword next generation strategy now comes in.
There is satisfactory underperformance in education, medicine, industry, politics, business and even technology. Satisfactory underperformance because these human endeavors could always do better. Just as the biggest room in the world, is the room for improvement (no pun intended), under performance is pervasive in these accomplishment and undertaking.
Next generation strategy pertains to the moves that generation x and y must perform so as to better this planet.
The following questions are raised by the author: Are those with the power and influence to bring about needed change up to the task of creating new visions and realizing them in the complex modern world? Do our leaders have the will to bring about the full set of changes that are possible? Are they content to drift along in a state of satisfactory under performance? Or are they capable of rising to the challenge of fundamental change and dramatic improvement?
We live in a world of risk. We live in a volatile era of systemic turbulence, and of rapid and dramatic change. We also live in a world of great opportunity. As we face a future in great part of our own creation and shaped by our own endeavors we can go much farther toward the goal of achieving out true full potential. Ultimately, achieving that vision is what next generation strategy is all about.
The global nature of the capital system and electronification of distribution has led to currency crises, economic collapse, and the brutal dashing of the economic aspirations of hundreds of millions of the world’s citizens. Though the international banking system has created an enabling structure for international business transactions, it simultaneously provides the channels for drug dealers, corrupt officials, and various other felons to launder money and escape detection and prosecution.
Let us take for example the topic of economic disparity. It is said that the world’s three richest men now have more wealth between them than the combined GNP of the 43 poorest countries. But the stark fact of this enormous gap is not the only perspective of the gap between the rich and the poor. There is a gap between the developed markets and the developing countries of the world. There is an increasing gap between the international super-wealthy and an emerging global underclass which creates an unsustainable and dangerous social dynamic as well as a morally challenging state of material differences between individuals. This gap is exacerbating social tensions at a time of increasing American affluence and decreasing hopes in emerging markets suffering from the after-effects of the market crises of 1997.
From the establishment of this simple fact, the author then precedes in presenting a proposed architecture of solutions to Economic Disparity. First, the author presents a new vision "A reduction in poverty and more equal access to opportunity on global basis-eliminating hunger, the diseases of poverty, the trap of long-term structural unemployment". The writer then enumerates specific initiatives in combating economic disparity thru:
*Population control policies
*Increased education, access to global market for business opportunity and sustainable "framework for development" mooted by the President of the World Bank
*Tax credits and other incentives for inner city employment creation
*Workfare to replace culture of welfare dependency
*Mandatory education of children to continue government economic support to parents
*Consolidation of buying power into useful lobbying effort to attract businesses to low income areas
*Debt forgiveness by rich countries to free the power from the burden of interest payment and capital
*Strengthened street security to allow businesses to operate safely and profitably
*Cross-border forum for exchange of successful practices in poverty reduction
*Alliance of wealthy and poor nations in programs of mutual growth
Of course the author discusses a lot of other topics and offers his own set of architectural solutions to specific old problems that is present in first world economies and that of the developing countries. And I must say that to some extent, Mr. Daniell is partly right, However, I for one do not subscribe to all of his recommendations. There are simply too many localized issues that need homegrown solution, which from all indication, are in direct contravention with the author’s thesis.
The verdict is read at your own risk. Since the title of the book is World of Risk, the first statement of this paragraph is more apt than intended.
To be very candid, this book came out in the year 2000 and as such, does not really qualify to the criterion of a new book. Accordingly, it is articulated that we now exist in a planet of accelerating but unmanaged risk. The author provides a fresh and a creative vision at risk and its impact on some of the most critical challenges of our time. The writer outlines the new state of the art model of global strategy and leadership- and applies it to provide suggested solutions to the rising set of risks inherent in crime, disease, the environment, in economic crisis, the poverty gap, the unguarded and unpoliced cyber world and the erosion of traditional systems of culture, value and belief. The big difference is that aside from articulating problems, the author presents an architecture of solutions that can make this a better world for the next generation.
The author discusses about the old problems that are in a form of a new paradigms. There is now a set of visibly recurring patterns that underpin many strategic problems in different disciplines. As such these are old wines in a new bottle. The author stated that:
*a national disaster or recurring problem emerges with international or cross-border implications
*an ineffective national response is made
*a confusion arises since there are no clear metrics to monitor either crisis or recovery
*insufficient resources are made available and political will falters
*there is no agreed plan, so implementation progress stalls or fades away
*leadership is distracted as the crisis loses its headline intensity
*the usual unsatisfactory status quo ante is resumed
The common characteristic in these patterns is the roles played by the evolution in global channels of delivery and distribution.
The elements of opportunity, risk and dynamic systems behavior are common to all. As the pattern and systemic content share many elements, the solutions can also rely on the same approach to the development of strategy. Technically, even the management of SARS (Severe Acquired Respiratory Syndrome) falls in this template of responses that our government is making.
The key word really, is that there is a pervasive satisfactory underperformance in almost all aspect of human endeavor. And since there is satisfactory underperformance, the buzzword next generation strategy now comes in.
There is satisfactory underperformance in education, medicine, industry, politics, business and even technology. Satisfactory underperformance because these human endeavors could always do better. Just as the biggest room in the world, is the room for improvement (no pun intended), under performance is pervasive in these accomplishment and undertaking.
Next generation strategy pertains to the moves that generation x and y must perform so as to better this planet.
The following questions are raised by the author: Are those with the power and influence to bring about needed change up to the task of creating new visions and realizing them in the complex modern world? Do our leaders have the will to bring about the full set of changes that are possible? Are they content to drift along in a state of satisfactory under performance? Or are they capable of rising to the challenge of fundamental change and dramatic improvement?
We live in a world of risk. We live in a volatile era of systemic turbulence, and of rapid and dramatic change. We also live in a world of great opportunity. As we face a future in great part of our own creation and shaped by our own endeavors we can go much farther toward the goal of achieving out true full potential. Ultimately, achieving that vision is what next generation strategy is all about.
The global nature of the capital system and electronification of distribution has led to currency crises, economic collapse, and the brutal dashing of the economic aspirations of hundreds of millions of the world’s citizens. Though the international banking system has created an enabling structure for international business transactions, it simultaneously provides the channels for drug dealers, corrupt officials, and various other felons to launder money and escape detection and prosecution.
Let us take for example the topic of economic disparity. It is said that the world’s three richest men now have more wealth between them than the combined GNP of the 43 poorest countries. But the stark fact of this enormous gap is not the only perspective of the gap between the rich and the poor. There is a gap between the developed markets and the developing countries of the world. There is an increasing gap between the international super-wealthy and an emerging global underclass which creates an unsustainable and dangerous social dynamic as well as a morally challenging state of material differences between individuals. This gap is exacerbating social tensions at a time of increasing American affluence and decreasing hopes in emerging markets suffering from the after-effects of the market crises of 1997.
From the establishment of this simple fact, the author then precedes in presenting a proposed architecture of solutions to Economic Disparity. First, the author presents a new vision "A reduction in poverty and more equal access to opportunity on global basis-eliminating hunger, the diseases of poverty, the trap of long-term structural unemployment". The writer then enumerates specific initiatives in combating economic disparity thru:
*Population control policies
*Increased education, access to global market for business opportunity and sustainable "framework for development" mooted by the President of the World Bank
*Tax credits and other incentives for inner city employment creation
*Workfare to replace culture of welfare dependency
*Mandatory education of children to continue government economic support to parents
*Consolidation of buying power into useful lobbying effort to attract businesses to low income areas
*Debt forgiveness by rich countries to free the power from the burden of interest payment and capital
*Strengthened street security to allow businesses to operate safely and profitably
*Cross-border forum for exchange of successful practices in poverty reduction
*Alliance of wealthy and poor nations in programs of mutual growth
Of course the author discusses a lot of other topics and offers his own set of architectural solutions to specific old problems that is present in first world economies and that of the developing countries. And I must say that to some extent, Mr. Daniell is partly right, However, I for one do not subscribe to all of his recommendations. There are simply too many localized issues that need homegrown solution, which from all indication, are in direct contravention with the author’s thesis.
The verdict is read at your own risk. Since the title of the book is World of Risk, the first statement of this paragraph is more apt than intended.
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