I would like to focus my reaction on this topic by presenting a question, “Is fixing a way of life in the Philippines? ” As a current background, Philippines is a home to almost 93 million Filipinos and the 12th most populous country in the world. It has an unemployment rate of 7. 5 % and underemployment of 18. 9 % with inflation rate of 1. 5%. In the year 2005 ADB release a study that Philippines rank no. 15 among the 23 nations in Asia-Pacific in terms of per capita income. So here we can deduce that Filipinos really have a shortfall in terms of meeting the desired income in order to live in a descent life.
Another study shows two top reasons why corruption exist among the Filipinos, first; is they want to get rich, second; the salary/wages is not enough. Fixing to me is a way of life to majority of the Filipinos embedded not only in day to day transactions but is already in the moral fiber of the majority. It can be based on the theory of rational choice in economics. It is a problem from top to bottom of the society be it in the private sector but is most pronounced in the government being the regulatory body of all transactions.
It is caused by the economic situation of the country, it arises in a situation whereby cost and benefit analysis is considered. Why I said cost and benefit analysis? It is because the reward of one doing the unlawful act is far more than the punishment he will get if being caught. And it flourishes because of the lack of the political will of all concerned government agencies to implement equally the laws governing the act. Primarily, fixing continue to thrive due the apathy of the private citizens on reporting any illegal acts of government people due the cumbersome and time consuming processes and the uncertainty of results.
However, to me there are good side effects of fixing as long as it does not involve corruption, in fact it gives some opportunity for others unemployed to earn. For some people doing multi-task and valued precious time, would rather pay some person to do the job and accomplish it in due time rather than waiting for a days, weeks and even months to attain the same. For example in a long queue one can hire someone to stand for him/her in early morning so as to represent him/her before the actual arrival. In the registration of vehicles one can just left the documents to someone and be the one to process the transactions.
Fixing also open the opportunity for the government to recognize its weakness and find ways to improve its delivery services. It also provide legislators insights to create responsive policies and laws attune to the current situations. I may sound apathetic, but no matter what the government will do fixing will always be there as part of day to day transactions in the government for as long there are people willing to pay and there people willing to accept the risk for they know that benefit they got is far more than the cost of getting caught.
Marzano’s New Taxonomy Theory
Marzano’s Taxonomy is the most current and comprehensive guide in 50 years to define the new standard for education–is a resource for all directors of curriculum and instruction, directors of staff development, principals, and teachers. Developed by Robert Marzano and John S. Kendall, internationally recognized experts in the development and improvement of standards for education, this field-tested and proven reference contains the most current research on the nature of knowledge and cognition and a reflection of the movement to standards-based education.
Based on three domains of knowledge: information, mental procedures, and psychomotor procedures; and six levels of processing: retrieval, comprehension, analysis, knowledge utilization, metacognition, and self-system thinking (Intel Corp, 2007). Research on metacognition, particularly in literacy and mathematics, makes a convincing case that instruction and support in the control and regulation of thinking processes can have strong impact on achievement (Paris, Wasik, Turner, 1991; Schoenfeld, 1992).
Marzano (2000) stated that Bloom’s Taxonomy model is not grounded by research; therefore, his findings are considered unreliable and invalid. Marzano stated that his model is grounded by research; therefore, his findings are reliable and valid. He further stated that his model used investigation; which is similar to experimental inquiry, but involves past, present, or future event. In an investigation, the information is less direct. It comes from the research and opinions of others through their writings, speaking, and other work. I think that Mazano’s articles are written from a very biased prospective.
He refuted Bloom’s findings and even called his model outdated. While researching Marzano’s model, I was less impressed because it was more convoluted than Bloom’s model. Although his model is grounded by research, I would not consider it to be the most ideal concept on critical thinking. On the hand, Dr. Anderson’s articles were written from an unbiased perspective because she never refuted any findings. She agreed with most of Bloom’s model, she only revised it to make it more relative to today’s students. I was more impressed by Dr. Anderson’s model because it was easier to understand and follow. In the 21st century, students are required to use data for logical thinking, creativity, collaboration, and communication. Students must learn to think responsibly in order to make good decisions in their personal lives.
References
Intel Corporation. 2007. Effective Projects: Thinking Skills Frameworks Marzano’s New Taxonomy. Retrieved December 15, 2010, from http://www97. intel. com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Marzano_New_Taxonomy. htm Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand Oaks, CA:Corwin Press.
Retrieved December 13, 2010, from http://www. corwinpress. com/booksProdDesc. nav? prodId=Book228833 Paris, S. G. , Wasik, B. A. , & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson, (Eds. ), Handbook of reading research, vol. 2, (pp. 609-640). New York: Longman. Schoenfeld, A. (1992). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In D. A. Grows (Ed. ). Handbook of research on mathematics teaching and learning, (pp. 334-370). New York: Macmillan.
Trait And Factor Theory
Trait and Factor TheoryIntroductionTheory helps individuals make good judgment in their experiences.
In working with other people, awareness on assumption presents individuals with significant background and framework on the circumstances. It provides them a better understanding of specific strategies, counseling tools and approaches, by helping them decide how to exploit the aforesaid elements, when to make use of them and why they employ them. Having the means to use several systems and theories prepares individuals to properly determine and achieve the specific needs of other people.The oldest of modern theories of vocational choice is the Trait and Factor Theory, which was developed by Frank Parsons (Tuscaloosa Center for Technology, n.
d.). The trait and factor’s prime was in the 1940s, when it was put to maximum use on college campuses in developing student personnel services, and in the classification and selection endeavors of military during World War II. However, among theories of career development today, the trait and factor theory occupies a less than dignified position.
The theory is regularly dismissed by opponents as a remnant of the Parsons Age of vocational guidance; however, many, if not all, of the career development theorists still commence their writings with a short explanation of trait-and-factor theory and techniques as a foundation for their diverse approaches.Essence of Trait and Factor TheoryTrait theory in psychology is a primary approach to the study of human character. Trait can be identified as regular patterns of emotion, thought, and behavior. According to this viewpoint, over time traits are comparatively stable, influence behavior, and diverge among individuals.
In the 1930s, the trait and factor theory reflected the early principles of Parson’s conceptualization of matching men-and-jobs, but it soon bent away from his position to integrate the recently developing psychometrics (O’Shea, 2004).Trait and factor theory goes as far back as the early 1900s, and in one form or another, is still being employed by numerous career practitioners today. A number of aptitude, interest and personality tests, as well as job-related information materials that materialized from this system have developed and still remained in force (Canadian Career Development Foundation, n.d.
). Some of the fundamental assumptions that bring about this theory are:Each individual has a distinctive pattern of personalities made up of their abilities, values, interests and personality characteristics (Canadian Career Development Foundation, n.d.).
These personalities can be independently profiled and identified to represent the potential of an individual.Each profession is made up of components essential for the successful performance of that profession (Canadian Career Development Foundation, n.d.).
These factors can be independently represented and identified as an occupational profile.It is not impossible to identify a match or fit between job factors and individual traits by means of a simple problem-solving and decision making procedure.The closer the match between job factors and personal traits the greater the probability for successful job satisfaction and performance.The trait-factor system is concerned with every person’s total development across their environments and life stages.
The immediate objective of the theory is to assist the client to begin applying coherent problem-solving skills for efficient decision making through the discontinuance of nonproductive and irrational behaving and thinking. The continuing objective, on the other hand, is to supply the client with decision-making skills that are jointly devised by society and the client.Today, the impact of the theory has deteriorated to the point that it is downgraded to career counseling books, where it is generally viewed as having no more than historical importance. Despite the fact that in the last 30 years in the academic literature, the theory has not obtained a good deal of journalist acknowledgements, the reality is that the majority rehabilitation, vocational, and school counselors still perform a trait and factor system in some form.
Further, many of the personality, aptitude, and occupational information and interest tests materials devised by the experts have increasingly evolved and continued to be applied at present. In addition, the trait and factor approach is commendably appropriate to computer-therapist-client interaction with computer aided instruction, such as SIGI PLUS, DISCOVER and, other computer aided career guidance program which, regardless of any therapists’ personal opinion, is here to stay and whose purpose will only get bigger.ConclusionTrait and factor theory closely adheres to the doctrines of scientific decision making and problem solving. The theory evidently explains that career choice varies in view of the fact that people vary with reference to traits, and that every person has a distinctive pattern of traits that they exceptionally carry out in work to make the most of out of them.
Philosophically, the trait and factor career counseling has always had a strong commitment to the distinctiveness of the individual. It is essentially believed that there is an ideal career for every person, and that individuals are naturally interested in work that matches their individual traits and competencies. Up to now, many experts still believe that trait and factor theory is still exceptionally logical in view of the fact that it is uncomplicated to understand, and it fits well with other modern theories of career alternative. ReferencesCanadian Career Development Foundation.
(n.d.). Big Picture View of Career Development Theory.
Retrieved February 23, 2009, from http://www.ccdf.ca/ccdf/NewCoach/english/ccoache/e4a_bp_theory.htmO’Shea, A.
J. (2004, November 8). In defense of trait-and-factor theory. Springer Link.
Retrieved February 23, 2009, from http://www.springerlink.com/content/w15132u7377j8504/Tuscaloosa Center for Technology. (n.
d.).Trait-Factor Theory. Retrieved February 23, 2009, from www.tct.tusc.k12.al.us/~dgamble/Powerpoints/Trait-FactorTheory.ppt