Research Methods Chapter: Filipino Work Values in Education

Research Methods Chapter: Filipino Work Values in Education Chapter II METHOD OF THE STUDY The descriptive-correlation method is utilized to describe the general characteristics of the respondents in this study and to examine the existing relationship or differences between work values, job satisfaction and work performance. This method enables the researcher to make a thorough analysis of the relationship between the indicators of FWVS, JSS and the results of the Teachers’ Efficiency Rating of the respondents. Specifically, descriptive method was used to define the respondents’ dominant work values, level of job satisfaction and the level of work performance according to the different indicators given in the utilized tools. Moreover, this method is also used to describe the capacity of work values to determine the future outcomes of job satisfaction and work performance. While, correlation method was utilized to delve on the relationship between the different aspects of work values and job satisfaction, and work values and work performance. INSTRUMENTS/ TECHNIQUES To obtain the pertinent data for this study, standardized tests and evaluation tool were utilized as the main instruments. Standardized tests This study utilized the Filipino Work Values Scale Employee Edition (FWVS EE) The Filipino Work Values Scale (FWVS) is a standardized instrument designed to determine a persons work values. The scale consists of 80 items, distributed into 10 subscales. It takes approximately 15 to 20 minutes to accomplish it (Manual, 1987). The 10 subscales are the: Environmental, Familial, Intellectual – Achievement, Interpersonal, Management, Material, Occupation, Organization, Religious and Variety. This tool was rated using the Likert Scale Rating (1 – Very Unimportant, 2 – Unimportant, 3 – Neutral, 4 – Important and 5 – Very Important). This test consists of a test booklet where the general and specific directions were indicated, and a separate answer sheet to indicate the respondents’ answers. This test can be self – administered. The author sought for the permission of the owner of this tool which is attached in Appendix B. To obtain the level of the job satisfaction of the participants, Job Satisfaction Survey by Paul E. Spector was used. The Job Satisfaction Survey, JSS is a 36 item, nine-facet scale to assess employee attitudes about the job and aspects of the job. The nine facets are Pay, Promotion, Supervision, Fringe Benefits, Rewards, Co-workers, Nature of Work, and Communication which are rated from 1 or â€Å"Disagree very much† to 6 or â€Å"Agree very much.† Although the JSS was originally developed for use in human service organizations, it is also applicable in the education setting (Spector, 2001). The survey has an existing norm for teachers in Asian countries. This tool has been widely used and has existing local norm in the Philippines such as in the study conducted by Bansil (2010) in the study entitled â€Å"The relationship of job satisfaction and job performance of call center agents in outbound program† and Rosales and her colleagues (2013), â€Å"Nursesâ€⠄¢ Job Satisfaction and Burnout: Is there a connection?†.The author obtained permission from the local authors who utilized JSS in their local researches for reliability and validity purposes. The copy of the letter of permission was attached in Appendix C. Documentary Analysis The researcher obtained and analyzes the respondents work performance from the institutions previous school years work evaluation, Teachers’ Efficiency Rating. Efficiency Rating tool is a key component of employee development. It is intended to be a fair and balanced assessment of an employees performance (Claret Employee Manual, 1999). Administration. After securing permit from the school administrators, the researcher prepared the materials which are: Filipino Work Values Scale (Employee Edition) which was obtained from the author, Dr. Vicentita Cervera, and the Job Satisfaction Survey by Paul E. Spector, which was obtained from the website and was utilized upon the approval of the author. The tests were self-administered and there was no time allotment. The instructions were indicated in the booklets and answer sheets, where the respondents can readily read the instructions and understood easily. The materials were distributed during the in-service training seminar in the Audio-Visual Room (AVR) of CSQC where all the old and newly hired teachers were required to attend. The researcher was able to obtain the target respondents. The researcher was given 1 hour to conduct the administration of the tests. Other Guidance Counselors facilitated the distribution of the materials while the researcher explained the instructions where ten minutes was consumed. Fifteen to twenty minutes was allotted in answering the FWVS and another ten to fifteen minutes was given in answering the JSS. After each test, the Guidance Counselors collected the materials and proceeded to the inspection of answer sheets. Those answer sheets with incomplete responses and answer sheets of newly hired teachers were eliminated. A total of 109 qualified answer sheets were collected. The checking and scoring of the accomplished FWVS and JSS answer sheets started immediately after the data gathering and this was done for one month. The encoding of responses followed by the end of July, 2014 using the SPSS version 11.5 package. SAMPLING PROCEDURE The researcher utilized the non – probability purposive sampling technique (Rosales, 2013). This method was used based on the given criteria and specifications identified by the researcher. In this technique, the researcher based on his personal judgment in selecting the participants who best meet the purposes of his study. Ariola (2006) explains that whoever qualifies and is available is taken until the desired number of sample is attained. Specifically, stakeholder sampling (Palys, 2014) is utilized, one of the kinds of purposive sampling which is useful in the context of evaluation research and analysis of the teachers’ work values, job satisfaction and work performance, who are also involved in receiving and affected by the program that is designed according to the results. TREATMENT OF DATA Data were computed and analyzed using Statistical Package for Social Sciences (SPSS version 11.5). Descriptive and inferential statistics were utilized to analyze the data. Descriptive statistics included weighted mean to describe the teachers’ dominant work values difference work values, extent of job satisfaction and work performance and linear regression analysis to identify the future outcome of job satisfaction and work performance based on the dominant work values. Pearson – r coefficient of correlation was utilized to determine the correlation of variables and its significance. Weighted Mean. The researcher utilized this computation to get the weighted mean scores of each work values to identify the extent of importance on each work values, criteria of job satisfaction and work performance, with a formula of: ∑x = N/ n To determine the verbal interpretation of work values, this scale was used: Mean RangeDescription 4.50 to 5.00Very Important 3.50 to 4.49Important 2.50 to 3.49Neutral 1.50 to 2.49Unimportant 1.00 to 1.49Very Unimportant To determine the verbal interpretation of the job satisfaction, this scale was used: Mean RangeVerbal Description 5.50 to 6.00Agree very much 4.50 to 5.49Agree moderately 3.50 to 3.49Agree slightly 2.50 to 3.49Disagree slightly 1.50 to 2.49Disagree moderately 1.00 to 1.49Disagree very much To determine the verbal interpretation of the respondents’ work performance, this scale was utilized: Mean RangeDescription 4.5 to 5.0Very Evident 3.5 to 4.4Evident 2.5 to 3.4Fairly Evident 1.5 to 2.4Hardly Evident 1.0 to 1.4Not Evident Pearson – r. The Pearson – r or Pearson Product Moment Correlation Coefficient (r) is used in determining strength of correlation or association between two or more interval or ratio data (Ariola, 2006). This treatment was used to determine the degree and the nature of correlation between work values, job satisfaction and work performance. To determine the degree of relationship that exists between the variables, the following scale was used: If r =+.70 or higherVery strong positive relationship +.40 to +.69Strong positive relationship +.30 to +.39Moderate positive relationship +.20 to +.29weak positive relationship +.01 to +.19No or negligible relationship -.01 to -.19No or negligible relationship -.20 to -.29weak negative relationship -.30 to -.39Moderate negative relationship -.40 to -.69Strong negative relationship -.70 or higherVery strong negative relationship (http://faculty.quinnipiac.edu/libarts/polsci/Statistics.html) To determine the interpretation of the computed generated p – value in comparison with the level of significance, SPSS as used as shown on the scale below: ComparisonDecisionInterpretation P-value < 0.05Reject Ho Significant level of significance p-value > 0.05Accept HoNot Significant level of significance Correlation of coefficient reveals the positive (+) or negative (-) relationship between work values (x variable) and job satisfaction or work performance criteria (y variable). Positive significant relationship explains that as the x variable increases, y variable also increases, and vice – versa. Additionally, the significance of relationship of work values was based on the Ï  – value, where the computed Ï  – value

Response to Hip-hop Feminism

Response to Hip-hop Feminism Let Me Blow Your Mind: Response to Hip-hop Feminism In Let Me Blow Your Mind: Hip Hop Feminist Futures in Theory and Praxis, Lindsey explores the origins of hip-hop feminism, its relation to Black feminism(s), and its application to urban education. She also challenges the centralization of the African American male perspective in hip-hop by focusing on the Black and Brown girls and womens, transgender people of colors, and queer people of colors lived experiences. In this essay, I will examine the social context of the writer, how she describes current realities, how she analysis these realities, her vision and strategy for the future, and how the historical contacts affects this theory. I will end by sharing how this theory has relevance to my own life. Dr. Treva Lindsey is currently a professor at the Ohio State University in the Womens, Gender, and Sexuality Studies department. She received her Bachelor of Arts from Oberlin College and her Masters and Ph.D. from Duke University. She specializes in Black feminist theory, womens history, and popular culture studies along with work in critical race and gender theory, sexual politics, and African diaspora studies (Treva Lindsey). Lindsey is a self-described diva feminist, which she describes as being audacious, vibrant, passionate, and fierce in [her] dedication to eradicating racism, poverty, sexism, homophobia, religious intolerance, and other forms of socio-historical, political, and cultural oppression and exploitation (Lindsey), who is informed by Black feminist theory, hip-hop feminism, and her position as an African American woman in academia. In her publication, Lindsey states that women and girls not only play an integral role in the formation and sustaining of hip-hop culture(s) but also provide distinct standpoints, perspectives, and interventions into one of the most powerful cultural movements of late-20th and early-21st centuries (Lindsey 53). This idea is the base of hip-hop feminism that argues these contributions and perspectives are ignored or exploited by hip-hop culture. Lindsey describes several key theoretical interventions of hip-hop feminismà ¢Ã¢â€š ¬Ã‚ ¦including bringing wreck, kinetic orality, sonic pleasure, percussive resistance, and Black girl standpoint theory (Lindsey 55) to challenge the devaluation of womens and girls engagement with hip-hop (Lindsey 53). This devaluation benefits the African American male perspective in hip-hop which, as hip-hop feminism has argued against, has led to pervasive sexism and misogynyà ¢Ã¢â€š ¬Ã‚ ¦in rap music (Lindsey 62). Lindsey starts her analysis of this reality by first exploring the relationship, and the differences, between Black feminism(s) and hip-hop feminism. She explains that there are material and discursive differencesà ¢Ã¢â€š ¬Ã‚ ¦between second-wave Black feminists and women of the hip-hop generation (Lindsey 56). While both feminisms address sexism and the patriarchy, Black feminists do not believe it is possible to base a feminist epistemology in a movement where sexism and misogyny thrive. Hip-hop feminism argues for a feminism that considers the messiness and lived contradictions of human experience (Lindsey 56), such as the women who participate in a culture such as hip-hop, to better understand the reality of women and girls. Lindsey describes this argument perfectly stating if we do not take seriously the pleasure girls and women derive from music, even misogynistic and sexist music, we miss an opportunity to theorize the complexities of women and girls pleasure and enjoyment (L indsey 63). The analysis continues with her challenging the African American male as the subject of hip-hop. As stated, she used the theoretical interventions of bringing wreck, kinetic orality, sonic pleasure, percussive resistance, and Black girl standpoint theory to argue Black and brown womens and girls roles in creating and sustaining hip-hop culture. Activities such as hand-games, Double-Dutch, and childhood chants are ways girls learn to preform race and gender, while constructing a musical Blackness, that then becomes a pivotal part of hip-hop (Lindsey). However, this musical Blackness is also vilified in the hip-hop community as shown by Lindseys twerking example. The co-optation of twerking coupled with its decontextualized deployments in mass media also mirrors histories of cultural appropriation, hyper-sexualization of Black women and girls, and the demonization and devaluation of Black cultural forms and social practices performed by Black people (Lindsey 60). While Lindsey never explicitly states her vision, it is clear that she wants hip-hop to move away from the misogyny and sexism it is known for and for women and girls to both develop new music and to think critically about the music they listen to. She discusses hip-hop education as a possible strategy to address these concerns. Its been shown that the problematic lyrics and images of rap music were secondary to the beat of the music for the girls, even as the girls critiqued the music for its derogatory content (Love 91). This means that teaching women and girls media literacy will help them recognize the misogyny and sexism in music but not stop them from enjoying the genre; which may lead to more of these women and girls to either move towards music, in the same genre, that is less or not misogynistic or to create music that does not have these themes of misogyny. Creation of new music in the hip-hop genre is where hip-hop education can play an important role. Brown argues that we do not hear Black girls or their truths because their sound is at best misunderstood, and at worst, framed as problematic. According to Brown, the tonality of Black girls is the core of their expressivity, but often receives admonishment because of its juxtaposition to acceptable performances of girlhood' (Lindsey 61). Some hip-hop education organizations, such as Saving Our Lives Hear Our Truths (SOLHOT), demand that grown-ups not tell Black girls to quiet downà ¢Ã¢â€š ¬Ã‚ ¦to experience Black girls unique voices and articulations (Lindsey 62). Giving space for these girls to think critically about the messages around them and to develop their own voice and sound will enable them to influence the world and music around them in ways they could not before. Hip-hop feminism has its roots in the hip-hop movement of the late 20th century and Black feminism(s). In 1999, when cultural critic and journalist Joan Morgan coined the term hip-hop feminist, she did not imagine how instrumental her framing of her standpoint as someone simultaneously rooted in both hip-hop and Black feminism(s) would be for the emergence of the scholarly subfield, women in hip-hop (Lindsey 55). Lindsey uses hip-hop feminism to analyze women and girls contributions to the hip-hop genre, to challenge the centering of the African American male perspective in hip-hop, and to suggest possible ways to change the misogyny and sexism in the genre. Hip-hop feminism was created when women of the hip-hop generation felt Black feminism(s) did not apply to their lives because it did not view them as both empowering and problematic. This context created what Morgan called a functional feminism that focused on the unique lives and experiences of the women of the hip-hop generatio n. Unfortunately, I could not discuss every topic Lindsey addressed in this response. I chose to focus on Lindseys descriptions of musical Blackness and hip-hop education because those ideas have the most relevance to my current time and location. As a science educator, I am passionate about minority representation in and access to the sciences. I want the content I teach to be accessible to anyone who walks into my classroom but that is only possible if I ensure my classroom environment is safe for everyone. There are several aspects of hip-hop education that I could bring into my classroom, such as experience Black girls unique voices and articulations (Lindsey 62) as it applies to scientific discovery and inquiry, that would make the space more welcoming to students. By applying hip-hop feminist pedagogy to my classroom, I could help students see themselves as scientists. Lindsey uses hip-hop feminism to challenge the idea that the subject of hip hop is the African American male and to inform educational techniques to empower girls of color. While the theory itself does not have much relevance to my life, its application in the classroom could help me introduce the world of science to students in a way that is enjoyable. Hip-hop feminism may be generationally specific with a focus on critical race theory but it is applicable to many situations as Lindsey showed by applying it to both the hip-hop community, the classroom, and violence against transgender and queer individuals. Work Cited Lindsey, Treva. Blog post. A Diva Feminist. Blogger.com, 30 Apr. 2009. Web. 4 Mar. 2017. . Lindsey, Treva. Let Me Blow Your Mind: Hip Hop Feminist Futures in Theory and Praxis. Urban Education. 50.1 (2015): 52-77. Web. Love, Bettina. Hip hops lil sistas speak: Negotiating hip hop identities and politics  in the New South. Peter Lang. 2012. Treva Lindsey. Womens Gender and Sexuality Studies. N.p., 5 Feb. 2015. Web. 4 Mar. 2017. .

A Worn Path Essay -- essays research papers

In the story "A Worn Path" the author, Eudora Welty, develops Phoenix Jackson as the main character who indirectly manipulates other people. The author almost makes the reader feel grief for this old lady who had a very rough life. At the same time, readers observe how Phoenix uses her tragic lifetime as a justification to be selfish. In reality Phoenix is an average human being who feels she must be rewarded for living. She is an old Negro woman who has seen a lot in her lifetime. Her lifetime symbolizes the title of the story by informing the reader of some obstacles she has defeated in her "worn path" of a life. One of the biggest events Phoenix has experienced is slavery. All throughout the story there are several incidents that help back up her selfish characteris...

Zeffirelli and Luhrmans Interpretations of Shakespeares Romeo and Juliet :: Free Romeo and Juliet Essays

Zeffirelli and Luhrman's Interpretations of Shakespeare's Romeo and Juliet Shakespeare was, and will be a great writer for a long time. He has fashioned many intriguing plays which all follow the same themes: death, fate and love. Life in the Elizabethan times was very basic and all types of people liked to be entertained. Many people attended his plays so it was important for him to not offend anyone in his plays. Shakespeare cleverly added puns to his plays to make it funnier and also so no one would get offended. As Shakespeare's main aim was to entertain, he enjoyed making comedic plays, however after the death of one of his twins, he began to write tragic plays, for example Romeo and Juliet. This among many of Shakespeare's plays is a tragic love story that was 'fated' from the start. Romeo and Juliet is a chronicle about two teenagers falling in love as soon as they set eyes upon one another. When they realise that they are both in families that despise each other for reasons that are not even known, it is too late. They are forced to get married in secret as Juliet is promised to Paris. After their serene marriage there is a contrast, as there is a dramatic scene change, due to Romeo being banished for the death of Tybalt in act 3 scene 1. Act 3 scene 1 is regarding the death of Tybalt and Mercutio. It begins with Mercutio and Bevolio walking the sweltering streets of Verona, when along comes the Capulets who seek Romeo. Mercutio questions why they need to speak with Romeo and begins to 'egg' Tybalt on: 'and what a word with one of us? Couple it with something; make it a word and a blow' Romeo enters the scene after coming back from his wedding, and becomes aware of the situation. He refuses to accept Tybalt's challenge as he is now related to Tybalt: 'And so, good Capulet, which name I tender as dearly as my own, be satisfied' Mercutio is mortified that Romeo is refusing to fight Tybalt and takes

Essay --

The Effects of Revenue Management in the Hospitality Industry Up until recent years Revenue Management was something that has never been heard of. Now days, it is something that hotel managers cannot go without. They spend numerous amounts of time checking their computers for the nightly rates of the hotel. But what exactly is Revenue Management? â€Å"Revenue Management (RM) is a scientific technique that combines Operations Research, Statistics and Customer Relationship Management and categorizes customers into price bands, based on various services† (Revenue Management, 2010). In other words someone might reserve a room that is at a going rate of $245 per night while their cousin who reserved a room at the same hotel months in advance only has to pay $105 per night. Now you may ask yourself how hotels can get away with doing this? But what it all boils down to is that someone who reserves a room last minute will end up paying the higher amount because his or her demand for the room is higher. This technique of raising or lowering prices based on the demand of the guest is something that airlines have been using for some time now. The first two airlines to use Revenue Management in 1985 were United and American Airlines. They used a series of algorithms to determine the best price to sell their seats (Desiraju & Shugan, 2000). The reason Revenue Management came about in the airline industry had to do with the airplanes only having a select amount of seats. Trying to sell all of the seats at the same price is very difficult to do especially when the airlines needed to at least be able to cover fixed operating expenses. A lot of times the planes would be left with empty seats, which, doesn’t help the airlines make any money. So by a... ...hould not be. Alan Campbell who has been working in the hotel industry for over thirty years believes that there should be more that goes into Revenue Management than just what the computer tells us. Campbell states, â€Å"Revenue managers need to have a feel for the system, not how it works, but what it does, and how it does it.† In other words a Revenue Manager must know all of the events happening in the area as well as all of the other venues in the area. They must have an instinct for knowing if the numbers are right and will bring the hotel the best property rates. Campbell’s views and ideas are something that is spreading within the Hospitality Industry, because when you are aware of the â€Å"human factor† as he calls it, properties are able to increase their Revenue per available room (Revpar), and occupancy percentages, above what the software will predict.

American Culture and Women

The fact that American culture positively recognizes single motherhood and not single fatherhood is wrong and in my opinion untrue. Single mothers do not in any circumstance have an advantage over single fathers. Especially in today’s society, when there are a lot of stay-at-home fathers, due to the economic recession, and the divorce rate being higher than ever this gives fathers an equal opportunity to be the primary caregiver in the child’s upbringing.Most Americans positively recognize single motherhood and not single fatherhood. The question I would ask those people is, â€Å"Have you been raised by a single father? † Most likely the answer will be no. Those individuals probably were raised in a dual parent environment and don’t even know what it’s like to be raised by a single parent. I would then proceed to tell them that single fathers have the same ability as mothers to raise quality sons or daughters. There truly is no so called â€Å"adv antage† when it comes to parenting.There is a wide range of skills required in raising a child, from codling them as small infants to disciplining them as adolescents. Either parent, mother or father, can posses those skills, who’s to say a mother is better at coddling and a father is better at disciplining. Single parents, whether a mother or a father can have the qualities needed to raise a confident, well-mannered, and respectful child. Neither one has an advantage over the other, they are both equal. If either one is willing to put the effort into being a parent then they should be successful.

Income elasticity of demand Essay

World trade for wheat is greater than for all other crops combined and is cultivated in 128 counties. A farming company specializing in wheat and barley production (Silo Pty Ltd), one of many producers in the international market, is greatly affected by storms in the U.S and South America. These storms have reduced the global wheat yield by 50 per cent. Wheat continues to be the most important food grain resource as it is used in a large majority of foods around the world. Its production leads other crops such as rice, maize and potatoes. Despite wheat’s great importance in the food industry, it would still be regarded as being price ‘elastic’ and have a positive income elasticity, as there are many competitive suppliers around the world, which could possibly lead to fluctuations in prices and prevent large shortages. Price elasticity of demand arises due to the responsiveness of the quantity demanded of a good to change its price, when all other influences on buyers’ plans stay the same. Income elasticity of demand is the responsiveness of demand due to a change in income. Factors that generally affect the supply of goods or services include, the price of factors of production, the prices of related goods produced, expected future prices, the number of suppliers, technology and the state of nature. Demand is also effected by such factors as, the prices of related goods, expected future prices, income, expected future income and credit, population and preferences. If ever there were a shortage of wheat due to bad weather or storms, such that has happened to Silo Pty Ltd, other crops such as barley or maize could be used as an alternative resource, thus the supply would decrease and eventually the demand would decrease slightly as well as there are alternative resources at possibly cheaper prices. This would result in wheat being considered as a normal good in western society as for which demand increases as income increases. Graph 1 shows the situation before the storms hit and the effects after the storms. The demand curve is D and the original supply curve is labelled S0. After the storms hit, the supply curve shifted left to S1. This represents the supply decreasing, further increasing the price. Graph 2 shows the effects of the expected future price rise. Demand increases, shifting from D0 to D1, supply decreases shifting the supply curve from S1 to S2.