Shakespeares Othello and Uncontrolled Jealousy Essays -- Othello essa

Othello and Uncontrolled Jealousy  Ã‚      Dominating the protagonist in William Shakespeare’s tragedy Othello is the passion of sexual jealousy. Dominating the antagonist is another type of jealousy toward Cassio, and hatred toward the general. Let us look closely at the concept of jealousy as it is revealed in this drama. Lily B. Campbell in Shakespeare’s Tragic Heroes definitively categorizes Othello as a â€Å"study in jealousy†: Othello has suffered less in its modern interpretation than any other of Shakespeare’s tragedies, it would seem. So insistently did Shakespeare keep this tragedy unified about the theme of jealousy and the central victims of the passion, so obviously did he mould his plot about the black Moor and the cunning Iago and the victims of their jealousy that no interpreter has been able to ignore the obvious intention of the author. Yet if we study the contemporary interpretations of the passion here portrayed, we find that Shakespeare was following in detail a broader and more significant analysis of the passion than has in modern days been understood. The play is, however, clearly a study in jealousy and in jealousy as it affects those of different races. (148) Can we narrow down the concept of jealousy in this play to a specific type? Helen Gardner in â€Å"Othello: A Tragedy of Beauty and Fortune† sees this play as a study in sexual jealousy: Othello is not a study in pride, egoism, or self-deception: its subject is sexual jealousy, loss of faith in a form which involves the whole personality at the profound point where body meets spirit. The solution which Othello cannot accept is Iago’s: ‘Put up with it.’ This is as impossible as that Hamlet should, like Claudius, behave as if the past were don... ...TED Bevington, David, ed. William Shakespeare: Four Tragedies. New York: Bantam Books, 1980. Campbell, Lily B. Shakespeare’s Tragic Heroes. New York: Barnes and Noble, Inc., 1970. Ferguson, Francis. â€Å"Two Worldviews Echo Each Other.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare: The Pattern in His Carpet. N.p.: n.p., 1970. Gardner, Helen. â€Å"Othello: A Tragedy of Beauty and Fortune.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from â€Å"The Noble Moor.† British Academy Lectures, no. 9, 1955. Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985. Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.   

The Role of the Heath in Hardys Return of the Native Essay -- Return

The Role of the Heath in Hardy's Return of the Native "Nature is the most thrifty thing in the world; she never wastes anything; she undergoes change, but there is no annihilation, the essence remains - matter is eternal," philosophizes Horace Binney. Egdon Heath, in Thomas Hardy's Return of the Native, behaves as Nature does in this quotation -- it undergoes seasonal shifts, but its essential quality remains. The heath takes on the role of a static influence on the characters' relationships and circumstances, demonstrating the unchanging nature of human experience through its own seasonal shifts, but still unaltered essence of tragedy. As the story opens, it is November fifth, in the early winter. The beginning of winter is also the beginning of a troubled time for Thomasin. She goes with Wildeve to Anglebury to marry him in the morning of November fifth, but returns that evening, unmarried, in the back of the reddleman's wagon. Mrs. Yeobright, Thomasin's aunt and guardian, expresses her grief -- "When it gets known there will be a very unpleasant time for us" (49). Though it was not Thomasin's fault that she did not marry Wildeve, as there was a problem with the marriage license, people still consider it a scandal and a great disgrace to her and her family. This time of depression, in which Thomasin does not even leave the house out of shame, lasts until Thomasin finally does marry Wildeve, after an extended period of waiting. It is not until after Christmas that they finally wed. The depressing quality of the winter season reflects this dreary and disheartening time. Nature and seasonal changes reflect human natu re and situations on the heath. As spring, "the green or young fern period", begins, so does a relationshi... ...r, this time the night is darker, and the despair is greater. The heath ends Eustacia and Wildeve's life in Shadwater Weir as darkness closes in on the heath for the winter. The characters cannot control nature; it instead reflects their own relationships and situations. The seasons have come full circle and so has tragedy. The heath is back to its original state, as are Clym and Thomasin -- merely a bit older and a bit sadder, just as the heath itself. While the seasons change things for a time, the situation eventually reverts to its original state. The essence of the heath is tragic, and will always recover to that condition, just as human experience is unchanging. Indeed, "the untamable...thing that Egdon now was it always had been" and will always continue to be (14). Works Cited Hardy, Thomas. The Return of the Native. New York: Signet Classic, 1987.

Internet Plagiarism :: Online Plagiarism

Internet Plagiarism "I am an Evil House of Cheat subscriber. Ever since I've had access to your service my grade in English 102 has gone from an 'F' to a 'B.' I use the cheathouse for other classes too, like Philosophy and history. Thank you for saving my butt— A happy anonymous user." Testimonials trumpet across Evil House of Cheat's Web site (cheathouse.com), gushing praise for this racket, which lets online clients download their pick of more than 1000 previously written term papers for free. "Super Users" who ante up $19.95 a year get full clearance to an additional 1000-plus essays locked into the site's database. Evil House of Cheat is among the 100 or more Web sites currently found on the Internet that allow students to download archived or custom-written papers. Some students cut and paste portions of these to create an entirely new document. Term paper mills run somewhat like co-ops and typically solicit essays from students, who post their work, bibliographies and citations included, at no charge. Commercial sites, on the other hand, jettison any association with their term paper ­mill country cousins by calling themselves "research companies" and often supplement student submissions by hiring professional writers to pen tailor-made term papers for clients. Price tags for these "reference materials" can range from about $27.50 to $1000 an essay. As clever as it may sound, plagiarizing via the Internet is a fresh riff on the traditional practice of fraternities and sororities offering members term paper files to sift through by subject or instructor. But now, teachers who may have previously cross-examined suspicious students by asking them to orally dissect their term paper's argument are now funneling college and university funds toward Internet-based antiplagiarism services and software. This means instructors and students are wielding the same weapon, the World Wide Web, in this cyber brouhaha. For teachers, a grudging reliance on technology coexists with the reality that some students are genuinely unaware that information must be attributed when it is culled from a clearinghouse like the Internet— just as when it is taken from a newspaper or an encyclopedia. The boundaries between research and cheating are becoming increasingly ambiguous. "One time I was teaching a summer version of my class and a student turned in bits and pieces of information on Captain Ahab that she had downloaded off, I kid you not, schoolsucks.com [a term paper mill].

Obeying a Lawful Order

Army value â€Å"DUTY† In this essay you will learn about one of the most important Army value â€Å"Duty†. In this essay i will be talking about a few diffrent topics that correnspond with the Army value â€Å"Duty†. In this essy you read 3 diffrent stories about how soldiers did there duty and then i will give you 3 stories on how not doing your duty as soldier affects the team. You will also read about leadership duty and how it can either help the lower enlisted or break the lower enlisted. So be prepeared to get some knowledge dropped on and also to learn how you as a leader should think about how it affects joe. Story 1: this story is about a young soldier who was some what squared away. He has been in the army for almost 2 years. During this time in the army he has been smoked, negitived couseled, and even a article 15. So this soldier has been slammed but he didnt get discouraged he kept his head up rolled with the punches and realized he dont have to stay in the army. So where does this story fit in? I know you are asking yourself this question as you read this essay well im about to explian it to you. Okay now back to the story, the soldier was three months away from his ets date and he was happy, excited, shit he even stop showing up for pt, and he had some celebration marry Jane. So this soldier was content on getting out because he felt that the army was not him and it was best to part there ways. So he's a week out and september 11 happens so he runs to the rention officer and reinlist because he knows that it was war time and it wasnt about just hime and his feeling about the army. His counrty was attacked and he took and oath to protect it so he put his personal feeling aside yeah he could have easly hit the yellow brick road, and chucked up the duces as he skipped his happy ass down the road. But he did beleave strongly about the army values and he had to preform his duty as soldier and an american. So this story 1 hold all questions comments and concerns untill i finish. Story 2: This story is about a medal of honor winner. The winner iof this award was in special forces his son is a good friend of sargent o'b. This guy was bad ass he was awared 8 purple hearts two bronze stars with valor and the two bronze stars was orginally metal of honor nominations but was down graded because the mission they accured on was top secert and couldnt be exposed. So the day he recieved his metal of honor he was on a mission and they were pinned down and he recieved the message over the radio that he one the medal of honor some say who ever gave him that message should be shot because he was in a damn fire fight butafter recieving the message he was wounded and that is how he recieved his 8th purple heart. The story of how he recieved his perstigeous award goes like this. Col howard johnson was on a mission his whole team was wounded or dead he was also wounded by a grenade which blew his intestants out he packed his intestants back in his stomach and was holding it in with his left hand, as he was doing this he started to carry out his wounded battle buddies so they can get medivaced he got all of them to the LZ before the birds got there help load them and was the last damn soldier to get on the bird now that takes major guts and all the army values and more. Story 3: â€Å"This story about a soldier who was not honorably discharged from the army. with a little bit of research shows that he was a failure who could not hack the military even in a real echelon slot, and he was booted from the Army for smoking pot after unsuccessfully attempting to get an early discharge. So he didn’t honorably do his duty and earn our respect like his unwashed peers would claim. And his Other Than Honorable Discharge is probably why he’s claiming to be homeless (while jetting to Washington DC from his home in Alaska) instead of using the GI benefits that every honorably discharged vet is entitled to and finding a job or going to school. This soldier is now homeless and is seeking help. â€Å"-(resource new paper article) I know personally that we make mistakes. Even though we make mistakes that does not give society the right to peg us as useless, dirtbags, and all other word they use for so called bad soldiers. t takes alot of guts to join the army durning the time of war and sometimes you make mistakes no matter how big the mistake is we are still human and we make human errors. I belieave in god and i know for a fact that we are not perfect and god forgives us for not being perfect. So take a second and think before you label a soldier a dirtbag and try to help that soldier get over the fence, we are all brothers in arms and we have to take care o f each other. Story 4: This is a story about a soldier who did not for fill his duty in the Army.

Daimler-Chrysler: Post Merger News Analysis

1. The merger was expected to result in synergy from which attributes of each organization? With the merger, both profitable automobile companies, will have the opportunity to benefit from the potential of each other. They had both identified opportunities to increase sales, to create new markets for both while being able to expand their markets in new countries, to reduce purchasing costs and to realize enconomies of scale. The synergy would drive to product integration and ensure sharing of innovation, knowledge, technologies and ideas.At the time of the merger, Daimler Benz had close to 1% of the American Market, which Chrysler could aid them with this problem. Chrysler also wanted to enter into the European market, which Daimler Benz could help sell Chrysler products at their distribution centers in Europe. Mutually, the two companies expected to exploit on retail sales, purchasing, distribution, product design and research and development. And last but not least, Chryslerâ€℠¢s Dream Team was an attribute that could be beneficial to the merger. It could work as an innovative addition to Daimler Benz to help them find ways to expand a limited Daimler Benz market. . What were the issues/problems encountered after the merger. One of the main problems with the merger was the cultural clash between management and work styles. Even thou they had fairly equal number of members of the board of management, the integration efforts lacked between the Americans and the Germans. They clearly had differences in management styles, processes, cultures and work styles, which resulted in an abyss between the two. Other issue encountered was the mocking and thought from Daimler Benz that Chrysler was low quality and poor in technology.This rejection reflected in a tangible manifestation of the growing separation when Daimler refused to offer Chrysler vehicles at their distribution centers for fear of ruining their image. This had been an essential key in planning for Chry sler to enter into the Europe market. Although they were clear that strict guidelines segregated the Daimler and Chrysler brands, synergies were expected from joint administrative functions, market research, vehicle and spare parts logistics, and wholesale operations. With this rejection, this wasn’t happening. They needed to work upon effective communication and overcome their cultural differences. . What went well with the merger? Although this companies underestimated the level of cultural difficulties they had to face in order to be successful, and in 2001 the merger resulted in the biggest lost in German business history, the beginning of the merger was well received by the public. Over the first years, the share price from DaimlerChrysler rose significantly, indicating that the public speculated that this merger could be good for all parties and the new company would be considered to have the potential to revolutionize the automobile industry.Also, management at the top level agreed and was on board to making the merger be successful. Management starting sharing plants and parts as to saving huge amounts of money. Furthermore, management agreed on cutting expenses such as fixed manufacturing cost and material costs. By the nine-month period, net income and revenues had increased 12 per cent. Operating profit had improved by 15 per cent. Clearly, the results are attained were higher than expected, therefore, this were some beneficial aspects of the merger. . Discuss the historical background that has most influenced Germany. It is said that countries, much like individuals, are influenced by their experiences. Therefore, one could say that the most influential historical events that have affected Germany and transformed the country to what it is today are: 1) its role in the first and second World Wars, 2) related periods of extreme inflation, and 3) the â€Å"economic miracle† phenomenon of the post-WWII reconstruction of what was then West Germany.Every single one of these circumstances has had huge impact in German’s character in general: in the way Germans reason and behave. One example is how due to the hardships associated with wars, the fear and uncertainty, and the economic challenges of inflation, that Germans tend to be really risk averse, skeptical about organization and order, prefers security and structure and are way perfectionists. They are really focused when they want to achieve something and take pride on a job well done and highly performed. All this istory from 1914’s until present day have taken part in shaping Germans to what they are today and their beliefs. 2. What are some of the cultural dimensions that have shaped German management? Some of Hoftede’s and GLOBE cultural characteristics and dimensions are discussed in the reading to help explain the significant elements in the German culture that have shaped their management. The most significant elements in the German cult ure are: their high levels of uncertainty avoidance, assertiveness and individualism, and low levels of humane orientation and power distance.According to Hofstrede, Germany’s power distance scores a 35. It is highly decentralized, which is supported by a strong middle class. They believe in a flatter organizational structure. A very good example is their welfare system. A direct and participative communication and meeting style is common, control is disliked and leadership is challenged to show expertise and best accepted when it’s based on it. Another dimension is individualism. Germany scores a 67 on the Hofstede scale making it one of the most individualistic countries in the world.In Individualist societies people are supposed to look after themselves and their direct family only. They are not team-oriented but rather task-oriented. They are better at following rules than managing personal relationships and being perceived as kind or nice. Germans are also honest to a fault about an individual’s mistake, but will give that individual a fair chance to learn from those mistakes as well. Another important dimension is that which indicates if a society is driven by competition, achievement and success: masculinity/femininity.According to Hofstede, Germany scores a 67 on the masculine/feminine scale, therefore is considered to be a more masculine society. Germans tend to value competition and high standard of quality. Are considered to be perfectionists and a highly trained workforce. Managers are decisive and assertive. Due to the hardships and uncertainties of war and economic struggles, Germans score a 65 in terms of uncertainty avoidance and risk aversion. This means German leaders prefer deductive approaches to planning and thinking. Germs like to be told what to do therefore; a systematic verview has to be given in order to proceed. This deductive way of thinking coupled with the low power distance, results in Germans to prefer compe nsating for their high uncertainty by strongly relying on expertise. And last but not least, Germans have a low Long Term Orientation, scoring a 31 on the Hofstede scale. Germans prefer quick results as well as a social pressure to keep up with the competition. In terms of management, Germans are impatient for achieving quick results and attain better and faster products than the competition. Germans do take pride in a job well done.All these cultural dimensions take part in defining and shaping German management and leadership. 3. Discuss in detail the leadership framework in Germany. The German culture focuses a great deal on the importance of knowing business unlike Americans that focus more on self-knowledge, cultural awareness and business acumen. German leaders are more specific and concentrated in a certain area (â€Å"Fuhrung durch Fachwissen†). They are usually prepared to focus and in a specific subject matter since their power base of leaders is in their expertise rather than experience.It is known that German leadership strives on competency and expertise. As a result, German managers tend to be less able to develop effective visions for their organizations. Their fundamental mode of operation is that â€Å"Deliver Quality and your business will succeed. † They are well known for their organization and management but lack skills as innovators. In this way, Germans struggle to expand their businesses in creative and innovative ways. Also, German leader does believe in communication, which is to be very direct and straightforward.Germans desire a very structured framework in that each person should have clearly stated goals and objectives that will work for the overall success of the organization. For this reason, German leaders act as role models rather than bosses. They are very hand-on and translate their goals into actions hence, participate in the work processes (â€Å"Stellvertreter†). They are not team-oriented and are hig h in uncertainty avoidance therefore makes German leaders to lack flexibility and difficult to them to cope with today’s fast-moving global business environment.The current economic challenges Germany faces forces German leaders to focus on three critical areas upon improvement: 1) revise and asses in a broad non-technical manner, 2) focus on vision and attempt to take greater risks and set more visionary strategies, and 3) develop more well-rounded leaders with the strategic and interpersonal skills side. 4. Knowing more of the culture in Germany and the US, discuss the steps you would have recommended to the management to prevent the cultural issues for the Daimler Chrysler merger.The cultural clashes amongst USA and German cultures were the hardest thing to put together and make it work, which caused the merger to fail. As a result of the differences, the perceptions of both companies and their communication and understanding were never fair and transparent, causing tensio n and problems between the two. By making assignments and decisions fair across the board, the cultural differences could have been assuaged through increased communication channels and meetings.A clearer task description matrix could have been beneficial in the understanding of who was in charge of what and should consult whom. Since the beginning, it was sort of a game of putting and taking out people from job positions along with resignations. Their differences in management styles, processes, and cultural work styles, amongst other differences should have been discussed since the beginning and reaching a consensus was needed. For example, the problem caused because Americans did not want to use weekends to fly on or out for weekly meetings.This is the type of problem that could have been evaded with better communication, planning and understanding of each other’s cultural preferences and work styles. Another aspect that affected the merger and should have been evaded was their goals and expectations of the merger. None were clear and discussed before the merger. A thorough plan and goals should have been discussed previous unifying. It was not clear how both would help each other achieve what desired. There was not a concrete plan. ————————————————-

Ethnicity and the Police Essay

Relationships between the police and minority communities have come a long way, and still continue to evolve as public awareness grows. Although there are still misconceptions about community policing, it is a fact that improvements have been made because of the new and continuously emerging programs, and partnerships that have been created between the police and private citizens. Among these improvements are lower crime rates, higher crime reporting rates, and improved public perception of police effectiveness. The 1960’s were a symbol of inequality within the justice system. The actions of police officers were causing race riots all over the United States. Because of this President Lyndon B Johnson appointed Illinois Governor Otto Kerner to chair the National Advisory Commission on Civil Disorders, otherwise known as the Kerner Commission. It was this commission that brought to light the reasons behind the riots and initiated the change. The commission stated that â€Å"our nation is moving toward two societies, one black, one white—separate and unequal.† and criticized law enforcement for the underrepresentation of blacks on police forces, brutality and abuse of power, and racial bias in the use of deadly force (â€Å"Policing The Social Crises Of The 1960s†, 2013). The police agencies responded to this by starting affirmative action programs to recruit and promote more blacks and women, formulating written policies for the use of deadly force to reduce racial disparities in police shootings, and of course they started police†community relations programs to improve communication between the police and racial minority citizens (â€Å"Policing The Social Crises Of The 1960s†, 2013). This is what paved the way to the attitudes of experts in policing in the 1970’s who began to acknowledge the necessity of both police and the community in their roles as co-producers of community safety. This is a partnership that has been proven to solve  problems before they become more serious (â€Å"The United States Department of Justice†, 2014). Many practices and programs constitute community policing. Some activities are carried out only for the sole purpose of improving the image of police departments (1974). For example: Attendin g meetings of church groups, and other local organizations, and TV or radio ads asking for citizen cooperation (â€Å"The United States Department of Justice†, 2014). Some activities are of an internal nature within police departments and include: Community relations training, the establishment of specialized positions within a department that are responsible for community relations, and specialized programs used to recruit officers from minority groups (1974). Other activities include police work in the field that makes them appear more visible and personable, such as foot patrols (â€Å"The United States Department of Justice†, 2014). Community policing is diverse and varies from department to department (1974). The Detroit police department, for example, has a program known as the Citizens radio patrol. The patrols were established to help serve as extended eyes and ears for the police department. The department offers classes to those who are interested in making a difference on community watch techniques. The role of the patrollers is to watch over their neighborhoods and report any suspicious activity to a patrol base operator, who in turn contacts the local police precinct or district. Patrols consist of a number of volunteers who commit a small amount of their time each week to serve as a base operator, a driver or an observer with the driver (â€Å"Thank God for the Shelter†, 2011). The Detroit police department also offers programs for youth that are interested in learning how to be good citizens and community leaders. These programs focus on those who have the potential and may be interested in becoming police officers someday. Other programs that assist under-privileged kids get involved in basketball, football, softball, soccer, bowling, golfing, track and field, swimming, martial arts, tennis, and cross country skiing are also available (â€Å"Thank God For The Shelter†, 2011). Even though there are a wide range of different practices among police agencies the one common goal is to achieve better relationships with specific segments of the community (1974). For example, in 1992 a federal grant was awarded to the housing authority and the Fort Lauderdale police department. $250,000 was used to pay off-duty officers to  work special details in the city`s public housing projects. The money is also being used for other programs to help foster better po lice-community relations. Since the new program began, residents have been getting to know the officers in their neighborhood and tipping them on crimes (Corbett, 1992). So far we have given examples of community policing that have made improvements for minority groups by way of lower neighborhood crime rates, higher crime reporting rates, and a more positive public perception, but what about the perception of the police by foreign born citizens? Unfortunately there has been a lesser impact of community policing efforts observed by communities with a large number of recent immigrants. In A study, known as the Houston community policing experiment, Latinos scored lower measures of awareness, participation, and effectiveness of community policing than blacks (â€Å"The United States Department of Justice†, 2014). It is likely that language barriers, lack of understanding of the new culture around them, and a strong mistrust of the police that has been brought with them from their homeland hinders even the strongest efforts from being effective. Foreign born citizens are not the only people that harbor misconceptions about community policing. The public as a whole is still comprised of a large number of citizens with doubts. One of the most dominant misconceptions about police community relations is that is restricted only for efforts that regard minority groups. Although it was this that started the ball rolling, nothing could be further from the truth. Police agencies have a vested interest in creating and maintaining good relationships with the entire community no matter the ethnicity. Another misconception is that these practices are done strictly to receive positive reviews from the citizen review board. In most cases these programs are developed by the department themselves and are not subject to review of any kind (Kreps & Weller, 1973). Police community relations programs have not only improved the attitude of minority groups, and the entire public as a whole towards the police, but have also created a positive impact on communities by lowering the crime rate. Strategies used for community policing are as diverse as the population of the United States itself, but they all share the common goal of promoting strong relationships with those who in the past were underrepresented and abused. These programs continue to ensure an understanding between the justice system and the public, and  are necessary for harmony between the two. References (1974, May 5). Police community relations. Sun Sentinel. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/388977280?accountid=458 Corbett, M. (1992, February 24). Police boost community relations. Sacramento Observer. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/388977280?accountid=458 Policing the Social Crises of the 1960s. (2013). Retrieved from http://www.cliffsnotes.com/more-subjects/criminal-justice/development-of-the-american-police/policing-the-social-crises-of-the-1960s Thank God for the shelter. (2011). Retrieved from http://thankgodfortheshelter.com/2011/06/08/detroit-police-deparatment-%E2%80%93-police-community-services/ The Police-Community Relations Movement: Conciliatory Responses, Kreps, Gary A; Weller, Jack M The American Behavioral Scientist (pre-1986); Jan/Feb 1973; 16, 3; ProQuest Central pg. 402 The United States department of justice. (2014). Retrieved from http://www.justice.gov/

Performance of Sdssu in the Licensure Examination for Teachers Essay

Introduction High percentage of LET passers contributes greatly to the accreditation of education programs of a certain college or university. This, aside from adding zest within the vicinity of school academe, is the reason why schools offering education courses crave for high percentage of LET passers (Philippine Journal of Education, 2005). Today, prospective teachers must clear a series of hurdles to obtain and maintain a teaching certificate – one of which is to pass the Licensure Examination for Teachers (Libman, 2009). States use licensing to ensure that the only qualified teachers can be hired. This builds anxiety not only among examinees but more so far schools who turn out prospective teachers with different majors. Obviously, the National examination for teachers stirs competitive against, since it augurs possible employment, salary or appointment upgrading ranking consideration, and acceptance to the halls of DECS. In addition, implications permeate school standards and pride for garnering honors from percentage passers (Philippine Journal of Education, 2005). The performance scores in the Licensure Examinations for Teachers reflect the abilities of the teacher examinees. Thus, having low percentage of LET passers indicates low quality pre-service teacher education in the country (Ramota, 2011). Palatino, who is a young education graduate from the University of the Philippines, feared that poor performance in LET may lead to further slide of the educational standards of the educational standards of our country. If this alarming trend will not be aided, he said, the country will be seeing more classrooms with no teachers in our schools despite an oversupply of teacher education graduates who end jobless or else volunteer teachers in remote areas (Ramota, 2011). Performance of education graduates in the Licensure Examinations for Teachers predetermine not only the competence of the graduates but so as the institutions where they have acquired their diplomas. This serves as the major key in accrediting education programs. Having low percentage of LET passers may lead to changing of educational programs or worse, closing of the educational programs. Hence, the researchers conduct this study to find the relationship between the students LET performance and standard and competence of the said institution. Moreover, to develop an intervention program that would help obtain standard results in the LET. Theoretical/ Conceptual Framework This paper is anchored on Joe Wholey’s model of program evaluation (1987) and the Education Conceptual Model. Like systems and organizational theories, Wholey’s model of program evaluation describes the characteristics of faculty and students and the extent to which curricular activities and fiscal resources influence the educational process and subsequent effectiveness in goal attainment. Wholey defines a program as a set of resources and activities directed toward one or more goals. The linkage of resource expenditures, program activities, immediate outcomes, and ultimate goals directly relates to SDSSU and its program’s performance on the Licensure examination for Teachers. If SDSSU program resources are available, then qualified faculty will be recruited and retained to provide the necessary curricular instruction and learning activities. Given the appropriate faculty to develop and implement the curriculum and activities, students will be provided an opportu nity to develop the required knowledge, skills, and behaviors appropriate for entry-level practice as teacher practitioners. If the appropriate curriculum and activities are implemented, then graduates will demonstrate the desired outcomes expected at the entry level for Licensure tests. If these learning activities and outcomes occur, then progress will be made toward the SDSSU program goals and the ultimate goal of the teaching profession. The ultimate goal of College of Teacher Education programs is to provide competent teachers imbued with ethical values and ideals in a humane environment supportive to the national thrust for social transformation. Four teacher education program components with key predictor variables for each are identified. First, program resources (total program expenditures) must be adequate to ensure the achievement of the learning goals and outcomes. Second, there must be sufficient faculty (student-to-faculty ratio) with the necessary qualifications (degrees earned, teaching experience) to influence program processes and outcomes. Third, the curriculum (didactic, laboratory, and professional practice hours; comprehensive examination) must support the entry-level competencies of professional practice and the achievement of learning goals and outcomes. Fourth, in order to graduate and enter professional practice, students (mean cumulative college GPA on admission) must be evaluated on the ability to demonstrate competencies measured on the Licensure Examination for Teachers. Taking and passing the LET is the ticket to enter teaching profession which is the desire result of education students. Licensure Examination for Teachers (LET) is the professional board examination given by Professional Regulation Commission (PRC) to determine who are to be allowed to teach and who are not (http://eduphil.org/how-to-pass-the-licensure-examination-for-teachers-let.html).LET performances in terms of passing scores are often perceived as the scale in measuring the quality of education of schools offering teacher education. According to Daniel Goldhaber (2012) University of Washington researcher, â€Å"licensure test performance is clearly not a silver bullet. Licensing tests are usually paper and pencil tests of subject matter knowledge and on occasion, pedagogical knowledge.† Multiple researches having the same findings as his, argues for a much more comprehensive system for assessing teachers to determine their preparedness to enter the classroom as sole pract itioners (National Council for Accreditation of Teacher Education, 2012). Schematic Diagram Basis for an intervention program. Basis for an intervention program. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. Level of accreditation of teacher education programs. Relationship of LET performance and level of accreditation in teacher education. SDSSU performance in terms of passing percentage in Licensure Examination for Teachers SDSSU performance in terms of passing percentage in Licensure Examination for Teachers Figure 1 shows the schematic diagram of the study. The first table shows the profile of SDSSU in terms of their performance in LET. The second table shows the accredited education programs of SDSSU and their levels of accreditation. The third table shows the basis for an inspired LET performance. Statement of the Problem The researcher seeks to study the performance of SDSSU in the Licensure Examinations for Teachers. Specifically, the researcher would like to find out the following: 1. What is the performance of SDSSU in terms of passing percentage in Licensure Examination for Teachers? 2. What is the level of accreditation of teacher education programs in Surigao del Sur State University? 3. Is there a significant relationship between students LET performance and the level of accreditation of Surigao del Sur State University campuses? 4. What are the problems met in the teacher education programs to attain the better LET performance in pursuit for quality education? 5. What intervention program shall be crafted based on the findings of the study? Null Hypothesis Ho1: There is no significant relationship between the LET performance of the teacher education graduates and the level of accreditation in the teacher education programs. Significance of the study The following individuals are deemed to benefit largely on this study. School administrators. This paper would help the school administrators to become more motivated in administering better curriculum and courses that are relevant in achieving high passing percentage in LET. This would lead to the improvement of standards of the institutions. Faculty. This paper would remind them that their part as faculty is very crucial and relevant in moulding new generations of would-be-teachers. This would encourage them to always do their job honestly, sincerely, and passionately and to redesign their teaching strategies, if needed, in order for them to facilitate maximum learning effectiveness and produce highly competent and surely LET passer students. Students. This paper would help them realize their role as an important aspect in acquiring competence and standards of their institutions. Thus, would drive them to do well in their studies in order for them to bring pride and happiness to their college or universities. Community. If the individuals aforementioned would be able to realize the importance of their roles in developing a more equipped, qualified, and reliable who would benefit most. Scope and limitation This study focuses on the performance of teacher education graduates of SDSSU in the Licensure Examination for Teachers. It will be conducted at SDSSU during the second semester of school year 2012-2013. The monitoring is to be administered to the five campuses of SDSSU namely: Cantilan, Lianga, San Miguel, Tagbina, and Tandag campuses. Definition of terms The terminologies used in this study are defined operationally. Accreditation. Accreditation is a process in which certification of competency, authority, or credibility is presented. Organizations that issue credentials or certify third parties against official standards are themselves formally accredited by accreditation bodies (such as PRC); hence they are sometimes known as â€Å"accredited certification bodies†. The accreditation process ensures that their certification practices are acceptable, typically meaning that they are competent to test and certify third parties, behave ethically and employ suitable quality assurance. Competence. Competence refers to the quality of being well qualified. It is the quality of having great facility and being able to perform and facilitate achievement or accomplishment. Education. Education in its broadest, general sense is the means through which the aims and habits of a group of people sustain from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. It is the formal process by which society deliberately transmits its accumulated knowledge, skills, customs and values from one generation to another, e.g. instruction in schools. Institution. An institution is any structure or mechanism of social order and cooperation governing the behaviour of a set of individuals within a given human community. Institutions are identified with a social purpose, transcending individual human lives and intention by mediating the rules that govern cooperative human behaviour. The term â€Å"institution† is commonly applied to customs and behaviour patterns important to a society, as well as to particular formal organizations of government and public services. Licensure Examination for Teachers (LET). Licensure Examination for Regulation Commission (PRC) to determine who should be allowed to teach schools in the Philippines. Performance. Refers to the accomplishment of a given task measured against present known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfilment of an obligation, in a manner that releases the performer from all liabilities under the contract. Profile. Is a brief description of the characteristics of something, where in my study, are the characteristics of Surigao Del Sur State University main campus in terms of their percentage of LET passers and the accreditation levels of the different education programs that they are offering. Student. A student is a learner, or someone who attends an educational institution. In its widest use, student is used for anyone who is learning. Chapter II RELATED STUDIES AND LITERATURE Effective Teachers are what each classroom needs. But what makes a teacher effective? How can we identify effective teachers from those who are not? Are licensure examinations enough to assess the quality of teachers? Passing the licensure examination is often perceive as an indicator of qualified and effective teachers. But according to the researchers from the Southeast Centre for Teaching Quality (2003c), licensure examinations are not enough to measure the competence among teacher candidates. They concluded that in order to assess competence among teacher candidates, multiple methods should be used. This should include student work samples and the demonstration of new knowledge and skills known to reflect the core competences of highly qualified beginning teachers. This thoughts gained support from a study commissioned by the National Research Council (2001), the role of licensure tests in improving teacher quality, as cited in the study of Wilkerson and Lang (2004) concluding th at even a set of well-designed tests is inadequate to measure all of the prerequisites for a competent beginning teacher. The researcher of the National Research Council also recommended that states use multiple forms of evidence in making decisions about teacher candidates and use licensure tests only as a part of a coherent developmental system of preparation assessment, and support that reflects the many features of teacher competence. Addressing some of the issues on teacher effectiveness is through a voluntary certification process, which has been offered by the National Board for Professional Teaching Standards (NBPTS). This is a certification process where teachers who are considered to be highly effective can demonstrate, and gain recognition for, their knowledge and teaching skills. And despite a lack of evidence on its efficacy in identifying effective teachers, there has been a continuous growing participation in the NBPTS. Many policymakers in various states and school districts also view this certification as a signal of teacher quality. In fact, NBPTS certified teachers receive recognitions and financial incentives (Goldhaber and Anthony 2004). Citing evidence, Goldhaber of the University of Washington and Urban Institute so with Anthony of Urban Institute describe the result of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between certification of teachers by National Board for Professional Teaching Standards (NBPTS) and Elementary-level student achievement. Findings indicated that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement (Goldhaber and Anthony 2004). In the middle of these findings, the American Educational Research Association Panel concluded, based on the available evidences they have analyzed, that licensure in the field gained by university-based teacher preparation is an indicator of effective teaching and student achievement. Before getting to taking licensure exams and applying for certifications, teachers-to-be first have to finish education courses and undergo teacher preparation. Most of those who wanted to be effective teachers prefer to study at state colleges and universities having passed the National Accreditations since it is perceive that nationally accredited state colleges and universities caters teacher education programs that are capable of moulding and producing effective teachers. Many education graduates in the provinces are not passing the LET (Ramota 2011). Palatino, as cited in Ramota (2011), opined that LET examinees performance shows the low quality of pre-service Teacher Education in the country. He stated that many Teacher Education institutions are producing half-baked graduates who add up to the bulk of the LET non- passers and unemployed or under employed Teachers. He also stated that even these schools are being turn into mere for profit diploma mills rather than as training ground for future mentors. When Colleges of Education seek National Accreditation for their teacher education programs, there are a variety of obstacles to their success. But according to Adams (2004), not all of these obstacles are a reflection of program quality since accrediting bodies at the national or state level have different and at times conflicting requirements. This could even be more damaging. Evaluation systems may be scheduled to be phased in too rapidly, without clear guidelines. It is likely that the programs they are evaluating will be forced to suffer the consequences of this management. This situation is a contributing factor in the undeserved negative perceptions of teacher education programs. Though colleges of education should be accountable for the quality of the teachers they produce, the accrediting agencies should be accountable for the clarity and straightforwardness of the process. Whether a teacher candidate will be effectively teaching or not depends on the teacher preparations he or she had. The National Council for Accreditation of Teacher Education (2012) stressed to components that are critically important in the teacher preparation: the teacher knowledge of the subject to be taught, and the knowledge and skills on how to teach that subject. Research and common sense tell us that subject matter knowledge is necessary for effective teaching. But there is a second part of the equation: knowledge and skills on how to teach is also a must. Effective teachers understand and are able to apply strategies to help students increase achievements. They understand and apply knowledge of child and adolescent development to motivate and engage students. They are able to diagnose individual learning needs. They know how to develop a positive climate in the classroom in order to make it a stimulating learning environment. The scholars of the National Academy of Education of America also supports that content knowledge does not adequately prepared teachers for the challenges they will faced in today’s classrooms, where teachers need to be prepared for learning differences and dis abilities that are prevalent (). Moreover, and American Educational Research Association Panel of nationally recognized scholars analyzed the empirical e vidence relevant to practices and policies in pre-service teacher Education in the US. Findings specific to education programs that produce successful teachers include: (1) collaborative arrangements between university programs and local school districts—known as professional development schools (PDSs)—have a positive impact on k-12 students in measurable ways such as increase in standardized test scores; (2) planned, guided and sustained interactions with pupils within early field and student teaching settings is important; (3) seven of eight studies reviewed found positive correlations between licensure and student achievement, especially in mathematics education (). These ideas stated above only proves that the quality of schools, the instructors of the teacher education programs, so with the educations programs, plays a very critical role in the education process since they are the one who mould the aspiring educators to be globally competitive and effective teachers. Gradual learning is very important for any student, be it in any field. But there are many more things in a student’s brain that we often forget, and herein appears the difficulty. There are students who faced learning problems and it’s not even their fault. For a school student, life is loaded with studies. Though it is not possible for each one of them to cope up with their studies, they often get nervous, frustrated and ends up mugging their lesson which is very harmful. There can be factors, as many as every student in this world, that affect student achievements. According to Shahin (2012), the student’s community is affected by lots of problems such us lack of quality of education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such factors disheartening the students. She added that the lack of proper guidance by the parents and unawareness of the student in choosing the right career lead to their doom. Similarly, Suvajit (2009) believes that all these predicaments faced by students can only be resolve if every school and college recruits a qualified students councillor to guide the students in times of their problems. He cited recession as an example since it has caused huge dearth of jobs enabling the students to avail their desired job. And so, many of these students go on for further studies but are often puzzled about which course to study and from which college. And because of the lack of proper guidance, they often take hasty decisions for which they have to repent later. While Koski and Weis (2004) called on the state to analyse its own contents standards and curriculum frameworks to develop a complete basket of educational resources, ranging from laboratory equipment and sophisticated measuring instruments to well- stocked libraries and media centres, and conditions that all children should have an opportunity to achieve the state’s standards. But there have been a proposal cited by The Journal Report: Big Issues in Education of US (2012). The proposal stated that all (US) children should meet the same academic standards, essentially proposing a nationalized system of education. This issue gathered contrasting ideas of some influential educators in US including Chester E. Finn Jr., president of the Thomas B. Fordham institute and chairman of the Hoover Institution’s Koret Task Force on K to 12 Education, who argues in favour of national standards, and Jay Greene, head of the department of education reform at the University of Arkansas in Fayetteville, Ark, who makes the case against natio nal standards. According to Finn Jr., as cited in a journal community The Journal Report: Big Issues in Education of US (2012), one way to ensure that young people would develop the skills they need to compete globally is to set clear standards about what schools should teach and students should learn—and make these standards uniform across the country. He stated that the issues plaguing American education—low achievement, poor technical skills, too many dropouts, etc.—are nationwide, and so is the challenge of economic competitiveness and that these were caused by the disorderly, dysfunctional way of handling academic standards for students. Though Finn Jr. believed that an effective education system also requires quality teachers, effective administrators and other vital elements, make them the same everywhere is important. A rigorous national standard is a need for a mobile society like theirs where a fourth-grader in Portland, Maine, may find herself a fifth grader in Portland, Ore. He also added that United States of America is no longer a country where children born in rural areas spend their entire lives there. They need and are expected to be ready for jobs in other parts of the land. And they won’t have any problem in adjusting to their lesson since every school is following a national standard (The Jou rnal Report: Big Issues in Education of US, 2012). On the other hand, Greene as also cited in a journal community The Journal Report: Big Issues in Education of US (2012) contended that different youngsters need to learn different things in different ways. He stated that such uniformity would only make sense if: 1) there was a single best way for all student to learn; 2) we knew what it was; 3) we could be sure the people running this nationalized education system would adapt that correct approach; and 4) they would remain in charge far into the future. But this isn’t how things are. He believed that there is no consensus on what all student need to know and that different students can best be taught and assessed in different ways. Greene then cited Canada and Australia as examples of large and diverse country like US with significantly stronger students’ performance as measured on international test. Yet neither have national standards, tests or curricula and added Greece and Thailand as examples of lower achieving countries though they have national standards and curricula (The Journal Report: Big Issues in Education of US, 2012). Libman (2006) also cited some negative consequences of standards-based testing such as narrowing the diversities in teacher education programs, homogenizing the characteristics of the teaching force, which hinder candidates from entering teaching and causing shortages in qualified teachers. Chapter III RESEARCH METHODOLOGY * This chapter presents research methods employed in this study. It contains the research designs, sampling techniques, research environment, validation of instruments and statistical tools used. * Research Design * This study will utilize the descriptive survey method using researcher made questionnaire as a main tool in gathering the data. It will also utilize documentary analysis to verify the data gathered from the survey. Sampling Technique This paper shall utilize the universality of Teacher Education graduates during the past three school years. It will also consider the total population for the faculty and administration under the education program. For the student respondents, a 30% student shall be utilized using Stratified Random Sampling. Instrumentation This study will utilize a researcher-made instrument which will be subjected through content validation. It shall be tried out in the private tertiary education offering teacher education program. The items which are vague need revision to suit to the levels of respondents. When the validated instruments are ready, it shall be administered to the SDSSU having Teacher Education programs offering. Data Gathering Procedure A permit to conduct the study shall be secured from the university president, and shall be furnished to the campus directors and concerned respondents and the campus offering Teacher Education programs. the pursuance of this study, the researcher will use researcher-made questionnaires that would show the relativity of the data subject to this study. The questionnaire shall be administered personally by the researchers to ensure the reliability of data of this study. After administration of questionnaire, it shall be retrieved, tallied, analyzed and interpreted and ready for writing the research report.