The objective of Academic Improvement Visitation (AIV) essentially is to uplift the quality of instruction for the institution. The intention of this endeavor is to support the practice and policy of AIV. In other educational institutions, a mechanism similar in objective and purpose is also being done though such goes by other name or nomenclature. Since the biggest room in the world is the room for improvement – the process of identifying areas for instructional improvement runs in consonance with the institutional mantra of kaizen or continuous improvement.
Descriptive method of research was the primary framework of this endeavor. Accordingly, descriptive research method refers to the identification of characteristics of the behavior or situations in which it occurs, so that behavior can be predicted or described (Heiman, 1995).
The advantages of the questionnaire method are as follows (Nocon et. al, 2000):
1. It is less expensive since questionnaires can be distributed personally or by mail.
2. It is less time consuming since it can be distributed over a wider geographical area in a shorter time.
3. It can give confidential responses since the respondents can answer the questionnaire privately.
4. The answers obtained are free from any influence from the interviewer.
The findings are summarized as follows:
1. What is the profile of the respondents in terms of:
Department
In the period of 1st Semester SY 2005-2006, there were a total of 184 faculty and that out of the 184 faculty, 171 were actually observed and covered by AIV. It must be noted that there seven departments that were able to obtain a score of 100% in terms of AIV coverage while there were six departments that were able to get a score less than 100% .
In SY 2005 – 2006, second semester, there were a total of 146 faculty and 139 were covered by the AIV for 96.30% average. There were 10 departments who obtained a 100% coverage while three other departments (were tallied at less than 100%, e.g. CE/SE – 89%, CBE – 78% and MarineE and T – 85%). In SY 2006 – 2007, first semester, there were a total of 143 faculty for the said duration and there were 130 actual faculty that were subjected to the AIV with a percentage of 91%.
In SY 2006 – 2007, second semester, there were a total of 116 faculty observed out of 121 for a percentage coverage of 96%. There were ten departments that were able to cover their faculty 100% (i.e. Arch./DT, CE/SE, CoE, EE, ECE, CITE, M & P, Mar. E &T, ME/IE, and PE).
2. What are the weaknesses of AIV?
Observed weaknesses for the First Semester, SY 2005 - 2006
1. Department Chairs must ensure that each faculty in the department must submit their WLAP every week following the schedule as stipulated in the form. This must be done with or without observation/visitation.
2. Implementation of the 5s inside the classroom should be strictly enforced by all departments. TIP is known to be a very clean school, so that cleanliness and tidiness is very important to ensure that 5s is observed.
3. There must be a close supervision and monitoring of faculty members to ensure 100% compliance with the preparation of WLAP, Class Record, Seat Plan and other teaching paraphernalia.
Table 10. Weaknesses for the First Semester, SY 2005 – 2006
Observed weaknesses for the Second Semester, SY 2005 - 2006
1. The institution must benchmark the performance the performance of its Department Chairs and Faculty Members regularly against best practices locally and globally.
2. Faculty development strategies must be undertaken regularly to provide the faculty with better opportunities to learn and improve their crafts.
3. Weaknesses in student performance must also be identified and be acted upon by each faculty member and should not be ignored and set aside.
4. Proper monitoring and guidance must be provided to students who cannot cope up with their academic work to support them in their studies and to assist them in overcoming their academic problems and studies.
Table 11. Weaknesses for the Second Semester, SY 2005 – 2006
Observed weaknesses for the First Semester, SY 2006 – 2007
1. Around 5% do not have their Syllabi and WLAP’s at the time of the observation.
2. Some department chairs failed to join the Academic Dean during the observation/visitation.
3. There are some teachers who do not observe the proper implementation of the 5s in the classroom. They try to ignore scattered pieces of papers that are inside the classrooms.
4. Some faculty members uses stereotyped WLAP’s and do not conform with the topics as stipulated in their syllabi.
Table 12. Weaknesses for the First Semester, SY 2006 – 2007
Observed weaknesses for the Second Semester, SY 2006 - 2007
1. College Deans and Department Chairs must strictly observe their own faculty members and undertake Academic Improvement Visitation at least twice every semester, as recommended by Mr. Peter Dombey during his last visit in TIP, Manila Campus.
2. Blackboards at the P. Casal Campus must be repainted.
3. Implementation of the 5s Program must be strictly followed by all concerned.
4. Faculty Development Programs must be continuously undertaken for faculty members, especially those who are newly hired.
Table 13. Weaknesses for the Second Semester, SY 2006 – 2007
3. What are the strengths of the AIV program?
Strengths of the Academic Improvement Visitation Program
1. The AIV serves as an avenue for continuous improvement, efficient classroom management and improved teaching competence for the faculty.
2. The AIV raises the bar of instruction in the institution.
3. Department Chairs who have monitored closely their faculty members show 100% compliance with the AIV requirement.
4. There is a tangible pedagogical competency improvement among the faculty.
5. Values Education was incorporated in the subject matter of faculty members under the Humanities and Social Sciences Department.
6. Knowledge of current situations and events were likewise incorporated in the teaching of Ethics, Logic and Philosophy.
7. Majority of the faculty members have taken effective action to address their weaknesses and have continued to build on their strengths to enhance their performance and efficiency in teaching.
8. The AIV is very effective in helping new faculty members in achieving their goals in providing their students with the best results in learning and education.
9. The AIV improved the implementation of the 5s program.
10. The AIV enhanced the teaching methodologies of the faculty members.
11. The AIV improved the ability of the faculty in lesson preparation.
12. The AIV improved the proficiency of faculty in English.
13. The Academic Improvement Visitation encourages the faculty members to be up to date in their class records (i.e. checking and recording of quizzes, seat works and other requirements).
14. The AIV improves self-confidence.
15. The AIV improves the delivery of instruction.
16. The AIV helps in mapping classroom activities.
17. The AIV serves as a platform for the faculty to display their mastery of the subject matter.
18. Improves the conformance of objectives (as stipulated in the WLAP’s).
19. The Academic Improvement Visitation improves punctuality and regular attendance of the faculty.
20. The AIV improves the compliance of teaching paraphernalia’s for the TIP faculty.
Table 14. Strengths of Academic Improvement Visitation
Conclusions:
1. The success of the Academic Improvement Visitation is dependent on the Department Chairs. Departments who obtained lesser scores usually had their Department Chair preoccupied with some other departmental concerns.
2. Teaching paraphernalia’s (e.g. Syllabus, Class Record, Weekly Lesson Activity Plan and Seat Plan’s) must always be emphasized as an imperative tool for teaching among the TIP Faculty. There must be a uniformed and a universal implementation of the 5’s system. TIP Faculty must have an ownership of the system.
3. The Academic Improvement Visitation (AIV) is an effective management tool for continuous betterment of the delivery of instruction for the institution. The AIV serves as a positive influence in guiding the faculty in the improvement of their craft. More often than not, TIP faculty displays a positive attitude towards AIV – they see the AIV as an opportunity to showcase their teaching competency to their respective Department Chair and Academic Dean. This perspective in turn improves the delivery of instruction for the TIP students.
From the endeavor, the following insights were established:
1. The success or the inefficiency of the Academic Improvement Visitation (AIV) is dependent on the Department Chairs. Department Chairs must believe and persevere that AIV works and that a lot are riding on their shoulders whenever the visitation is being conducted.
2. Whenever there is faculty who teaches without complete teaching paraphernalia’s, the failure is partly owned by the Department Chair. This is a failure of coaching on the part of the Department Chair. Department Chairs must always emphasized importance of teaching paraphernalia’s and must devise a system where no teaching is ever complete if one does not have a complete teaching paraphernalia.
3. The Academic Improvement Visitation (AIV) is a unique and effective tool for measuring the improvement of the delivery of instruction in the institution. This must be continued and there must be at least two AIV rounds per department.
4. The AIV visits must be done by the Mid-terms so as to have a true performance reflective evaluation for the respective faculty.
5. There must be clear standard when it comes to the institutional academic improvement visitation.
6. There must be an “action plan” when it comes to the identified weaknesses established by the academic improvement visitation.
7. There must be a reward/citation/commendation for departments that are accomplishing betterment in the delivery of instruction.
8. Credits/commendations must be given to the faculty instead of the respective department chair.
9. More training about instructional improvements must be conducted by the institution for a higher quality of instruction.
10. Academic improvement visitation must be continuous endeavor instead of a semestral metric.
11. Ideally, there must be no AIV during the summer term. Instead, institutional sponsored instructional trainings will have to be conducted in this duration.
12. As much as possible, faculty members should be visited in the time where they are teaching their forte.
13. Academic improvement visitation should be a platform for the faculty to showcase their mastery of the subject being delivered for the students.
Thursday, June 26, 2008
Wednesday, June 25, 2008
Usage Level of TIP - Manila Library Resources by Leandro N. Opetina, MA (June, 2008)
This study deals with the usage level of the library resources of the Technological Institute of the Philippines-Manila. It aims to unveil what materials are so important to the students and faculty members and whether these materials live up to the expectations of the users. It also includes other concerns like library services, facilities and staff. The respondents were the students enrolled in summer 2008 and faculty members with summer teaching load at TIP-Manila.
This study used questionnaire patterned from the TIP-Manila library survey questionnaire used in determining the library users’ satisfaction and expectations in terms of the library facilities, library staff, and library service. The material assessed the respondents’ appreciation level on the various library resources.
As shown in this study, most of the respondent teachers mainly used the periodicals in the library. However, they also visited the library for some other reasons such as photocopying/printing, using/borrowing multimedia, books in the Filipiniana section, and internet access computer. The students, on the other hand, visited the library for printing/photocopying services, using periodicals, and most of all, using the books in the Filipiniana (not to mention other minor concerns).
As to the usage level of the library services, library resources, and facilities in terms of their importance and satisfaction, most of both teachers and the students said that the usage level was important (4th rank in a scale of 1 to 5, where 5 is the highest) and fairly satisfying (no. 4 in a scale of 1 to 5, where 5 is the highest).
Most of both teachers and the students said that appreciation level of the TIP-Manila library facilities, staff and the overall services are agreeable (no. 4 in a scale of 1 to 5, where the latter is the highest).
Teachers and students visited the library for various reasons. Some went there to photocopy/print, use the periodicals, internet, online catalog, multimedia, course reserve, books, and e-journals. Others went there to seek reference desk assistance, research consultation, library database searching, interlibrary loan, and information literacy instruction.
The library users were somewhat successful in most of the library activities in achieving their goal. Though in general the library services, resources, and facilities were neither very important nor very satisfying to them, at least these were fairly important and fairly satisfying.
Some students complained of the availability of the photocopying service. According to them, it’s sometimes not available. Some faculty members, on the other hand, suggested that the library be transferred to the lower floor; if possible to the ground floor.
Overall, the TIP-Manila libraries are all “thumbs up” though there is still room for improvements.
This study used questionnaire patterned from the TIP-Manila library survey questionnaire used in determining the library users’ satisfaction and expectations in terms of the library facilities, library staff, and library service. The material assessed the respondents’ appreciation level on the various library resources.
As shown in this study, most of the respondent teachers mainly used the periodicals in the library. However, they also visited the library for some other reasons such as photocopying/printing, using/borrowing multimedia, books in the Filipiniana section, and internet access computer. The students, on the other hand, visited the library for printing/photocopying services, using periodicals, and most of all, using the books in the Filipiniana (not to mention other minor concerns).
As to the usage level of the library services, library resources, and facilities in terms of their importance and satisfaction, most of both teachers and the students said that the usage level was important (4th rank in a scale of 1 to 5, where 5 is the highest) and fairly satisfying (no. 4 in a scale of 1 to 5, where 5 is the highest).
Most of both teachers and the students said that appreciation level of the TIP-Manila library facilities, staff and the overall services are agreeable (no. 4 in a scale of 1 to 5, where the latter is the highest).
Teachers and students visited the library for various reasons. Some went there to photocopy/print, use the periodicals, internet, online catalog, multimedia, course reserve, books, and e-journals. Others went there to seek reference desk assistance, research consultation, library database searching, interlibrary loan, and information literacy instruction.
The library users were somewhat successful in most of the library activities in achieving their goal. Though in general the library services, resources, and facilities were neither very important nor very satisfying to them, at least these were fairly important and fairly satisfying.
Some students complained of the availability of the photocopying service. According to them, it’s sometimes not available. Some faculty members, on the other hand, suggested that the library be transferred to the lower floor; if possible to the ground floor.
Overall, the TIP-Manila libraries are all “thumbs up” though there is still room for improvements.
Analysis of Educational Policies of Mandated Courses: Rationalizing its Inclusion in the General Education Curriculum by Ronald M. Corpuz, MA
This study endeavored to rationalize the inclusion of mandated courses in the general education curriculum by soliciting the perception of the student- respondents on the relevance of the two subjects to the needs of the learners.
Primarily, it seeks to determine the level of compliance of TIP to the goals of mandated courses in the General Education curriculum, responsiveness of mandated courses in attaining the objectives of General Education as specified in the Education Act of 1982, responsiveness of mandated courses in addressing the constitutional objectives of education, strengths and weaknesses of mandated courses and the perceived problems that affect the relevance of mandated courses.
Findings show that; TIP have complied Very Satisfactorily to the goals of mandated courses in the general education curriculum; mandated courses is responsive in attaining the objectives of general education as specified in the Education Act of 1982; mandated courses is responsive in addressing the constitutional objectives of education; in terms of strengths, respondents believed that Rizal Course and Philippine History is important, relevant and responsive to the needs of the learners; and the primary factor that affects the relevance of mandated courses in the General Education Curriculum is library/book holding.
It is recommended that: Technological Institute of the Philippines should review from time to time mandated courses and other social science subjects if they are complying continuously to their goals as specified in the goals of general education curriculum; more seminar on teaching methodologies, innovations and strategies in the field of social science must be given to the teachers to make them more effective in delivering instruction; teachers must inculcate deeply to the heart of the learner those citizenship traits embodied in studying Rizal Course and Philippine History to maketheir graduates to develop more patriotism and nationalism; and more textbooks related to history and our national heroes should be purchased to make their students more interested about the past.
Primarily, it seeks to determine the level of compliance of TIP to the goals of mandated courses in the General Education curriculum, responsiveness of mandated courses in attaining the objectives of General Education as specified in the Education Act of 1982, responsiveness of mandated courses in addressing the constitutional objectives of education, strengths and weaknesses of mandated courses and the perceived problems that affect the relevance of mandated courses.
Findings show that; TIP have complied Very Satisfactorily to the goals of mandated courses in the general education curriculum; mandated courses is responsive in attaining the objectives of general education as specified in the Education Act of 1982; mandated courses is responsive in addressing the constitutional objectives of education; in terms of strengths, respondents believed that Rizal Course and Philippine History is important, relevant and responsive to the needs of the learners; and the primary factor that affects the relevance of mandated courses in the General Education Curriculum is library/book holding.
It is recommended that: Technological Institute of the Philippines should review from time to time mandated courses and other social science subjects if they are complying continuously to their goals as specified in the goals of general education curriculum; more seminar on teaching methodologies, innovations and strategies in the field of social science must be given to the teachers to make them more effective in delivering instruction; teachers must inculcate deeply to the heart of the learner those citizenship traits embodied in studying Rizal Course and Philippine History to maketheir graduates to develop more patriotism and nationalism; and more textbooks related to history and our national heroes should be purchased to make their students more interested about the past.
Development of a Compendium of Instructional Materials in Teaching Logic by Rogelio Dela Cruz, PhD. (June, 2008)
Logic is a branch of philosophy that deals with the art and science of correct thinking. The study of logic can satisfy a wide range of interests and abilities. It develops the imagination. It trains in clear and logical thought. It is a challenge, with varieties of difficult ideas and unsolved problems, because it deals with the questions arising from complicated structures. Yet, it also has a continuing drive to simplification, to find the right concepts and methods, to make difficult things easy, to explain why a situation must be as it is. In so doing, it develops a range of languages and insights, which may then be applied to make a crucial contribution to our understanding.
The standards of learning for logic identify academic content for the essential component of the philosophy’s curriculum at different year levels for both public and private tertiary schools. The standards of learning are not intended to encompass the entire curriculum for a given year level or course or to prescribe how the content should be taught. Teachers should be encouraged to go beyond the standards and to select instructional strategies and assess methods appropriate for their students.
The main reason for studying logic to an advance level is that it is interesting and enjoyable. People like its challenge, its clarity, and the fact that you know when you are right. The solution of a problem has an excitement and a satisfaction. One will find all these aspects in a university’s degree course. One should also be aware of the wide importance of Logic, and the way in which it is advance at a spectacular rate. Logic is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the logic here is that there is a pervasive influence in our everyday lives and contributes to the success of every student.
Students today require stronger logical knowledge and skills to pursue higher education, to compete in a technologically oriented workforce, and to be a well-informed citizen. Students must gain an understanding of fundamental ideas in logic such as the relevance of terms, comprehension, extension, proposition, eduction, logical equivalence, syllogism, and fallacies, and develop proficiency in argumentation and debate.
In addition, students must learn how to use a variety of methods and tools to philosophize, think critically, calculate analytically, and solve logically. Logic is the art of conforming one's thoughts to the Law of Identity. In one respect, thoughts have to conform to the Law of Identity, as everything else does. This has to do with the nature of thoughts. Ideas have a different nature than memories which are different from emotions. In this regard, all thoughts conform to the Law of Identity.
The relevance of logical ability is not only of great importance in everyday lives, but it is also a skill that is indispensable for students in school. Very little of what happens in any learning situation is not dependent on logical thinking. It is often stated that students nowadays find it difficult to deal with definitions, meanings, propositions, syllogism, and even in solving logical problems. This is brought about by traditional way of spoon feeding method of teaching, although it helps foster memorization and recalling, still there will be a great need to enhance the logical abilities of the students in a more precise and enjoyable ways. In the light of the aforementioned background, this study will attempt to delineate the levels of logical ability of the engineering students of TIP-Manila.
This study will attempt to establish the level of logical ability of the engineering students of TIP-Manila. It will cover the six (6) personal profile indicators namely; age, gender, year level, course, type of school graduated from, and high school grade point average, and six (6) logical ability indicators namely; definitions and meanings, propositions, square of oppositions eductions, syllogisms, and solving logical problems, as the evaluation criteria in assessing the logical abilities of the students.
This study has six groups of respondents, the Chemical Engineering, Civil Engineering, Computer Engineering, Electronics and Communications Engineering, Electrical Engineering, and Mechanical Engineering students-respondents which compose of three hundred fifty-three (353) students who are officially enrolled in different engineering programs of the Technological Institute of the Philippines-Manila for the first semester of academic year 2007-2008.
The assessment of the six groups of respondents toward the different item indicators for each variable utilizes a grade-point scale with the equivalent scores, namely: 96 and above – superior, 91 – 95 – excellent, 86 – 90 - above average, 81 – 85 – average, 75 – 80 - below average, and 74 and below – poor. Analysis was done in the specific areas namely: definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
Findings show that majority of the students-respondents belong to the 17 years old bracket, males, second year college students taking up Bachelor of Science in Electronics and Communications Engineering and those who finished their high school in a private secondary institution with a high school grade point average that belong to the 81 - 85 grade point average bracket.
Findings also show that the levels of logical ability of the engineering students-respondents of the Technological Institute of the Philippines-Manila found to be average in the different aspects of the logical ability tests which is a clear manifestation that most of the engineering students are not very familiar with the logical qualities of terms and not fully capable of identifying the given propositions including the appropriate symbols, types, and its equivalent.
In view of the findings of the study, the following recommendations are hereby presented for consideration:
1. Students should be given an insight on the significance of definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
2. Students should be trained on how to develop their logical ability by putting emphasis on their knowing powers.
3. Design an instructional material that will facilitate the transfer of knowledge in order for the students to have a basic understanding of the eight syllogistic rules.
4. Students should develop self-confidence and at the same time seek ways in improving their logical and critical thinking skills.
The standards of learning for logic identify academic content for the essential component of the philosophy’s curriculum at different year levels for both public and private tertiary schools. The standards of learning are not intended to encompass the entire curriculum for a given year level or course or to prescribe how the content should be taught. Teachers should be encouraged to go beyond the standards and to select instructional strategies and assess methods appropriate for their students.
The main reason for studying logic to an advance level is that it is interesting and enjoyable. People like its challenge, its clarity, and the fact that you know when you are right. The solution of a problem has an excitement and a satisfaction. One will find all these aspects in a university’s degree course. One should also be aware of the wide importance of Logic, and the way in which it is advance at a spectacular rate. Logic is about pattern and structure; it is about logical analysis, deduction, calculation within these patterns and structures. When patterns are found, often in widely different areas of science and technology, the logic here is that there is a pervasive influence in our everyday lives and contributes to the success of every student.
Students today require stronger logical knowledge and skills to pursue higher education, to compete in a technologically oriented workforce, and to be a well-informed citizen. Students must gain an understanding of fundamental ideas in logic such as the relevance of terms, comprehension, extension, proposition, eduction, logical equivalence, syllogism, and fallacies, and develop proficiency in argumentation and debate.
In addition, students must learn how to use a variety of methods and tools to philosophize, think critically, calculate analytically, and solve logically. Logic is the art of conforming one's thoughts to the Law of Identity. In one respect, thoughts have to conform to the Law of Identity, as everything else does. This has to do with the nature of thoughts. Ideas have a different nature than memories which are different from emotions. In this regard, all thoughts conform to the Law of Identity.
The relevance of logical ability is not only of great importance in everyday lives, but it is also a skill that is indispensable for students in school. Very little of what happens in any learning situation is not dependent on logical thinking. It is often stated that students nowadays find it difficult to deal with definitions, meanings, propositions, syllogism, and even in solving logical problems. This is brought about by traditional way of spoon feeding method of teaching, although it helps foster memorization and recalling, still there will be a great need to enhance the logical abilities of the students in a more precise and enjoyable ways. In the light of the aforementioned background, this study will attempt to delineate the levels of logical ability of the engineering students of TIP-Manila.
This study will attempt to establish the level of logical ability of the engineering students of TIP-Manila. It will cover the six (6) personal profile indicators namely; age, gender, year level, course, type of school graduated from, and high school grade point average, and six (6) logical ability indicators namely; definitions and meanings, propositions, square of oppositions eductions, syllogisms, and solving logical problems, as the evaluation criteria in assessing the logical abilities of the students.
This study has six groups of respondents, the Chemical Engineering, Civil Engineering, Computer Engineering, Electronics and Communications Engineering, Electrical Engineering, and Mechanical Engineering students-respondents which compose of three hundred fifty-three (353) students who are officially enrolled in different engineering programs of the Technological Institute of the Philippines-Manila for the first semester of academic year 2007-2008.
The assessment of the six groups of respondents toward the different item indicators for each variable utilizes a grade-point scale with the equivalent scores, namely: 96 and above – superior, 91 – 95 – excellent, 86 – 90 - above average, 81 – 85 – average, 75 – 80 - below average, and 74 and below – poor. Analysis was done in the specific areas namely: definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
Findings show that majority of the students-respondents belong to the 17 years old bracket, males, second year college students taking up Bachelor of Science in Electronics and Communications Engineering and those who finished their high school in a private secondary institution with a high school grade point average that belong to the 81 - 85 grade point average bracket.
Findings also show that the levels of logical ability of the engineering students-respondents of the Technological Institute of the Philippines-Manila found to be average in the different aspects of the logical ability tests which is a clear manifestation that most of the engineering students are not very familiar with the logical qualities of terms and not fully capable of identifying the given propositions including the appropriate symbols, types, and its equivalent.
In view of the findings of the study, the following recommendations are hereby presented for consideration:
1. Students should be given an insight on the significance of definitions and meanings, propositions, square of oppositions, eductions, syllogisms, and solving logical problems.
2. Students should be trained on how to develop their logical ability by putting emphasis on their knowing powers.
3. Design an instructional material that will facilitate the transfer of knowledge in order for the students to have a basic understanding of the eight syllogistic rules.
4. Students should develop self-confidence and at the same time seek ways in improving their logical and critical thinking skills.
Wednesday, June 11, 2008
Alexander Hamilton (1755 - 1804) by Ronan S. Estoque, DPA (June, 2008)
If you happen to have a $10 in your pocket, the individual in the portrait is no other than Alexander Hamilton. And for people who couldn’t care less, they might ask the most telling question of all, “so what?”
During the early stage of the British-American war, he served as a captain in an artillery company where he distinguished himself and caught the attention of General George Washington. Eventually, he became the most trusted secretary of the first American president. He served as the first Secretary of Treasury of the American Government, reconstructing and rebuilding continental America from the ruins brought about by the above-mentioned war.
You would have to imagine that during the tenure of President George Washington, there were no precedents to speak of when it comes to governance, people were afraid of taxes and the very reason that there was war with Britain was because of its excessive taxes levied against the colony.
There were two contrasting views that serve as a demarcation line. It is either that one is for a stronger federal government or for a stronger republican (local) government.
When Alexander Hamilton assumed the position of Secretary of Treasury, he espoused a stronger federal government, calling for the establishment of a central bank and a coherent fiscal system, for the collection and payment of taxes, for the creation of customs, the creation of a navy and a standing army over the objections of the faction led by Thomas Jefferson and James Madison. Without precedence, he argued for the “implied” powers of government before the Supreme Court, winning a monumental brick for the establishment of what is America today. Undoubtedly, he is credited as the father of American government.
The dark side of this story is that he was killed in a duel with then American Vice-President Aaron Burr. He personally thwarted the ploy of Burr in becoming president and governor of New York and was inevitably challenged to a duel. The duel and death of Hamilton ruined the career of Burr, eventually leading to a conspiracy charge (an acquittal) of trying to establish a separate confederate state in the West allied with Spain.
Did I also mention that Alexander Hamilton was a foreigner? He was born in the colony of British West Indies and only migrated to continental America to pursue a degree. The shape of American history and government would have been different if it weren’t for this poor immigrant.
During the early stage of the British-American war, he served as a captain in an artillery company where he distinguished himself and caught the attention of General George Washington. Eventually, he became the most trusted secretary of the first American president. He served as the first Secretary of Treasury of the American Government, reconstructing and rebuilding continental America from the ruins brought about by the above-mentioned war.
You would have to imagine that during the tenure of President George Washington, there were no precedents to speak of when it comes to governance, people were afraid of taxes and the very reason that there was war with Britain was because of its excessive taxes levied against the colony.
There were two contrasting views that serve as a demarcation line. It is either that one is for a stronger federal government or for a stronger republican (local) government.
When Alexander Hamilton assumed the position of Secretary of Treasury, he espoused a stronger federal government, calling for the establishment of a central bank and a coherent fiscal system, for the collection and payment of taxes, for the creation of customs, the creation of a navy and a standing army over the objections of the faction led by Thomas Jefferson and James Madison. Without precedence, he argued for the “implied” powers of government before the Supreme Court, winning a monumental brick for the establishment of what is America today. Undoubtedly, he is credited as the father of American government.
The dark side of this story is that he was killed in a duel with then American Vice-President Aaron Burr. He personally thwarted the ploy of Burr in becoming president and governor of New York and was inevitably challenged to a duel. The duel and death of Hamilton ruined the career of Burr, eventually leading to a conspiracy charge (an acquittal) of trying to establish a separate confederate state in the West allied with Spain.
Did I also mention that Alexander Hamilton was a foreigner? He was born in the colony of British West Indies and only migrated to continental America to pursue a degree. The shape of American history and government would have been different if it weren’t for this poor immigrant.
People Reduction Program by Ronan S. Estoque, DPA (January, 2008)
It is very noticeable that during the semestral and summer break, traffic in the metropolis is light. Students that seem to crowd the streets and malls are surprisingly absent - when there is an academic furlough this leads to a city traffic that is inevitably light and easier.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Whenever there is traffic or gridlock – time, manpower and opportunities are lost that are certain never to present themselves again. Like a cancer that is brought about by urbanization, traffic seems to be an inherent problem that is beyond a simplistic solution.
The government, in response the horrendous daily traffic brings, adopted numerous schemes so as to lessen, avoid and if possible, eradicate the curse of traffic. From the multi-billion projects of MRT to LRT, to the construction of “infrastructures” that was designed originally to decongest potential traffic gridlocks.
The government even went to the extent of establishing a government arm specifically tasked with controlling metro traffic. The Metro Manila Development Authority (MMDA), with its annual expenditures of another billion of pesos acts as a main traffic enforcer for the Metropolis.
From a color-coding scheme to an odd-even program to a unified vehicular reduction program, the social experimentation was meant to gather empirical data so as to ease metro traffic and have a semblance of reason in the management of number of vehicles using the road of the metropolis.
The weakness of an odd-even scheme is that even if there is a vehicular reduction, people (particularly students) would still need to commute from their place of residence to their schools. Yes, there is a reduction of vehicles on the road, but there are still students on the road using another mode of transportation and still causes another form of traffic and gridlock.
Crudely, what I have in mind is that instead of focusing on reducing vehicles on the road of metropolis, maybe a more efficient mode of reducing students on the road would be more effective in reducing traffic and gridlock.
Now how do we go about this?
We reduce the number of students on the road by having a school time that does not coincide with the usual time frame of the other sector of society. When employees are usually within the time frame of 8 AM to 5 PM/9 AM to 6 PM, maybe students could be on a 6 AM to 2 PM time frame where there are a lesser number of people on the road since majority of them are still at work.
This suggested arrangement reduces the number of people on the road where instead of adopting a vehicular reduction program, the government adopts a people reduction program. Lesser people on the road means lesser traffic…
This particular set-up is applicable only in Metro Manila since this is where traffic is very heavy. In the province, the status quo of schedule is sufficient to meet the current dictates and imperatives.
Sigmund Freud (1856 - 1959) by Ronan S. Estoque, DPA (January, 2008)
The most telling contribution of Dr. Sigmund Freud is the formulation of the psychoanalytic theory. The “unconscious” became the operative word in psychology in the 1940’s and 1950’s.
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era. Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
Regression. Retreating to a more immature pattern of behavior.
Repression. Keeping one’s memories and wishes in the unconscious.
Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
Denial. Refusing to accept something that is true.
Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
Reaction formation. Behaving opposite to what one feels. More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
Oxford Interactive Encyclopedia 2000. Oxford University Press (2000)
Accordingly, explaining human behavior, predicting human behavior, and manipulating human behavior became embedded with the unconscious mind. Dr. Freud became what Michael Jordan was in the field of basketball. He became the superstar of the psychology in his time.
The framework for explaining neurosis became plain and simple. Thinking about sex became normal and every psychological problem can be resolved by confronting and embracing human sexuality instead of the usual repression (in whatever form) method advocated by moral police of his era. Dr. Freud also identified and explained disparate manifestations of defense mechanisms, namely:
Identification. The unconscious process that protects the subject from anxiety by adopting traits from a psychological model.
Displacement. The unconscious transfer of an emotion from its original object to something or someone else.
Projection. The unconscious process that attributes other people’s feelings (i.e aggression) which one does entertain himself.
Regression. Retreating to a more immature pattern of behavior.
Repression. Keeping one’s memories and wishes in the unconscious.
Sublimation. Finding a socially acceptable outlet for a morally unacceptable impulse (i.e desire for one’s mother).
Denial. Refusing to accept something that is true.
Rationalization. Justifying irrational behavior or giving/offering excuses to one’s shortcomings.
Reaction formation. Behaving opposite to what one feels. More than anything else, he became the creative architect behind the rest of the personality theorists after him. Majority of them borrowed from his framework minus the overemphasis on sex as a platform for explaining human behavior.
References
Estoque, Ronan S, Dela Cruz, Rogelio G, & Pichay, Marinelle Ivy T (2006), College Psychology, Mindshapers Inc., Philippines.
Oxford Interactive Encyclopedia 2000. Oxford University Press (2000)
Subscribe to:
Posts (Atom)
