Educational Philosophies Essay

Education is derived from the Latin word’ Educare’ which means ‘to bring up’ and Latin word ‘Educere’ which means ‘to bring forth’. It was Latin author ‘Varro’ who said ‘Educit Oberix, Educat, Nutrix institut Padagogogus, Docet, Magister’ which means ‘the mid- wife brings forth, and nurse bring up, the tutor trains and the master teaches. Accordingly, Education does not merely mean the acquisition of knowledge or experience but it means the development of habits, attitudes and skills which help a man to lead a full and worthwhile life. Since theorists retrieves it from word ‘Educate’. They say ‘e’ means ‘out of’ and ‘duco’ means ‘to lead’. To educate means ‘to lead forth’ or to extract out of the best in man. Education is an attempt to develop the man. William James has remarked â€Å"Education as an attempt on the part of adult members of the human society to shape the development of the coming generation in accordance with his own ideals of life. (Encyclopedia Britannica Vol. -viii, p. 951) Education is recognized as the mirror of society and educational institutions as society in miniature. Education is a significant and most potent activity to bring about desired changes in the society. Every country develops its own system of education for the promotion and expression of the socio cultural identity and to meet the challenges of time. Education is considered as necessary equipment for the social and political development of the country. Education not only provides knowledge and skills but also inculcate values, training instincts, fostering right attitudes and habits. Philosophy is the study of general and fundamental problems, such as those connected with reality, existence, knowledge, values, reason, mind, and language. Philosophy is distinguished from other ways of addressing such problems by its critical, generally systematic approach and its reliance on rational argument. It is derived from two Greek words i. e. ‘phileo’ (love) and ‘Sophia’ (wisdom), which literally means â€Å"love of wisdom†. Philosophy is a search for a general understanding of values and reality by chiefly speculative rather than observational means. It signifies a natural and necessary urge in human beings to know themselves and the world in which they live and move and have their being. Education and philosophy are related like flower and fragrance, Skelton and flesh and blood, shadow and substance. Educational philosophy provides original ideas regarding all aspect of education and society. Education philosophy helps to preserve the cultural, social, national traditions of country through educational programs. It harmonizes the old and new aspects in education. Education philosophy guides the student through social, cultural and mental complexities, it establish a co-ordination between different branches of the subject of education. All Education activities aims, curriculum, discipline, techniques of instruction and organization helped by educational philosophy. Education develops a sense of discrimination between good and bad. This discrimination based on values, are tested in schools. Values of education are the same as of life. These educational values are individual as well as social. True value orientation cherished values into:- Satya Dharma Prem Shanti Ahimsa In Vedas, there are four personal values- Dharma Artha Kam Moksha Besides these there are three impersonal values are- Truth Goodness Beauty (Satyam)(Shivam) (Sundram) India has produced many great men and earnest seekers of Truth. They developed many noble educational ideas and contributed to educational ideas and practices. True education is the acquisition of knowledge followed by action. Tagore (1861-1941) , the writer of famous hymn ‘Jana Gana Mana ‘ which is our National Anthem ,is popularly known as Gurudev, the respected teacher. His various educational experiments – The Bholpur school, The Institute of Rural Construction, Shiksha Satra and Vishwa Bharti represent all crystallize his various aims and objects of education, on which the foundation of super structure has been built. He made unique contribution in the renaissance of modern India and achievements in field of literature, philosophy art and education. â€Å"The fundamental purpose of education is not merely to enrich ourselves through the fullness of knowledge, but also to establish the bond of love and friendship between man and man. R. N. Tagore Educational philosophy of Rabindra Nath Tagore Tagore realized that education system of India suffered from the loss of contact with the environment and education. He made unique contribution in the renaissance of modern India and achievements in the field of literature, philosophy, art and education. He tried to make educational experiments and innovations on the basis of intellectual, moral and s piritual values of ancient India and worked for an understanding between Eastern and western culture. Tagore was a poet and a Saint too; who had through his imagination and insight realized the universal soul in him and in nature. He believed that this realization was the goal of education. Because the universal soul is the root of our soul; man’s aim in life is to reach that universal soul of which all human beings are parts. Principle of self – education based on self- realization, and the process of self realization is as permanent as that of education. Education must make individuals to have faith in self and in the universal self, underlying his own individual soul is most important. Education in its aim must have, Integrated Development, Moral Development, Physical fitness, Harmony with environment, National and International understanding, Earning livelihood and multifaceted aims. He believed in dynamic and activity methods of teaching by emphasizing aesthetic subjects like dancing, music, art, dramatization an one hand and socially useful productive works like book binding, gardening and other crafts. He had liberal and progressive outlook and he strongly advocated woman education. In this way R. N. Tagore has contributed in education for human re-generation, to prevent defects. Mahatma Gandhi (1869 to1948) is considered as supreme practical philosopher who believed not in theorizing education but in putting into action. He was a revolutionary educational thinker of modern India. Like Socrates, Rousseau, Tolstoy, he made a remarkable contribution to education in India. Gandhi ji may be ranked as one of the most prominent educators of the world has ever known. He is regarded as a practical philosopher and experimenter on education to the core. Whole of his life was spent in experimentation with truth. His educational philosophy has been rightly considered as dynamic side of his philosophy of life. His contribution for ‘Nai- Talim’ is an instrument for realizing his ideals of life. The Wardha Scheme prepared under the direction of Mahatma Gandhi attempts to replace the traditional system by dynamic and human system which helps to bring into existence a new era of planning and co-operation of India. According to Gandhi ji, education is an activity, which is necessary not only for social progress, but also for the moral, political and economic development. Basic education considered as an effort to make knowledge easier. Educational Philosophies of Mahatma Gandhi Mahatma Gandhi emphasized Aims and Ideals of education as drawing out the best in child and man, body, mind and spirit, Livelihood, character formation, cultural development, Self reliance, and complete living aim. He wanted to bring about a silent revolution, through a balanced curriculum. He introduced craft as an essential part of curriculum and methods like Learning by doing, Project method, Co-operation, Learning through craft. Gandhi ji stressed upon Satyagraha ,True national education, National Higher Education ,National institutions ,Salt Satyagraha ,The spinning wheel message, Self supporting education ,Nayee Tailem, Education through Crafts, Basic education ,Intellectual development ,Manual labour, Nursery education ,Primary education, Secondary education, Rural education, Woman Education, Co-Education, Education for different sections of the society, Education centers of learning. He was in favour of taking a lesson from the west and save souls by turning the face against consumer society with its ever-proliferating needs and vulgar competition. He said that in the true democracy of India, the unit is the village. His message was above all freedom of individual. Comparison of Educational philosophies of R. N. Tagore and Mahatma Gandhi Both R. N Tagore and Mahatma Gandhi regarded as master of the man kind and the great teachers of the human society. Their educational thoughts are relevant to the life, needs and aspirations of the ever growing Indian society. They believed in the total development of personality through education and holds that education does not mean literacy alone but the literacy of personality. Rabindra Nath Tagore and Mahatma Gandhi all felt that a sound theory of education with spiritual basis could not raise the consciousness of the individual and enable them to see objects in the external world clearly. Lack of spiritual will plug the world into chaos and disorder. The fundamental difference in their attitude to life gets reflected in Educational Writings of Gandhi and Tagore. If Tagore’s artistic bent of mind prompted him to conceive the leisure time as core of meaningful life, Gandhi’s value of manual labour made him emphasize work as fruitful way of harnessing energies. Aims of education determined the prevailing philosophy and always change with the change in philosophy of life. The entire education process is meaningless without aims. Philosophy is the best guide for formulating aims. Tagore and Gandhi believed in the vocational efficiency as one of the aims of education. Gandhi emphasized the craft centered education. He felt that true education is calls for a proper exercise and training of the body organs and mental faculty. They also held that such training of mind and body will take the child a long way in awakening their soul. The Important aim of Gandhian education is spiritual development may be called the ultimate goal of education. Tagore was very much concerned with poor health of students in India. Therefore he gave a great importance to improvement of health. He holds that various powers of the child should be properly attained to bring about a harmonious development of personality. Tagore established ‘Shantiniketan’ with the motive of spiritual culture. Both laid great stress on moral and spiritual development for maintenance of personality and preparation for life and self realization. They believed that service to man is service to God. Like Idealists, they advocated the spiritual aim of education. According to Gandhi ji, the chief aim of education should be character formation, as it was the chief aim of education in Vedic and Brahamnic period. Tagore and Gandhi considered that culture is the development or improvement of mind. Curriculum is used as synonyms for courses of study. The curriculum should be reformulated in a way to realize the aims and values. Tagore and Gandhi believed that the subject provide there in must touch all aspects of the child’s life. Tagore did not make any rigid, hard and fast scheme of subjects for this purpose. Gandhi ji emphasized the traditional subjects like History, Geography, Science, and Literature along with new subjects like drawing, dramatics, excursion, music and dancing which was also supported by Tagore later on. Science was being taught in various classes at ‘Shantiniketan’ with well equipped library. Their curriculum was activity based and experience based. Both of them introduced many crafts in their educational institutions. Both advised religious education. Tagore like a staunch idealist says that a teacher can never truly teach unless he is still learning himself. Teacher should understand the relationship between their subjects and human life. Gandhi ji insist that teacher must possess the virtue that he wants to inculcate in the students. Tagore emphasized association of teacher with their student should be a fine training in the fundamental virtues. Both found that boys more imbibe from teachers. So the teach should try to establish heart to heart contact with students. Both of them criticized the bookish and examination oriented teaching and stressed various learning, constructive and creative activities. They introduced many crafts. No rigid methods were prevalent. Tagore insisted that during crafts teaching, stress should be laid on principal of cooperative activity, planning, accuracy and individual responsibility in learning. Gandhi ji also believed in dynamic and activity methods of teaching. Both of them consider educational institutions as an open house, in which students and teachers are at one. Tagore never liked to say ‘Don’t do this’. They boys were encouraged to manage their affairs in their own way. Gandhi ji believed that freedom comes from discipline. Discipline and freedom must co-relate. Freedom has become an important and integral part of subjects like drawing, dramatics, excursion, music, and dancing. But self imposed discipline should be there. Teacher should take a check of all activities of students. In their educational institutions mother tongue has been used ‘as a medium of instruction in their experimental schools. Mother tongue was an instrument for the expression. Both of them called for great courage, foresight and love for mother tongue. Tagore and Gandhi both strongly advocated woman education. Tagore had a liberal and progressive outlook towards women education. Gandhi ji wanted to provide such education to woman as coincided their particular attitude and life demands. He regarded woman as the noblest creation of God. Both of them tried for social reforms and built the image of woman in her perspective. They stressed woman education to teach the whole family and expressed their views that the greatest hope is in woman. Tagore and Gandhi were in favor of co-education. Tagore started school for boys, but in his ‘Vishwa Bharti’, all boys and girls in all standards studied in the same class. Gandhi ji advised that co-education should be adopted with open mind. Boys and girls should be educated in same class up to 14 years together for better understanding in life. They treated boys and girls on equal footing by giving them full freedom to select the subjects of their own choices in different classes. Tagore and Gandhi did not make any distinction in different sections of society on the basis of caste, creed, colour or sex in their schemes of education. Though Tagore stated school for boys but he was not against woman education. In their educational institutions, boys and girls could select same subjects of their own choice, which included learning by doing. Vishwa Bharti’ means world culture, where East and West culture would meet at one place. ‘Shantiniketan –The Abode of peace’ imparted education in the lap of natural surroundings. It became International University with freedom, love, peace and sympathy. In Gandhi’s Sabarmati ashram, education has been provided to all people, irrespective of caste, colour creed or sex. All these educational institutions established a relationship between East and West, to promote intercultural and inter-society amity and understanding and fulfill the highest mission of the present age-the unification of mankind. Both of them deserve credits for having retrieved the ancient Indian ideals and values of education in the modern times even under the foreign regime. They are known as apostle of international brotherhood, modern humanism and natural libertarianism. Tagore’s Vishwa-Bharti and Gandhi’s Sabarmati Ashram wanted to achieve National and international understanding by opening its doors for all persons of the world. In these institutions, cultures of different regions could be presented in such a way to be accessible to all nations, to find a practical interest in the cultural synthesis and to promote international understanding and co operation in world’s history. It may be true that those who have dealt with the subject so far emphasized more on similarities between the two than on their differences. Gandhi, however, was a quite radical in this respect. He was categorical in his opposition to English as medium or as a compulsory subject. Tagore wrote more than 100 pieces on education. Besides, there are other writings where reflections on education may also be found. His wrings may be classified into three groups. He was in favors of introducing mother tongue as a medium up to the highest level of Education. Both advised not to prescribe too many books for a child in schools. In his book â€Å"Shiksher Swangikaran’ Tagore said, â€Å"In Education mother tongue is like the breast milk. † Tagore advised to introduce English after a child became somewhat proficient in mother tongue. Tagore himself was introduced to English when he was 12 years old and had already made good progress in Bengali. Tagore wanted to learn from the west the knowledge of modern science and technology while enriching the west with spiritual wisdom and sacrificial attitude of the east. Gandhi perhaps was the only Indian leader who apprehended the eventuality of a course on which we would not have any control. Tagore also wanted the emancipation of villages and to rouse the villagers with ‘Atamsakti’. In fact, he gave much importance to constructive work and village welfare and emphasized self-confidence and self sufficiency. To my mind, cult of play and adventure was an important component of Tagore’s concept of education while Gandhi adheres to the cult of productive work. Tagore wanted to turn work into play with Gandhi found the spirit of work. Tagore, true to his temperament, extolled the culture of leisure while Gandhi, true to its nature upheld the culture of work.

Coca-Cola vs Pepsi

Coca Cola and Pepsi are the two most popular and widely recognized beverage brands in the United States. Pepsi and Coca Cola contrast each other on their taste, its associated colors and themes, and ingredients. Coca-Cola and Pepsi differentiate in more ways than one. Coca-Cola has more of a coke flavor taste. It is fizzier than that of Pepsi. It is smoother going down, and after about six hours it changes flavor and becomes more watery and bitter. When you drink it doesn’t feel as hard on your teeth as Pepsi.Pepsi on the other hand has a sweeter taste than that of Coca Cola due to the addition of artificial sweeteners and leaves a mild chemical taste after you drink it. When drinking Pepsi compared to Coca Cola, Pepsi tends to have a more â€Å"fruity† taste to it. Additionally when drinking Pepsi the bubbles maintain all the way down your throat. If left sitting out for six hours Pepsi becomes stronger in flavor. By way of color, Coca-Cola is red, a warmer color and P epsi is blue, a cooler color. The color trademarks indicate the particular culture about the product.Coca-Cola openly uses themes involving family, love, Christmas, and hospitality because they suggest warmness. As a matter of fact, it has found its way through holidays particularly valentine’s days, national and patriotic holidays and sports. Even white bears were used to advertise the product! This is the usual theme commonly used for Coca-Cola. For Pepsi, since it started later than the Coca-Cola, they had to think of a better way to distinguish itself from then popular brand, and the best choice was blue.As a result, from starting out with the opposite color, they had to continue with everything else about Coca-Cola. Blue became the basic theme of Pepsi. Unlike Coca-Cola, everything in the Pepsi website indicated the cooler color. On the Pepsi website they claim that everything is blue and new! The modern trend has been what Pepsi uses to target teenagers. Coca-Cola and P epsi have a lot of the same ingredients. Although Coca-Cola claims they do not have sugars in their soda so the sugar must come from the other ingredients.Coca-Cola contains carbonated water, high fructose corn syrup, caramel color, Phosphoric Acid, Caffeine, and Natural Flavoring. Pepsi contains carbonated water, high fructose corn syrup, caramel color, phosphoric acid, caffeine, citrus acid, sugar and natural flavoring. The difference in ingredients of Coca-Cola and Pepsi is the amount of sugar, citrus acid, and amount of caffeine. In conclusion to the taste of the two sodas, their colors, themes, and ingredients Coca-Cola and Pepsi are comparable in many other ways than that mentioned!

Business Letter (Position) Essay Example | Topics and Well Written Essays - 250 words

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Security for Credit Card Fraud in E-commerce - Essay Example It has provided the world with innovative modes of communication from one end of the globe to the other [7]. Another area which has witnessed ground-breaking revolution is the conception of e-commerce; an idea which would have seemed unattainable for a man in the past. E-commerce encapsulates the concept of buying and selling products online, which involves money transactions from around the world. Since these transactions are usually done through credit cards, therefore this raises a need to authenticate and verify the customers who are involved in purchasing goods online. Their location, personal information, and account information need to be verified so that the chances of fraud can be minimized [2]. There are over 1.2 billion internet users all over the world [14]; Cheskin Research & Studio Archetype/Sapient concludes some internet users pose threats and some pose opportunities [3]. One of the major threats prevailing in the modern age is the validity of the transactions that take place online [16]. This mistrust in business owners is the product of the thousands of fraud cases witnessed in the past and this has led the companies to deploy extreme security measures to tackle this threat [4]. The goal of e-commerce sites is as follows; one is to reduce the degree of fraudulent activities, try to lower the number of rejections for legitimate orders as much as possible and minimize the number of manual reviews of transactions which prove to be costly for the company [5]. From these three objectives, it can be seen that fraud is their topmost concern and due to this they spend a large part of their resources in overcoming this challenge. The mode of payment in e-commerce transactions is through ‘credit cards’; which have established more opportunities for businessmen but at the same time introduced new problems in the whole process of selling goods [10].  

Business decision making Essay Example | Topics and Well Written Essays - 1000 words

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Review the book named middlemarch Essay Example | Topics and Well Written Essays - 1000 words - 1

Review the book named middlemarch - Essay Example It constantly ran through Dorothea’s mind what the reaction of her husband would be if she did not accept his request (Eliot 678). According to Dorothea, a wife should be there to fulfill the wishes of her husband. Even though, her husband seemed to be selfish, Dorothea considered that the requirements of her husband were much more important than hers. Part 2 Being caught in such a situation is extremely tough to imagine. Speaking from a neutral point of view, every human is selfish to their well being first, and, for this reason, I think only a few people would consider carrying on with a dead person’s work. Therefore, if I was in Dorothea’s shoe, I would decline carrying one with Mr. Casaubon’s work because it certainly does not interest me. Before I make any decision, I only consider how it will affect me and the parties involved. Considering that Mr. Casaubon likes his work a lot, and Dorothea, in contrast, was not so much interested in the work, it wo uld simply be better to let it go. If I force myself into carrying on with the work, then I might end up messing it up since it is not what I am proud of doing. Step 2 The procedure that Dorothea would follow if she were to use Kant’s First Formulation theory would be to first find her husband’s motive or what is behind his motivation (Kant 437). For instance, she should ask herself why the husband wants her to carry on with his work yet he knows that she is not fully interested with the job. Secondly, Dorothea should picture an environment, which everybody is in such a situation. This would be much easier since not a majority of people would consider doing something they do not like. Thirdly, Dorothea should examine whether there would be any irrationality or contradictions in the environment she pictured the situation. It would be much easier to come up with the right decision when she knows whether or not her decision would affect others positively or negatively (Ka nt 437). Fourthly, if an irrationality of contradiction comes up, then performing towards the husband’s wishes is not permitted in the real world. Finally, if there is no irrationality of contradiction, then performing towards the husband’s wishes is allowed and needed. Probably, Dorothea would decline her husband’s wishes if she were to use the above described theory since it considers the individual self first then others. Step 3 The second formulation or, at times referred to as the Formula of the End in Itself, asserts that a rational human being should serve in every maxim as the state confining all simply relative and random ends. This is due to the nature of the state and also the end itself (Kant 450). The principle dictates that a person acts with reference to each and every rational human being so that it is an end in itself in the actor’s maxim. This means that the rational being is the grounds of all maxims of action. Therefore, they should ne ver be treated as only means, but as the supreme restricting circumstance in use in each and every situation (Kant 452). This means that human beings should be regarded as the ends at all times. With this in mind, it would be vital for Mr. Casaubon also to consider the consequences of his wishes before pleading with her to fulfill his wishes. If Mr. Casaubon truly thought of what his wife liked, then he could have known that his wife was not so much interested in his readings and especially carrying on with his work once he died. Step 4 Dorothea’s steps led her to agreeing to her husband’

The supply and demand behind United States Oil prices Research Paper

The supply and demand behind United States Oil prices - Research Paper Example Production: The Organization of Petroleum Exporting Countries (OPEC) syndicate accounts for 40 percent of the entire production of oil at the global level. The export of oil by the OECD countries represents approximately 60 percent of the total amount of oil traded in the international markets. The size of supply of crude oil by the OPEC countries is considerably large. This makes its activities and statements influence the oil prices prevailing in the world. Deliberate reduction in production by the OPEC countries leads to fall in prices of oil internationally.   Supply: 60 percent of the world’s oil supply comes from the non-OPEC countries. Although the group of non- OPEC countries is greater in size than the OPEC group, they are the price takers in the international market. This is because they do not enjoy any spare capacity. This implies that these suppliers merely act according to the market prices rather than making attempts to manipulating them. That is, they respond to market prices rather than attempting to manipulate them. The non OPEC countries produce nearly at the full capacity and lapse in production leads to rise in total oil supply. It gives the OPEC the facility to further maneuver world supplies.    Global oil inventories: Inventories of oil maintained globally balance the demand and supply of oil in the world. In case of greater production of oil than the level of demand, excess supplies are stored as inventories. Again these inventories can be used in a reverse situation. When consumption becomes greater than demand, inventories are utilized to meet this incremental demand. The relationship existing between the oil prices and inventories of oil allows the market to correct the effect of any disruptive activity. If the inventory is building up, it implies that there is excess supply. In this situation, oil prices drop ultimately leading to a fall in production. Thus it brings a balance between demand and supply. On the contrary, i f the level of inventory is negative, there is a shortage of supply compared to the demand level. The oil prices would rise and production of oil would also increase.   Financial markets: Trading in oil does not only involve the physical market. Oil brokers also make trade contracts that relate to future dealings in oil. Future delivery of oil is termed as â€Å"futures†. There are customers, such as airlines, that purchase futures in order to hedge against the possibility of oil price rise in future. This might bring unfavorable effects on the ability of the company to operate efficiently and profitably. Often oil producers make future contracts so that it might deliberately lock the price for a particular time period.   Demand: The Organization of Economic Cooperation and Development (OECD) mostly consist of the United States and the greater part of Europe and some other advanced countries. This organization takes the responsibility of the world’s 53 percent of t he total oil demand (Fessler, 2011). The member nations consume oil in much higher quantity than the non-OECD countries. However, they exhibit a lesser rate of growth. The demand from the OECD countries has gone down while that by the non OECD countries has gone up in the period of 10 years between 2000 and 2010 (Fessler, 2011).    Non-OECD demand: China, Saudi Arabia and India together had the

Charles & Ray Eames Movie Review Example | Topics and Well Written Essays - 250 words

Charles & Ray Eames - Movie Review Example Finally, their refusal to accept art/architecture, and function at face value meant that they had a unique ability to think outside the box and incorporate new and oftentimes unthought-of designs into objects as mundane as furniture or as complex as modern representation of minimalistic art (Schinler 1). It was further interesting that the documentary noted that it was difficult to pin down exactly what Ray and Charles Eames were. This fact in and of itself is highly useful for the viewer to understand the fact that the artists themselves did not consider themselves to be constrained by a singular definition with relation to being an architect, artist, designer, or any other such label which would only serve to constrain the artistic endeavors that the pair regularly engaged upon. Further, the documentary noted that the pair could be viewed as the Google of their time; as they were so revolutionary and so creative that they continually wowed their clients with the designs that they could come up with. Schinler, Sarah. "A Rare Look At The Eames Offices Graphic Design." Co.Design. N.p., 14 Apr. 2011. Web. 26 Nov. 2012.

M&M PROJECT REPORT Essay Example | Topics and Well Written Essays - 500 words

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Research proposal Essay Example for Free

Research proposal Essay Roselle Jardin Ranario, DPA Research Adviser October 2013 ACKNOWLEDGMENT Thinking that this was impossible to achieve made us realize that everything would be possible especially with enough help and support from people around us. Not only motivating us but also helped us to pursue our goal. They gave us the courage to do good and guided all throughout. It is our pleasure to thank those who made this possible. To our Heavenly Father, for His divine providence and for giving us enough strength. To our families, for their moral and financial support especially during difficult times. To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and guiding us all throughout. Thank you also for the patience and encouragements. TABLE OF CONTENTS TitlePage Number INTRODUCTION Rationale4 Theoretical Background7 Statement of the Problem13 Significance of the Study14 RELATED LITERATURE15 RESEARCH METHODOLOGY22 Research Design Research Environment Research Respondents Research Instrument Selected based on the performance Data Gathering Procedures23 Treatment of Data DEFINITION OF TERMS24 BIBLIOGRAPHY25 APPENDICES28 CURRICULUM VITAE29 Introduction Rationale The love and eagerness to know is the beginning of a beautiful journey towards learning. The moment we want to know about any concept, we tend to  develop attachment towards it. By then, we would like to learn more about the concept and would do anything to know better. Statistically, Mathematics has been the academic subject that has presented the greatest challenge to many students. Many researchers suggest that difficulties in learning mathematics begin as early as pre-school. They argue that inadequate knowledge and ineffective teaching by some teachers plant the seed for future complications in the mathematics classroom. In an effort to address the challenge of poor academic performance in math, there is an abundant amount of literature and research on improvement in methods of math instruction. Since then, teachers are trying to utilize their creativity and initiative to grasp more strategies on how to develop the mathematical ability of learners effectively. The students start to dislike math because they do not understand. It builds up each grade level to the point that they hate it because they have difficulty in learning. The learners were not able to master the competency that they need to master each grade level. And because of this, learners develop attitude and anxiety towards math. Computer assisted instruction being used by many Asian countries in school especially in teaching math subject is of great help for both teachers and students. This can help learners understand well the concept of numbers, symbols, and objects through clear visual, accurate, and fast learning process and develop more of their mathematical ability. Through this, learners are now more confident to learn math and learning is more effective when teaching-learning method is incorporated with both verbal and visual entity with the use of computer assisted instruction. This concern draws an interest to the researchers to know the Asian people’s math attitudes and anxieties in computer assisted instructions. The researchers attempt to help the learners to appreciate math more and with it, they will be able to start learning math better. In the long run, the learners will be able to develop their mathematical ability and be able to make use of it on their future chosen field. With the findings, the  researchers may also be able to relate it to the math learners since the researchers themselves are also a math instructor in one of the schools in Asia. The researchers may come up with effective strategies in the teaching-learning environment with the learners to improve their math performance. Theoretical Background This study is anchored by these two theories; Bandura’s Social Cognitive Theory and Vygotsky’s Social Constructivist Theory. Bandura’s Social Cognitive Theory is composed of four processes of goal realization: self-observation, self-evaluation, self-reaction and self-efficacy. These components are interrelated, each having an effect on motivation and goal attainment (Redmond, 2010). Self-observation–Observing oneself can inform and motivate. It can be used to assess one’s progress toward goal attainment as well as motivate behavioral changes. There are two important factors with regards to self-observation: regularity and proximity. Regularity means the behavior should be continually observed, whereas proximity means the behavior should be observed while it occurs, or shortly after. Alone, self-observation is insufficient because motivation depends on one’s expectations of outcomes and efficacy (Zimmerman Schunk, 2001). Self-evaluation– Self-evaluation compares an individuals current performance with a desired performance or goal. It is affected by the standards set and the importance of the goals. Goals must be specific and important; therefore, goals such as, do your best are vague and will not motivate. Schunk and Zimmerman (1994) state that specific goals specify the amount of effort required for success and boost self-efficacy because progress is easy to gauge. If one has little regard for his goal he will not evaluate performance. There are two types of self-evaluation standards: absolute and normative. For example, a grading scale would be an example of a fixed or absolute standard. A social comparison such as evaluating one’s behavior or performance against other individuals is an example of a normative standard  (Zimmerman Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they are more likely to continue to exert a high level of effort, since sub-standard performance will no longer provide satisfaction (Bandura, 1989). Self-reaction– Reactions to one’s performance can be motivating. If the progress made is deemed acceptable, then one will have a feeling of self-efficacy with regard to continuing, and will be motivated towards the achievement of their goal. A negative self-evaluation might also be motivating in that one may desire to work harder provided that they consider the goal to be valuable. Self-reaction also allows a person to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are likely to re-evaluate and raise the standard (goal); whereas, if a person has not achieved the goal, they are likely to re-evaluate and lower the standard (goal) to an achievable goal. Self-efficacy– One’s belief in the likelihood of goal completion can be motivating in itself (Van der BijlShortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular tasks. Task-related self-efficacy increases the effort and persistence towards challenging tasks; therefore, increasing the likelihood that they will be completed (Barling Beattie, 1983, as cited in Axtell Parker, 2003, p. 114). Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive development is a social activity. â€Å"Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).† Adolescents develop their own thoughts and attitudes through social interaction and communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by observing the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially. Realizing this will help keep teachers aware of just how meaningful their interactions and attitudes  are to a student, and how what they say and do can influence a student. Depending on the social context of the classroom, a student may benefit from being able to interact freely and socially with other students as they learn. The teacher may be socially less approachable in the classroom context. A ten year study at Harvard (Crouch, Mazur, 2001) showed that most students learn more from group learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialogue, rather than recite whatever â€Å"correct† explanation the teacher has told them, they more fully engage their minds, using their own cultural tools and opening their own personal beliefs to eventual modification. Vygotsky’s important notion state that students learn most effectively when they are given tasks which are a little too difficult for an individual to accomplish alone but can be mastered through social cooperation, is called teaching in the students’ Zone of Proximal Development (ZPD). What he means is that if the lessons and tasks given to a student are not close enough â€Å"proximal† to what the student finds challenging, then the student will not develop. Trivial exercises result in mostly boredom and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can work together, then they will simply fail at it and also achieve little development. So there is an optimal zone, or â€Å"magic middle†, where students are challenged, but can cooperate socially to increase their mastery of the task. Such a task is said to be within the ZPD. The concept of a ZPD can also be applied to the way adolescents think and develop. Most adolescents want to develop into adults and join adult society, perhaps to be free from their diminished status below the adults within society, particularly in our culture. If we consider that operating within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and imitate adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, Wenning, 2006) on the implementation of new inquiry-based lab activities, which are more challenging and more work for  both students and instructors, found that these new and difficult activities must be introduced gradually. The research group achieved great success when they began the course with lab activities that were the easiest to understand within the pre-existing scaffolding (in this case, their educational background) and within the students’ ZPD. As the course progressed, the lab activities became increasingly complex, but the students continued to succeed and increased their skills and understanding. By working within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this same approach: First I will have to investigate and identify my students’ ZPD, as they did in the Illinois study.(Wenning, Wenning, 2006). Statement of the Problem This study aims to examine the relationship of Math attitude and anxiety of students in computer assisted instruction across Asian countries. Specifically, this study aims to know the following: 1. What is the Math attitude of the learners across Asian countries? 2. What are the levels of Math anxiety of the learners across Asian countries? 3. What are the types of computer assisted instruction in Math across Asian countries? 4. What are the effects of computer assisted instruction in Math attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of Math anxiety of learners? Significance of the Study The results of this research study categorically benefited from many sectors of the educational institutions by providing information on the results of the performance in terms of students language achievement that will enable the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the following: To the principal concerned, the results of this research  study may give her insights which would encourage her to plan projects designed to improve the quality of language teaching in the public school like Minglanilla National Science High School as the lead school of all public secondary schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in English of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the d ata and information necessary for his experimental analysis utilizing the macro-skills learning performance intended for High School students, particularly in science classes. This will help the English teachers in Science High School realize in order for them to understand the new approaches in teaching and to be able to use the techniques and procedures effectively. Thus, it is necessary to bring their training up-to-date. They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers assigned to teach pilot classes as formative years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can integrate with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach. The secondary freshmen as student entrants of Minglanilla National Science High School will further ameliorate their savvy based on the structured lessons and differ mentally according to the departmentalized lessons, advanced lessons presented, and general learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, reading and writing as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level. REVIEW OF RELATED LITERATURE The learning of mathematics is affected by the confidence of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards mathematics (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou Christou, 1998). For fear of embarrassment, many adults go to great lengths to avoid admitting that they experience reading difficulties, yet it appears to be normal, even acceptable, in modern life to readily admit to a dislike and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from lack of confidence to anxiety and even fear. According to Bandura’s sociocognitive theory, student’s motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards Mathematics have better performance in Mathematics. Latterell (2008) writes in her book about the â€Å"Math Wars† that â€Å"Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. One’s attitude and behavior must match the belief that hard work leads to success† (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students consistently outperform American students in mathematics (Latterell, 2008) and innumeracy. â€Å"Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities† (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in one’s ability to succeed. The factors affecting mathematics anxiety were mathematics achievement,  attitude toward mathematics, trait anxiety, and debilitating anxiety.^ Mathematics attitude, mathematics achievement, field indepedence, and the anxiety measures were found to be significant predictors of level of mathematics anxiety. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical problems are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including working memory, age, gender, self-efficacy, and mathematics attitudes (Cates Rhymer, 2003). Students faced with the dual burdens of intractable content and math-anxiety a posteriori tend to have weak or negative mathematics self-efficacy beliefs. Bandura (1986) defined self-efficacy beliefs as â€Å"people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances† as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an inventory of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney Schraw, 2003). Yà ¼ksel-Åžahin (2008) said that Mathematics anxiety has to do with a sense of discomfort while required to work on mathematical problems (Hadfield   Trujillo, 1999; Ma, 2003). Low grades or failure in mathematics could also lead to mathematics anxiety or exasperate students’ existing levels of anxiety for mathematics (Ma Xu, 2004; Norwood, 1994; Reynolds, 2001; Satake Amato, 1995; Townsend, Moore, Tuck, Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner Duffy, 2002; Hopko et.al., 2003). Megan R. Smith (2004) said that Math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students overcome it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually nervous when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at different ages in different people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and enthusiasm for teaching math (Jackson and Leffingwell, 1999). It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves. Math anxiety is a real problem facing students, teachers, and parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner Duffy, 2002). Students who have math anxiety  face real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of â€Å"long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math† (p. 224). Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. Computer-assisted instruction (CAI) Computer Aided Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school administrator in the management of the learner and instructional process. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. Computer – based instruction is a remediation or instruction presented on a computer according to the American Institute of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the Department of Education is in the final stage of completing the five – year Information and Communication Technology for Education Strategies Plan as Lapus (2008) puts it. Computer – based instruction is a remediation or instruction presented on a computer, the American Institute of Research (2004) reiterated. CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learners  access to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the immediate responsiveness of computer interactions and appreciate the self-paced and private learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010). As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that traditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement. Research Methodology Research Design This study will employ quantitative approach of data analysis and presentation. It utilizes descriptive correlation method of deriving data from 4 different Asian countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Respondents The respondents of the study will be selected using data mining technique. The 4 Southeast Asian countries including Philippines are among the many that joined the Trends In Mathematics and Science Survey and based on the records, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philippines based on the 2003 TIMSS records. Research Environment The research will be conducted within the Four Southeast Asian Countries namely: Malaysia, Indonesia, Singapore and Philippines. Research Instrument For the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In Mathematics and Science Survey (TIMSS 2003). Research Procedures Gathering of Data Academic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South East Asian countries will be selected based on their performance in Math. Treatment of Data The cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help determine the relationship between Math anxiety and Math Attitude. DEFINITION OF TERMS For a better and clearer understanding of this study, the following terms are operationally defined in the context of this investigation. Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process. Math Anxiety refers to the feeling of tension or fear in Math. Math Attitude refers to the behavior towards Math TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS) international assessment of the mathematics and science knowledge of students from different grade levels across countries. DATA MINING TECHNIQUE getting information from a data set and makes it understandable for further use. BIBLIOGRAPHY Crouch, C. H., Mazur, E. (2001). Peer Instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi:10.1119/1.1374249 Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, M. Cole (Eds.), The Cambridge companion to Vygotsky. New York: Cambridge University Press. Dilber, R., Karaman, I., Duzgun, B. (2009). High school students’ understanding of projectile motion concepts. Educational Research and Evaluation, 15(3), 203-222. Ibrahim, B., Buffler, A., Lubben, F. (2009). Profiles of Freshman Physics Students’ Views on the Nature of Science. Journal of Research in Science Teaching, 46(3), 248–264. Mason, A., Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., Solis J. (2007). Children’s development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec P. D. Hastings (Eds.), Handbook of socialization. New York: Guilford. Pachler, Norbert, Center of Excellence for Work-based Learning for Education Professionals, Dept. of learning, Curriculum Communication, Institute of Education, University of London. 2004. Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journal of Scientific Research 13 (4): 568-572, IDOSCI Publications. Megan R. Smith. (2004). Math Anxiety: Causes, Effects, and Preventative Measures. Internet Sources glwhitcomb.iweb.bsu.edu Tago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.php http://www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003. [emailprotected] http://www.icmeorganizers.dk/tsg15/ APPENDIX E BUDGET SUMMARY 1. Supplies: Drawing book P 46.00 Clear FolderP 16.00 Cost of Services: a. Print out P 30.00 Total P 76.00 Prepared by: ARMESTIDES M. BARGAYO VI RESEARCH TEAM TREASURER Curriculum Vitae PERSONAL DATA Name:Odessa M. Bonjoc – Avenido Address:Luyang, Carmen, Cebu Birthday:November 15, 1983 Civil Status:Married Sex:Female Age:29 Spouse:Ariel B. Avenido EDUCATIONAL BACKGROUND Elementary: Luyang Elementary School Year Graduated: 1996 Secondary: Cebu Academy Year Graduated: 2000 Tertiary: University of the Visayas – Main Campus Year Graduated: 2004 Course: Bachelor in Elementary Education – Area in Mathematics Graduate Studies: Cebu Normal University Graduated: Present Course: Master of Arts in Education – Major in ELT Employment Record: Position: Teacher 2 Designation:ICT Teacher School: Luyang Elementary School – DepEd Province PERSONAL DATA Name: Armestides M. Bargayo VI Address: Lower Pakigne, Minglanilla, Cebu Birthday: October 22, 1981 Civil Status: Single Sex: Male Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Minglanilla Central School Year Graduated: 1994 High School: Immaculate Heart of Mary Academy Year Graduated: 1998 College: University of San Carlos Year Graduated: 2002 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: University of Cebu – Main Campus PERSONAL DATA Name: Jun Antoinette Z. Navaja Address: 4- E Gorordo Avenue, Kamputhaw, Cebu City Birthday: January 27, 1988 Civil Status: Single Sex: Female Age: 25 years old EDUCATIONAL BACKGROUND Elementary: Colegio de la Inmaculada Concepcion Year Graduated: 2001 High School: Colegio de la Inmaculada Concepcion Year Graduated: 2005 College: University of San Carlos Year Graduated: 2009 Course: Bachelor of Education major in Special Education Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major Special Education- Mental Retardation Employment Record: Position: Substitute Teacher School: Barrio Luz Elementary School, DepEd Cebu PERSONAL DATA Name: Angelie Lopez Senarosa Address: Catmaran, Basak, Compostela, Cebu Birthday: April 25, 1982 Civil Status:Single Sex: Female Age: 31 years old EDUCATIONAL BACKGROUND Elementary: Panangban Elementary School Year Graduated: 2000 High School: Compostela National High School Year Graduated: 2003 College: Cebu Normal University Year Graduated: 2007 Course: Bachelor in Secondary Education major in Math Graduate Studies: Cebu Normal University Year Graduated: Present Course: Master of Arts in Education major in Math Employment Record: Position: Math Teacher School: Mulao National High School, DepEd Cebu

Changes And Trends Of The Hospitality Industry

Changes And Trends Of The Hospitality Industry In the last few decades, the hospitality industry has gone through many changes. According to Go and Pine, (1995) and Guerrier et al. (1998), changes in the industry are mainly due to the globalization, the changes are mainly due to globalization. Supported by Barrows C.W and Power T. (2009) globalization, in a sense has become old news but with the falling of trade barriers brought on by the North American Free Trade Agreement and the European Community has made borders seem nonexistent. With North America and European countries having a major trading role with other countries, the ease of financial transaction and information is an important step in the restructuring of the hospitality industry. Besides globalization, the growth of multiple ownership of hotels and stronger hotel brandings in the late 90s and early 20s has affected the hospitality industry, especially in organizational structure. (Go and Pine, 1995 Guerrier et al, 1998) Moreover, in this day and time, while those changes are still relevant, there are many other factors that contribute to the ever-changing nature of the hospitality industry. World changing incidents such as the tragic terrorist events in North America, Madrid, London and Bali, the severe acute respiratory syndrome (SARS), hurricane Katrina, the economy downturn, the A (H1N1) influenza pandemic and political tensions of the past decade will have a lasting effect on how the hospitality industry will operate. While there are challenging issues in the past, never has the industry have to face with so many issues at one time. However, in the face of these challenges, the hospitality industry is set to beat expectations on economic recovery with Global Travel Tourism Economy real GDP growth is expected to rise by 2% this year beating the estimate of 0.5%, and thus creating an extra 946,000 job worldwide. (WTTC, 2010) High profile hospitality institutions have gotten together and hosted pa nel discussions and studies on the effects of these tragic incidents on the industry particularly on the terrorist incident of September 11, 2001. Both short term and long term effects are seen on the hospitality industries. These studies have identified different effects ranging from people not travelling for any reason to travelling for important needs and finally to somewhat normal travel patterns of the past. Surely but slowly the patterns will reach normal levels but the question here is when. Trends of the hospitality industry These days as more and more people travel the world be it for pleasure or business, they want somewhere as close to home to feel comfortable. However, there are other people who want otherwise, something different rather than having the same feeling at home, they want a different experience of living style which they can only dream off. (Weissinger, 2000) Therefore, there are many diverse types of hotels that sit under the umbrella definition of hotels. On that note, the front office department is often considered the nerve centre of a hotel and is unchanged in terms of roles to be played. (Bardi, J.A., 2007) According to Vallen and Vallen (2004) front office is defined in terms of role as the first and main contact point between a guest and an operating hotel. Generally the front office activities can include all functions that center around the reception desk and its allied areas. This can be simplified from greeting guests, providing of information, checking in and out, till the m oment they leave the property. Roldan (2004) states that the key to success of a hotel business starts off with the first contact between the guest and the hotel personnel. Being the first contact point, the front office staffs first impression upon a hotel guest is vital; the way they are received and treated can mean repeated patronage in the future. The future professionals of the industry have to analyze who their customers are and what they want. In todays day and age, Bardi J.A., (2010) and Barrows C.W., and Power T., (2009) supports Go and Pine, (1995) and Guerrier et al., (1998) in its changes of factors in the industry and moreover identifies additional aspects such as the different trends of customers that foster growth in the industry, the author says that, the trend towards the increase in leisure time and working less years is one reason behind the growth. The second factor would be the pleasure concept of consumers that was brought forth Barrows C.W., and Power T.,(2009) reinforced by Bardi, J.A.,(2010) stating that the work ethic of the eighteenth and nineteenth centuries have greatly influenced the way Americans play, as recreation and leisure was were considered privileges. With that in mind, in the world today, as the current trend for discretionary income in the emergence of two-way income and family planning is booming, the hospitality industry is changing. Problem Statement The hospitality and tourism industry is an ever-changing industry with new technological advances and trends that comes in waves and then disperses. Hotels being a part of the industry have to adapt and change as well. The hotel front office is one area that has to constantly reorganize with the changes in the industry. In regards to the fluctuating environment of the industry, the industry is still making a comeback, stronger each year. Both the demand and supply for workers are present at state; however, the qualities of these workers are still in question. The high labour turnover experienced in the hospitality industry is common in this day and time and can be due to many factors such as long working hours, low pay, the wide array of job opportunities and many more. In the hospitality industry, especially in the hotel sectors, service is the key to retaining customers (Maxwell, Watson and Quail, 2004) and is what separates competition these hotels from one another. Therefore, it is not a problem to be taken lightly and this study aims to take a look at the people of the workforce itself. Research Questions What are the key skills and attributes needed to be effective in the front office department? Does graduating with a high school certificate, diploma or degree in hotel management make a difference in terms of performing? What are the future prospects of front office employees? What are the intentions of front office employees? What are the natures of front office work? How do the industry players retain its employees? Research Objectives To investigate and analyze the key skills and attributes to be effective in the front office department. To look into the subject of obtaining a high school certificate, diploma or degree in hotel management; does it make a difference? To further gain insight on the future prospects of front office employees. To investigate the intentions of front office employees and what they want. To investigate further the scope of front office work. A research into the whys of employee turnover reasons. With the informed data gathered upon answering said questions on top, the enablement of the hospitality industry players to estimate Hypothesis Human Capital > Internationalization Human capital positively affects the internationalization of an enterprise. Human Capital > Service Innovation Human capital positively affects the innovation of service employees in regards to their work. Internationalization > Performance Internationalization affects the performance of a firm whether it is financially or through guess satisfaction level. Service Innovation > Performance The innovation of the workforce leads to better performance and guest satisfaction. Theoretical / Conceptual Framework The original Degree of Internationalization Entrepreneurial Orientation Performance Service Innovation Human Capital The original framework was built for professional service firms especially small and medium enterprises (SME) (Radulovich, 2008). It was constructed to relate a service firms entrepreneurial orientation, human capital, the firms degree of internationalization, service innovation, and performance. This framework was constructed upon thoroughly examining in the aforementioned areas above. Adapted Framework Degree of Internationalization Human Capital Performance Service Innovation Skills and training (Human Capital) > Internationalization and Service Innovation > Effective workforce > Guest Satisfaction and Performance This framework has been adapted and changed accordingly to fit into the hospitality industrys index. The core conceptual framework is unchanged with the exception of excluding the Entrepreneurial Orientation aspect which is highly unlikely to affect the core concept and theory that is to be explained. As changes are made, Human Capital will now be the core driving force. Hypothesis Related to Human Capital and Degree of Internationalization In a study done by (Hitt, et al, 2006) concludes that human capital is a primary resource contributor to professional service international expansion. The theory here is that a firms degree of internationalization is closely related to the human capital of the organization. Key factors identified as contributing factors are knowledge (Autio Sapienza Almeida, 2000) and also top management characteristics (Bloodgood, Sapienza Almeida, 1996). This study also identified that the characteristics and experience of the top management team relates positively to the internationalization of an organization. Another more recent study also proves that there is empirical study which shows support for human capital resources as influencing degree of internationalization. (Hitt, Bierman, Uhlenbruck, Shimizu, 2006) Therefore it can be concluded that there is positive influence of human capital professional service towards the internationalization. Hypothesis Related to Human Capital and Service Innovation Human resources can be defined as interpersonal and business skills and is proven that there is a positive effect on a firms innovation strategies. In a study done in the US, human capital at both the individual and firm level is identified as a positive effect on service innovations (Zhou, 2007). Shane (2000) also recorded that prior knowledge affects an individual ability to perceive new opportunities and to contribute innovative solutions. To support this theory, an in-depth study was done with 8 firms conducting a study on examining innovation and opportunity recognition and is reported that prior experience affected their ability to perceive opportunities and innovate. (Edelman, Brush, Manolova, 2005). Furthermore, the prior knowledge and specialized knowledge of the internal human resources are significant contributors to the innovation of work speed and competition level as recorded in Taiwanese high-tech ventures. (Wu, Wang, Chen, Pan, 2008) Hypothesis Related to Degree of Internationalization and Performance Studies relating the degree of internationalization and performance are not new and there is empirical evidence to support this theory which positively affects a firms performance (Bloodgood, Sapienza, Almeida, 1996; Delios Beamish, 1999; Grant 1987; Hitt, Hoskisson, Kim, 1997). Studies also show that as a new venture firm gets into the international markets earlier gains better advantages over their competitors and improved performance. (Brock, Yaffe, Dembovsky, 2006). In the view of hospitality terms, a brand name can be created upon trust and loyalty which is an important factor for continuous visits. Hypothesis Related to Service Innovation and Performance Service innovation on service performance has been theoretically and empirically confirmed with studies done in recent years. It is confirmed that in differing context of globalization that innovation still improves performance of a firm. Zhou, Yin and Tse (2005) have documented this relationship in their study done in the emerging market of China. As China is a transitioning and developing market, it is only comparable to the market of Malaysia. The comparison of the effects of China to the economy of Hong Kong found that innovation plays a major role in both these markets. (Luk, Yau, Sin, Tse, Chow, Lee, 2008) Scope / Limitations Scope: In this study, the author has chosen to conduct the research in all 5 star hotels in the area of the city of Kuala Lumpur. This scope will help dictate and represent city hotels in Malaysia as it is busiest all year round, and the job scopes of the hotels are wide enough to obtain data. On a deeper level, a survey will be conducted to all front office staff (e.g. Front office attendant, bellboy, front office accountant, etc) in order to obtain information. Limitations: As for limitations, time restraints and resource limitations would be the biggest factor. As the author would only have approximately 6 months to collect and analyze the data, the depth of the research may not be too detailed. Besides that, there will be a limit to research options available to the author due to insufficient knowledge on research ways and as this will be the first research paper done by the author. Notwithstanding, being a student, there will be limitations in terms of access to data because of monetary issues and outlets to gain information in the industry. Significance of Study This research paper intends to analyze the different behavioural needs and wants of the front office workforce. By gathering the work backgrounds, studying the motivation factors and the intentions of this group, a better and effective workforce can be established to be in line with the transitioning aspect of the industry. Ongoing research is a must in this area because of the ever-changing prospects of the Hospitality and Tourism Industry, especially the front office department. Key skills and attributes are to be identified as a benchmark for structure when hiring by the Human Resource department. This paper would be a guideline for the hotel industry players to attain information on the behaviour of front office staff and their intentions for the future. Employing and constantly motivating a workforce is one of the hardest things to keep up in any industry. Without proper information on the behaviour and the intentions of the workforce, being in a labour intensive workforce and s ervice oriented industry, there surely will be a loss in terms of customer satisfaction and the profits of a hotel and this is unacceptable. Chapter 2 Literature Review Hospitality Skills and Nature of Hotel Front Office Work Jobs commonly retain a low-skill character, especially in the fastest-growing sectors Bradley et al (2002) (p.129) The hospitality sector is growing with a tremendous rate, especially in East Asia and the Pacific, Asia, the Middle East and Africa. These areas are forecasted to show a rate of 5% growth each year and 4.1% in Europe and Americas. (WTO, 2010) There has been long standing debate over the skills and nature of the front office work. It is widely characterised in both academic and popular press as a low-skilled job dominated by low skills profile. (Wood, 1997) In support of this theory, Shaw Williams (1994) first claimed that the hospitality industry workforce were uneducated, unmotivated, untrained, unskilled and unproductive (p. 142). Upon further research, the nature of front office work revealed by one side is in terms un-unique (Mullins, 1981; Lashley Morrison, 2000). Mullins and Lashley argue that the technical skills of the hospitality sector have relevance and can be applied to other sectors of the economy. Another dimension of why there is the public perception that the hospit ality industry is regarded as low skilled is because there are no real prerequisite for employment in terms of qualification (Huddlestone and Hirst, 2004). As far as the research of Baum Devine (2007) and Baum (2007) goes the educational attainment of a person is not an influencing factor to undertake the front office job. In terms of front office, the industry has considerable cross-over work of other sectors such as office administration, accounting, and IT systems management, these generic skills tend to overlap each other. In this argument, where is the uniqueness of work skill? By any means the hospitality industry is just borrowing a number of skill forces from different industries, in this case with a lower pay wage and a lower career development opportunity. This theory of unskilled labour in the hospitality industry does not go uncontested, in the forthcoming years after the thesis (Baum, 1996, 2002). Baum questions the validity of hospitality work as a low skilled job universally based solely upon the assumption of westernized, international hospitality work. It may be perceived so in general, but it is not applicable in the developing world whereby the technical demands and skills are lower than those of the developed countries. Another such example of a considerable contest comes from Burns (1997), Burns categorizes the labour force into two, skilled and the unskilled. Burns uses a very distinctive definition of skills in the hospitality for this saying: the different sectors that comprise tourism-as-industry take different approaches to the human resources, and that some of these differencesare due to whether or not the employees have a history of being organized (either in terms of trade unions or staff associations with formalised communication procedures. (p.240) Both these factors are separated by manpower planning paradigns for the manufacturing sector and as for the workforce, it comes in traditional power, organization. The workforce takes control through the use of trade unions and control the supply of labour through apprenticeship and training. Contributing factors worth noting are factors put forth by Seymour (2000) and Warhurst et al (2000), gives an added dimension to the work of hospitality employees. Seymour adds in emotional labour arguing that the added management of emotions as part of the day to day job is the difference between working in fast food as opposed to traditional areas of service work. The added emotional labour is there for the benefit of guest experience and that they are paid to do it. In Baum T. (2007), it is further perceived that there is the need for emotional intelligence (EQ) as defined by Goleman (1998) . . . the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships. (p. 317). Explained by Warhurst et al. (2000) and Witz et al. (2003) the added aesthetic labour to the tools of trade is indeed of importance to the hospitality workers, especially to front office staff. In describing aesthetic labour it is the skill required to look, sound and behave in a manner that is required for the job while meeting the expectations of the customers. They have to demonstrate the ability to engage in different aspects with the customers such as cultural, social, and economical matters. This on hand requires a certain level of education to be obtained. What industry wants: employers preferences for training. In the industry, while representatives state that they prefer industry skills and experience above education skills and knowledge, it is only realistic that a mixture of both these qualities are required, which is lacking in the workforce. (Smith Kemmis, 2010). In the hospitality industry most of the training is informal. Only a small portion (14%) of employees has gone through higher education in the respective industry. ( 2-1) The other 86% comes from the private sector and employer training in the industry. It was found out in a study that the National Vocational Qualification curriculum, found out that training in higher educational institutes would not cut it in the industry. (People1st,2009) In the same interview, two interviewees stated that on-the-job training is particularly the way to go in an industry that is interaction based in order for skill development. The focus on experience and skill over education is proved in a study done. vocational education and training (VET) practitioners Both industry groups felt that the most important skills and knowledge for trainers to possess were related to industry rather than education There was a lack of tradition of training in the industries compared with other industries, with relatively new qualifications for most jobs, and managers in the industries were underqualified , meaning it was difficult for them to drive high standards in training. Given these circumstances it is perhaps surprising not that training for the service industries exhibits many challenges, but that it does the job as well as it does. This observation was supported by hospitality employers who acknowledged the difficulties faced particularly by TAFE teachers, and were very ready to make excuses on their behalf. The recession, as in Australia, had provided opportunities for cross-fertilisation among industries as people lost their jobs in one sector and looked to move into other work where the skill set was similar (People1st, 2009). The standard of service in both industries was felt to be lower than required (especially in a situation where customer expectations were continually rising), with both industries also reporting a need for improved management skills. The hospitality industry had a skill shortage in chefs (People1st, 2009). Customer service is paramount in these industries; Maxwell, Watson and Quail (2004, p. 159) point out that for hospitality the customer reigns supreme, and Huddlestone and Hirst (2004, p. 6), for retail, state customer service is becoming the most essential employee skill. In a study of training in the Hilton chain, Maxwell et al. (2004, p. 269) note that a service culture is deeply imbued in organisational structures and practices, and cannot be added on simply by training individual staff. Chapter 3 Research Design and Methodology 3.1 Overview In this chapter of the sample proposal, an explanation on the research methodology and design is written. In the first part of Chapter 3, there will be a brief introduction on the purpose, aims and objectives and benefits of the study. Following that will be a discussion on the research design of the study. Exploratory details such as the population, sample and sampling procedures are discussed. On the third section of the chapter, there will be added explanation on the data collection procedures and data analysis steps. A brief explanation on the questionnaires will be given to give an insight on the questions asked. 3.2 Introduction The purpose of this study is to illustrate the current behaviour conditions of the front office. The information gathered will compose of the nature of front office work, education attainment level, skills, work background, attitudes towards the area of work and plans for the future. By analyzing these areas and acquired from these group of people in the hospitality industry will enable the industry players such as managers, policy and decision makers to get a more personal insight look at the wants, needs and future perspectives of these in demand people. Appropriate changes and more effective strategies in regards to high satisfaction levels can be developed and be used in the industry to decrease labour turnover and low level performances. 3.3 Research Design Population The study is intended to collect data on one of the most important workforce in the hospitality industry; the front office workers. The population of the survey intended will be Front Office workers in the area of Kuala Lumpur. Sample The sample population identified in the survey goes by the different distinct areas of Kuala Lumpur (Table 1). The sampling method that will be used is Cluster sampling. Having already divided them into different location categories, the target sample is then identified as the front office workforce in hotels. Name of Hotel Area/Location JW Marriot Hotel Bukit Bintang Park Royal Kuala Lumpur Bukit Bintang The Ritz Carlton Kuala Lumpur Bukit Bintang The Westin Kuala Lumpur Bukit Bintang Sheraton Imperial Kuala Lumpur Golden Triangle Hilton Kuala Lumpur KL Sentral Le Meridien Kuala Lumpur KL Sentral Ascott Kuala Lumpur KLCC Crowne Plaza Mutiara Kuala Lumpur KLCC Hotel Maya Kuala Lumpur KLCC Hotel Nikko Kuala Lumpur KLCC Mandarin Oriental Kuala Lumpur KLCC Micasa All Suite Hotel KLCC Pacific Regency Hotel Suites Kuala Lumpur KLCC Prince Hotel and Residence KLCC Renaissance Kuala Lumpur Hotel KLCC Shangri-La Hotel Kuala Lumpur KLCC The Gardens Hotel and Residances Mid Valley Palace of the Golden Horses Mines Grand Dorsett Subang Hotel Petaling Jaya Holiday Villa Subang Petaling Jaya Sunway Resort Hotel and Spa Petaling Jaya The Saujana Kuala Lumpur Petaling Jaya Table 1 For this study, a survey will be carried out on all the 5 star hotels in the city of Kuala Lumpur. On identifying the 5 star hotels located around Kuala Lumpur, the works of KL-Hotels.com were used. This will be verified again by Upon identifying the sample population, a sample frame will be created to categorize the hotels into different location categories for the enablement of easier data managing. An invitation will then be sent out to the General Managers of each selected hotel for approval on participating with the survey. Upon approval, the questionnaires will be distributed among the front office staff of the hotels. 3.4 Data Collection Procedure Primary data The data collected from the questionnaire will be the main source of primary data. Secondary data much research has been done regarding the effectiveness of a workforce and how to improve. These sources are highly resourceful and will come in helpful when data analysis is been done. The theories and conclusions can be used to support and disregard some of the findings in this study. The secondary data may come from a number of literature forms such as journal articles, textbooks and written experiences. A formal proposal will be sent out to the General Managers of each of the selected hotels to ensure participation in the survey. Upon approval, the identification of all front office staff is indentified and recorded. As per identifying all the front office workers (night auditors, concierge, bellboy, front office assistant, etc) in the selected hotels, the questionnaire will then be distributed electronically to the head of the front office department; Front Office Manager. After the questionnaire is finished, the questionnaires should be collected and given back for data analysis. The data received will then be analyzed with the help of the SPSS data software. With the help of the SPSS program, bias answers and unreliable answers can be disregarded. As the data is sorted out and conclusions are done, comparisons will be done to reaffirm findings or to oppose them. 3.5 Questionnaire Design The goal of the questionnaire is to collect data from within the front office department. To achieve this, questions pertaining to the nature of the job, the work background, intentions for the future and key skills and attributes will all be posted. In regards to explaining the structure of the questionnaire in sections, there will be 4 sections. The first section of the questionnaire will be in regards to personal details. The second part of the questionnaire will be closed ended questions with choices to choose from. This part of the questionnaire is to get a response from the employees regarding their views on the hospitality industry. The third section of the questionnaire will be about the nature of the front office work, and also to get an inner look to their needs and wants. The fourth and final section is designed to completely give freedom to the respondents with open-ended questions regarding their views on management levels and their thoughts on training and skills in the industry.

comming from mississippi Essay -- essays research papers

While reading this book, I came across issues that I had already learned about in school over the years. I knew that for a least the past sixty years there has been some sort of conflict between the perceived to be white race and the perceived to be black race. No one really remembers how it all stared but the snowball effect had taken shape and it very rapidly spun out of control. Coming of Age in Mississippi written by Anne Moody was different however because it gave us an inside look as to how the black people in the heart of it all were directly affected. I have always read a unbiased version of this story and have never been able to relate to what I was reading simply because there was no emotion on the page but I found that this time around I had no problem feeling sorry and hurting for Anne Moody and her family. This book looks at all aspects of the Civil Rights era and gives examples to almost every sub topic but the subject that struck a cord for me was appearance. I am a w oman of mixed decent and I have heard in life time people call me yellow and I never thought anything of it until I read in the book that they used that same term to describe a black person with a lighter complexion. This played a huge role in the black community back during that time and it is still relevant today. It caused a black vs. black hatred and it divided the community at a time when they needed to come together the most. This idea that the lighter young skin is, the better you are still plays a role in the black communities around the nation today. This book has many examples of when it first started the turning point for light skinned blacks.   Ã‚  Ã‚  Ã‚  Ã‚  The first time that I came across the term yellow or â€Å"high yellow† in the book was when Essie Mae was describing Florence. She was Essie father’s best friends widow who he ending up leaving her mother for. â€Å"Florence was a mulatto, high yellow with straight hair. She was the envy of all the women on the plantation† (Moody, 18) This is a perfect example of the appearance issue. Just because this woman had lighter skin and straight hair, she became the envy of all the other woman. It was a way for the other men and woman around to make her stand out from the rest and make her feel even more different then she already did. In the book it makes it sound as though â€Å"dark† black people thought that being a m... ...ples of the Civil Rights movement and we are able to see first hand that everyone in the deep South was effected by it. We see how it changes Anne Moody from a young innocent child to a person who hates whites then to a person who works for the betterment of the black race. We see that no good came from the hate that was inflicted on so many people in Mississippi and that there were so many points in time that it all could have been stopped. We see the nice white people who help people in need and we also hear about people who have no problem burning people alive in their homes because they are black. It we had stopped this back in the 1960’s we wouldn’t have the problems that we struggle with today. People like me wouldn’t have to worry about dating a man darker then me in fear that someone will disapprove of it. We wouldn’t have the white vs. black and the black vs. black problems that are worldwide today. If we could have stopped it at the root, it wouldn’t have grown out of control. We have a problem today; we are all racist.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚