Kate Chopins the Awakening Essay Example for Free

Kate Chopins the Awakening Essay The Awakening, Edna Pontellier is caught by the contradictions between the way others see her and the way she sees herself. The novella is a story narrating her awakening and discovery of self. â€Å"In short, Mrs. Pontellier was beginning to realize her position in the universe as a human being, and to recognize her relations as an individual to the world within and about her. †¦ How few of us ever emerge from the beginning! † The narrator is remarking at Edna’s boldness and uniqueness as an independent woman on a quest for self-discovery. And the narrator also points out â€Å"How many souls perish in [the beginnings] tumult! † which serves to predict the chaos that comes about as Edna’s awareness grows – and can also be read as a remark foreshadowing her death. The female role that involves bearing children and being a â€Å"perfect† wife is also an important aspect of the society represented in The Awakening. While this lifestyle suits someone like Adele Ratignolle, Edna finds it unbearable and oppressive. She loves Robert and he inspires her, but her awakening at Grand Isle was complex She does not simply find a new love interest, she finds a new way of appreciating and living life. Robert is more of an excuse and an occupation rather than a full explanation for her transformation. Even though Ednas awakening means she suffers from the resulting self-awareness, the year of joy and understanding that accompanies this suffering is worth more to her than a lifetime of the semi-conscious submission that defined her former existence. The years that are gone seem like dreams—if one might go on sleeping and dreaming—but to wake up and find—oh! well! Perhaps it is better to wake up after all, even to suffer, rather than to remain a dupe to illusions all ones life. † According to Edna, to live with self-awareness offers an existence far richer than a life lived according to the restricting â€Å"illusions† that are imposed by the expectations of others.

Responses to the Boasian School of Anthropology Essay Example for Free

Responses to the Boasian School of Anthropology Essay The Boasian school of anthropology, headed by Franz Boas, was among those that pioneered modern concepts in anthropology. The Boasian school was critical of overgeneralizing perspectives or theories in the sciences, including the cultural evolutionary school in anthropology, choosing instead to adopt rigorous empiricism in its approach. The Boasian school believed in the world having distinct cultures and that cross-cultural generalizing often made in the natural sciences are not possible in anthropology. The school today uses the four field approach that divides the field into socio-cultural, biological, linguistic and prehistoric anthropology. While Leslie White was educated in the Boasian school of anthropology, he later began to question the anti-evolutionary views of his early education. He developed and advocated an anthropological, ethical and political view of the world almost targeted against the Boasian school. Leslie White embraced two contradictory models of culture: the sut generts conceptions from his Boasian education and the materialist-utilitarian framework developed out of his concern with cultural evolutionism. White never reconciled the two but he definitely gave stress to the Boasian-based sut generts in case of conflicts. White feared that the Boasian schools concept of cultural determinism represented an emasculation of anthropology and instead advocated science and evolution, particularly 19th Boasian School 1 century theories. White regarded culture as superorganic made up of the technology, social organization and ideology levels. It should be noted, however, that White still held on to the Boasian-based sut generts and that he still tended to downgrade the impact made by the natural environment on culture and society. Julian Steward was a fellow evolutionist with Leslie White. Differing slightly from White, Julian stewards concepts of evolution and progress was not limited to 19th century concepts. Steward, who was a pluralist in terms of openness to other views, never sharply broke up with the Boasian school. But he did find anomalies in the historical particularism paradigm of the Boasian school. Steward viewed evolution as recurrent forms, processes, and functions, in opposition to Boasians repudiation of evolution and regularity in culture. He also perceived culture as superorganic, similar to a limited extent to Whites culturology. Steward’s multi-linear evolution aspect of his approach to anthropology differed from the extreme particularism of the Boasian school but without adopting the antithetically unilinear evolution concept of White. Boasian School 1 References (December 2006). The Paradoxical Anthropology of Leslie White. Retrieved from the American Anthropological Association Website http://www. aaanet. org/gad/history/088white2. pdf. Leslie White. (2006, July 25). In Wikipedia, The Free Encyclopedia. Retrieved 22:16, December 4, 2006, from http://en. wikipedia. org/w/index. php? title=Leslie_Whiteoldid=65691607. (May 2006). ESP/ANT 133. University of California Davishttp://www. des. ucdavis. edu/ esp133/133-08l. htm.

Intervention Approach To Promote Fatherhood In Schools Social Work Essay

Intervention Approach To Promote Fatherhood In Schools Social Work Essay An Intervention Approach to Promote Fatherhood in Schools: Acquiring the Generalist Intervention Model, the Mandala Ecosystem Health Model, Urie Bronfenbrenner Ecological Systems Theory and Egan Skilled Helper Model An Intervention Approach to Promote Fatherhood in Schools: Acquiring the Generalist Intervention Model, the Mandala Ecosystem Health Model, Urie Bronfenbrenner ecological systems theory and Egan Helper Model As part of a university-based consultant, this intervention paper seeks to address its issue on organizing a program aimed at engaging fathers/ bringing fathers/ more males into the Catholic College to promote the importance of fatherhood by introducing relevant and effective programs to benefit the local community. The school was formed in 2008 and began as a School in a Shopping Centre. Currently, within the school, around 50% of students live in single-parent homes or with a step-parent. Additionally, around 25% of students have a history of experiencing abuse within the family. The Mandala Health model, Urie Bronfenbrenner ecological systems theory, Egan skilled helper model and the GIM models are to assist me in the planning and suggestion process of delivering an intervention that promotes Australian governments Stronger Families and Communities strategy announced in the 1999-2000 Federal budget. My intervention approach Since, the school wants to promote fatherhood, I as a consultant suggests that in order to increase fathers actively-involved with childs life, the school could give out consent form informing activities such as sports day carnival, fun-fair, etc which fathers could participate in to promote or build bonds with the child instead of just being the sole breadwinner of the household. Let them know that small little things could make a difference in a childs growing up process. It is not just having stable financial income which makes the child happy. In addition, introducing scores charts which motivate their child to inform their fathers on upcoming activities. Whoever fathers participated in the event would be awarded with food vouchers .These vouchers can then be exchanged for free food in the canteen. For scores wise, well based on the top 5% who has meet the requirement and be awarded with token of appreciation; give recognition to fathers effort. What were the stages you went through in the planning process? Describe the activities undertaken. The Generalist Intervention Model is an intervention/practice model that includes all systems (micro, macro and mezzo) by providing a systematic approach to undertake the change process in addressing the issue. The following aforementioned are the processes: Engagement. Establishing rapport relationships and effective communication by greeting the client regardless of whether one is pursuing micro, mezzo or macro change, the fundamentals of doing so is to build good rapport or a trustworthy relationship with clients and target system to produce basic communication. Engagement is inclusive of verbal and non-verbal communication and genuineness to engage clients the helping process (Hull and Kirst-Ashman, 2004). Assessment. Identification of client by defining whether it is individual, family, group, organization or community by identifying one based on all aspects mentioned above. Even though it sounded simple, to recognize who my client is, may become blurred and vague, as I have to question these following questions. Who is my client? Who are the ones that needed my help? Is it just an individual or the entire family is my client instead (Hull and Kirst-Ashman, 2004). Assess the client-in-situation and identify issues. Four major aspects are considered such as micro, mezzo and macro levels. Each aspects must be defined and identify strengths in the element of human diversity. Micro aspects. Exploring the criticality of the problems, causation of the problem, client strengths and and how to improve to better one lives (Hull and Kirst-Ashman, 2004). Planning. Defining the problems and plan which to prioritize. Implementation. Carrying out the discussed plans to achieve client goal. Consistent monitoring and assessing of progress during implementation to ensure client stays on track. Sometimes, it might affect the plan in terms of its situation, conditions or issues. Evaluation. Practitioners must be accountable for their intervention by proving its effectiveness. Evaluating of each goal that has been achieved to determine whether the case should be terminated or reassess to create new goals. Termination and follow-up. Do not establish attachment with the client upon termination. As a saying goes teaching one the techniques of fishing rather than providing one fishes every time which denotes disengage with the person upon the client being stabilized after this intervention ends (Hull and Kirst-Ashman, 2004). What models of planning did you adopt for planning? Refer to relevant literature. The Generalist Intervention model proposed by Hull and Ashman (2004) which involves the eight steps of planning: Work with the client Prioritize problems Translate problems into needs Evaluate levels of intervention for each need Establish goals Specify objectives Specify action steps Formalize a contract Work with the client. Working with the client by involving the client with the problem, definition of the problem which the client perceived a problem as the top priority compared to other problems faced. On the other hand, practitioners have to take into account of the clients strengths during the planning process to prevent dispute among one another. Prioritize problems. Provide priority for each problems what others or practitioners think is most significant might not be significant to the client for the problem to rank as top priority. For example, firstly, fatherhood; engage more fathers/stepfathers in caring, nurturing their children. Secondly, school providing high-quality education and facilities for students. Translate problems into needs. Initially, client suffered from the problems. Hence, as practitioners/consultants, we got to provide solutions to assist in problem-solving. Needless to say, this simple step in planning aids in reorganizing our thoughts on current situation in order to decide on appropriate solutions. Evaluate levels of intervention (micro, mezzo, and macro). Accentuating one client needs at a time by beginning with those ranked as highest priority. Discussion on alternative solutions with the client may focus on the micro, mezzo, or macro level of transformation. For example, involving what can the individual do at the micro-level by providing alternate methods targeting on behavioural management. Establish goals. Charting out goals that are feasible for clients with regards on how to proceed with the intervention. For instance, to build a full-pledged school that benefits the local community. Specify objectives. Goals specificity in identifying what needs to be achieved, how do I go about achieving the goals and meeting my client needs? Therefore, stating explicit objectives helps to provide specification in our objectives. Specify action steps. These steps represent the clarity of the goals and the completion of the goals by moving towards achieving the objectives. Action steps helps to monitor and reassess our clients actions. Noteworthy to note that failure to complete important action steps leads to failure to attain objectives and clients goals. Formalize a contract with the client. Bring in a contract working agreement that is negotiable with the client and others involved in the process. A contract formalizes the agreement between client and practitioner and clarifying both expectations. An array of items includes the financial fees, terms and conditions involved in the intervention. Supposedly, clients should be actively-involved with developing the conditions in the contract. Understandable terms must be used in the contract rather than technical jargons which client doesnt understand easily. Additionally, this contract differs from legal contracts in terms of its flexibility to clients changing needs or conditions. Did you use ecosystemic principles in planning, and if so, what principles were used and how? The Mandala of Health: a health model of the human ecosystem As the Mandala Health model has been on-going in the early 1980s, it has gained worldwide acceptance in the medical and psychological association. This model conveys that the interaction of culture with environment aids one in understanding the human ecology. The outer level of the Mandala highlights our living planet encompassing the culture and the biosphere. Holistically, health of the individual consists of spirit, body and mind dimensions. The system that is surrounding the individual is the family and community aspects while beside the body and mind, makeup of the sick-care system and work. In between the four sides of the circle, contains personal behaviour, psycho-socio economic environment, human biology and physical environment (Hancock, 1993). Ultimately, this model should be as seen as a multi-disciplinary use, flexible and dynamic in which various element transform based on individual needs (Hancock, 1993). Conversely, to solidify the theorys practical framework, I would prefer Bronfenbrenners Ecological Systems Theory as it defines as complex layers of environment, each having an effect on a persons development. Recently, this theory has been renamed bioecological systems theory to emphasize that a persons own biological predisposition is a primary environment fueling their development (Santiago, 2004). The interaction between factors in the persons maturing biology, their immediate family and community environment, and the societal landscape fuels and steers their development. Changes or conflict in any one layer will ripple throughout other layers. To understand fathers needs in the transitions, we must look not only at the fathers but as well as the students and their immediate environment, but also in all environment dimensions of interaction as well. Egan helping model and the outcomes Egan skilled helper model is reflected in my planning process and outcomes. It is not based on a particular theory of personality development, or on a theory of the ways difficulties develop. It is a framework for conceptualizing the helping process, and is best used in working on issues in the recent past and the present. As with any model, it provides a map, which can be used in exploring and navigating, but which is not the territory itself. The Egan model and mentoring are not synonymous; the model can be used in many kinds of helping relationships, and mentoring/co-mentoring can be done using other models or just solely one. The model can and should be used flexibly. The model works best if attention is paid to Rogers core conditions, the helpers approach to the speaker being based on genuineness, respect, and empathy, and if principles of good active listening are remembered throughout. Three main questions were posed to the speaker on Egan model: What is going on? Utilizing the school to the benefit of the local community Organized a program aimed at engaging fathers/bringing fathers/more males into the school Abuse cases found in childrens family lives What do I want instead? Include the staff without appearing to create more work for them Increase the involvement of fathers/grandfathers/stepfathers within the school community How might I get to what I want? Ensure they do not burnout by having a work-life balance in their lives for parents, teachers, and principal Provide student services and counseling facilities Strength and weaknesses of the planning model Theoretically, this theory is versatile, well developed and extremely useful. In contrast, interviewers and consultants have to be highly-competent to adopt the Hull and Kirst-Ashman Generalist Intervention model (GIM) as it emphasize on client strengths rather on weaknesses which perhaps, the person could be intellectually-disabled which might lead to misjudging the persons strengths. Hypothetically, coping strategies, moderation and mediation elements were not covered in the planning model which leads to burnout among organization. In terms of cultural differences, different organizations have certain values or mission and protocol for individuals to adhere. Consultants have to be highly-cultural competence to work effectively with clients of different racial backgrounds, ethnics and various cultures when acquiring the planning model. Also, consultants have to take note not to make automatic assumptions about diverse group in the social environment. They must strive to develop self-awareness and appreciate human differences in an individual in order not to be bias towards to their diagnosis when implementing the model to their client case.

Science At the Wheel: Driving into the Future of the Environmental Move

Science At the Wheel: Driving into the Future of the Environmental Movement Science has been able to approximate that the human race has existed for only 400,000 years on this 4.56 billion year old planet. Yet in its brief history humanity has had a far greater impact than any other species. Since the dawn of the industrial revolution, the rate and complexity of this impact has only increased. With such profound influence on our environment must come greater responsibility. Scientists, as the leading explorers in this new age of technology, share an important part of this responsibility. Their innovations have shaped the world to be what it is today, and it is their research that will be the foundation for tomorrow. Science provides the vehicle that will drive society into the future. Science explores, observes, and explains the world around us. It both finds and attempts to solve problems with the ultimate goal of benefiting society. The health of the environment is increasingly associated with the well-being of society. Therefore, the problems of industria l and agricultural pollution have to be a priority for the scientist. Science has played a major role in creating this modern problem and therefore must now take the lead in solving it. Having identified the pollution problem initially, scientists more fully understand the extent and severity of this problem. The correlation between cancer and pesticides was identified and continues to be studied by biologists and physicians. It is chemists who have been called to classify the 20,000 Superfund sites and to report on toxic chemicals seeping into homes, schools, and drinking water. Scientists, in general, have studied and stressed the importance of ecosystem diversity... .... Rifkin, Jeremy. "Apocalypse When?" New Scientist. 31 October 1998. Safina, Carl. "To Save the Earth, Scientists Should Join Policy Debates." The Chronicle of Higher Education. 6 November 1998: A80. Satchell, Michael and Betsy Carpenter. "The Disaster That Wasn't." US News and World Report 18 September 1989: 60-69. Soloman, Wendy. "Horsehead subpoenas termed typical tactic." Allentown Morning Call, March 31, 1998. Van Dyne, Larry. "Thank God for the Country Boys; Ten Miles From the White House, Government Scientists Are Working to Bring You a Greener Lawn, Juicier Peaches, Leaner Pork, and Other Wonders." Washingtonian. August 1992. Verrengia, Joseph. "Weapons against pollution? Poplar trees drink up toxins." Seattle Times. (September 30, 1998) http://www.seattletimes.com/news/nation-world/ntml98/altopopl 093098.html. Seattle Times webpage.

Essay on Order and Superstition in the Tragedies of William Shakespeare

Order and Superstition in the Tragedies of Shakespeare   Ã‚  Ã‚   The concept of order was an extremely important one to William Shakespeare, and to Elizabethans in general. We in the existentialist atomic age have little trouble conceiving of an individual man or woman as the only beacon of light in a world gone irrevocably and irredeemably mad, but this would be inconceivable to Shakespeare and his audience. Shakespeare staunchly followed the common Elizabethan conception of the universe as deliberately and benevolently patterned and planned; when, for some reason, something happened to temporarily force things out of kilter, individual people might suffer, but the universe would soon right itself and life would go on. This belief in a divine plan also underwrote Shakespeare's usage of portents and omens in such plays as Julius Caesar and Macbeth; because he saw the world as something planned and coherent, it is possible to divine that plan through supernatural sources. But there is little point; to try to force one's will against fa te, Shakespeare tells us, will inevitably end in tragedy.       The presence of superstition would seem to be unrelated to this passionate belief in order, but in fact it is inextricable from it. All occult practices, including divination as well as the casting of spells, presuppose a consistent pattern in the universe, where, in the words of Sir James Frazer, "a red stone. . . may be thought to have the property necessary to produce red blood, and when the production of red blood is demanded, the red stone naturally presents itself to the primitive mind as a potential source whence the redness may be borrowed" (Frazer, 170). This kind of metaphoric connection between all kinds of rednesses ... ..., it signifies a departure from our underlying suppositions about how the world really works; that is what the word "supernatural" means. But in Macbeth and Julius Caesar, such devices actually work to reinforce Shakespeare's perception of the world as an ordered place in which there is a coherent plan -- both because this is what Shakespeare truly believed and because this is what his audience believed as well.    Works Cited: Asimov, Isaac. Asimov's Guide to Shakespeare. Avenel Books, NY, 1978. Frazer, Sir James. The New Golden Bough. Mentor Books, NY, 1959. Jorgenson, Paul. William Shakespeare: The Tragedies. G.K. Hall, Boston, 1995. Shakespeare, William. The Complete Works. Nelson Doubleday Edition, Garden City, NY, 2001. Ferguson, Francis. "Macbeth as the Imitation of an Action," from Shakespeare: The Tragedies. Prentice-Hall, NY, 1994. Essay on Order and Superstition in the Tragedies of William Shakespeare Order and Superstition in the Tragedies of Shakespeare   Ã‚  Ã‚   The concept of order was an extremely important one to William Shakespeare, and to Elizabethans in general. We in the existentialist atomic age have little trouble conceiving of an individual man or woman as the only beacon of light in a world gone irrevocably and irredeemably mad, but this would be inconceivable to Shakespeare and his audience. Shakespeare staunchly followed the common Elizabethan conception of the universe as deliberately and benevolently patterned and planned; when, for some reason, something happened to temporarily force things out of kilter, individual people might suffer, but the universe would soon right itself and life would go on. This belief in a divine plan also underwrote Shakespeare's usage of portents and omens in such plays as Julius Caesar and Macbeth; because he saw the world as something planned and coherent, it is possible to divine that plan through supernatural sources. But there is little point; to try to force one's will against fa te, Shakespeare tells us, will inevitably end in tragedy.       The presence of superstition would seem to be unrelated to this passionate belief in order, but in fact it is inextricable from it. All occult practices, including divination as well as the casting of spells, presuppose a consistent pattern in the universe, where, in the words of Sir James Frazer, "a red stone. . . may be thought to have the property necessary to produce red blood, and when the production of red blood is demanded, the red stone naturally presents itself to the primitive mind as a potential source whence the redness may be borrowed" (Frazer, 170). This kind of metaphoric connection between all kinds of rednesses ... ..., it signifies a departure from our underlying suppositions about how the world really works; that is what the word "supernatural" means. But in Macbeth and Julius Caesar, such devices actually work to reinforce Shakespeare's perception of the world as an ordered place in which there is a coherent plan -- both because this is what Shakespeare truly believed and because this is what his audience believed as well.    Works Cited: Asimov, Isaac. Asimov's Guide to Shakespeare. Avenel Books, NY, 1978. Frazer, Sir James. The New Golden Bough. Mentor Books, NY, 1959. Jorgenson, Paul. William Shakespeare: The Tragedies. G.K. Hall, Boston, 1995. Shakespeare, William. The Complete Works. Nelson Doubleday Edition, Garden City, NY, 2001. Ferguson, Francis. "Macbeth as the Imitation of an Action," from Shakespeare: The Tragedies. Prentice-Hall, NY, 1994.

Accounting Ethics Essay -- essays research papers

paper will discuss the public perception of CPAs in today's society, pitfalls that they may encounter, methods to prevent some of these negative behaviors and consequences they may face should they fall short. Most "Who Do You Trust?" surveys rank politicians, lawyers and used car salesmen at the bottom and certified public accountants at the top. That is because the CPA profession has a squeaky clean image--anal-retentive little wimps who wear thick glasses and cannot get a date. CPAs are known and respected for their honesty. The profession that goes out of its way to project that image, and there is a certain amount of truth to it. Not all accountants are anal-retentive little wimps who cannot get a date. Many of them are quite articulate. Some are quite lovely, in some schools, more than half of the accounting majors are women. Also, not all CPAs are squeaky clean and respected for their honesty. Some are quite dishonest and are putting a black mark on the image of the entire profession. There is one area where the CPA profession has fallen short of protecting the public interest. The general duty that accountants owe to their clients and the other persons who are affected by their actions is to "exercise the skill and care of the ordinarily prudent accountant" in the same circumstances. Two elements compose the general duty of performance: skill and care. Another element and responsibility is owed to clients and other persons, that is that accountants should observe a standard of ethical or social responsibility. One set of difficulties concerns ethics education's ability to instill the chosen values and to make them stick after the educational process is completed. Instru ction in accounting ethics is directed at people whose character-or lack there-of-has largely been formed by the time the instruction occurs. Although such instruction should increase the moral awareness of those who are already predisposed to listen, its effect on the basically self-interested, indifferent, or unethical is questionable. Even those who are positively influenced by ethics instruction, moreover, may still behave irresponsibly if their careers or their livelihoods require them to act in their client's financial interest. Recent pressure to include more ethics instruction in the accounting classroom has placed an emphasis on individuals who have a sen... ... the trust instilled in me very seriously. I hope that this paper has enlightened you to the pitfalls many certified public accountants face today, both with ethical standards and with impending educational requirements. Reference Page Fulmer, W.E. and B.R. Cargile: 1987, "Ethical Perceptions of Accounting Students: Does Exposure to a Code of Professional Ethics Help?" Issues in Accounting Education 2, 207-219. Loeb, S.E.: 1988, "Teaching Students Accounting Ethics: Some Crucial Issues', Issues in Accounting Education 3, 316-329. Metzger, J.D.: 1992. "Business Law and the Regulatory Environment: Consepts and Cases 8th Edition. 1061. McGee, Robert W., "CPAs vs. the Public Interest". Dumont Institute, Ethic Information Center. 1. Whiteck, C: 1992, 'The Trouble with Dilemmas: Rethinking Applied Ethic', Professional Ethics 1, 119-142. er, J.D.: 1992. "Business Law and the Regulatory Environment: Consepts and Cases 8th Edition. 1061. McGee, Robert W., "CPAs vs. the Public Interest". Dumont Institute, Ethic Information Center. 1. Whiteck, C: 1992, 'The Trouble with Dilemmas: Rethinking Applied Ethic', Professional Ethics 1, 119-142.

Review of Related Literature Essay

Assessment and evaluation of the availability of Information and Communication Technology (ICT) resources and how well these are being utilized in secondary school among pre-service teachers will be stressed in this research. This chapter will review the literature associated with the accessibility and integration of ICT resources in the teaching and learning process. To serve the purpose of learning from this research, the chapter will commence with examining different ICT resources available and to what extent are they used in teaching and learning Science. It will then highlight the roles and benefits of ICT integration among pre-service teachers and then finally emphasize potential factors hindering the utilization of existing ICTs in secondary schools. Information and communication technology (ICT) has become an integral part in the context of education in most developing countries. Since the evolution of ICT, giving and receiving information or lesson content have not remained the same. In the time past and now, nearly everybody in the industrialized countries of the world has gained access to the use of ICT. The provision of computers, radio, ancillary equipment, audio tapes and audio-visual tapes, microfilms for online learning in schools are not new to citizens of such countries (Jegede, 2013). Many pre-service teachers are members of the net generation and are expected to be familiar with different ICTs, yet several studies have indicated that they are not necessarily able to use them for teaching and learning (Kontkanen et. al, 2014). Consequently, a great deal of researchers has been carried out to help to advance the pedagogical knowledge and application of ICT in education. These studies focus on the importance of future t eachers’ understanding, not only about how to use ICT but also about the specific knowledge involved in the pedagogical use of ICT, and the full comprehension of the impact of technology on learning processes. Integrating ICT in Science has been most often utilized in teaching where students learn best if they have accessibility to view and/or hear a certain lesson through the audio-visual presentation. Bitok (2014), grouped the applications of ICT into two where the first group is applications that were used generally in all subjects like word-processing, searching for information, communication using e-mails, and multimedia presentations. In the second group, applications are adapted or developed to be used in science teaching. It involves imaging systems in microscopy, virtual dissections, simulations, virtual laboratory, and real laboratory exercises with data acquisition systems. One of the challenges encountered by pre-service teachers in science is selecting and integrating instructional materials for teaching. At the turn of the 21st century, technology grew and expanded at an even faster rate. Teachers of today are expected to know how to navigate around these technology changes i n improving teaching and make learning more effective. According to Bitok (2014), knowing how to relate the potential of ICT to complement the role of a teacher in the teaching and learning process is the real challenge for educators. It can be considered how the role of a teacher in an ICT-equipped classroom is being dreaded. Lack of chances of developing professionally in the use of modern ICT will make teachers feel under threat. This implies that a teacher is significant through the willingness to develop in this way. Mavellas (2017), in their research paper titled â€Å"Assessment Of The Availability And Utilization Of ICTs For Teaching And Learning In Secondary Schools – Case Of A High School In Kwekwe, Zimbabwe† revealed that there are unavailability and inadequacy of ICTs required for training. The available ICTs are not being utilized to its highest extent that made it a factor affecting or hindering the use of available resources in schools. In Chile, an international study was conducted in the Initial Teacher Tra ining about the availability and use of ICT that was developed since late 2008. It provides required vision, experience, and skills for enabling future teachers to integrate ICT into their professional practices in primary and secondary education levels (Brun & Hinostroza, 2014). The Philippines is a developing country in Southeast Asia whose educational system shares many of the same problems and limitations as those of its fellow developing nations. Some provincial schools lack chairs and tables, blackboards, and laboratory equipment. Some do not have electricity and water. The role of ICT in education is deemed vital but there are factors that hinder the effective integration of ICT which includes the scarcity of ICT resources, such as the limited number of computers and the unavailability of Internet services (Dela Rosa, 2016). Despite these conditions, the Philippines along with other countries in Asia, are generally interested in ICT hoping that their educational systems reap the pedagogical benefits associated with it. There are arguments that have been still debated until today about the implications and impacts of technology to the society whether it is useful or not. Shan Fu (2013), cited the implications of ICT in education and how ICT integration is beneficial. It has been found to assist students in accessing digital information efficiently and effectively. Students have more access to acquiring knowledge and comprehension in different concepts when they are engaged in the application of ICT. They create new knowledge out of what they have learned through accessing, selecting, organizing, and interpreting information and data which leads to producing a creative environment. ICT also enables students to work collaboratively in a distance-learning environment such as teleconferencing. The teaching and learning quality will also improve through the use of ICT in which there are more opportunities to develop critical higher order thinking skills. Researchers have demonstrated that using some ICT tools benefits students better than relying on traditional methods, for example, Alharbi (2014), conducted a study aimed to investigate the advantages and disadvantages of using ICT in the classroom for teachers and students in selected subjects in the curriculum. The research has shown that if students are less able in ICT use, then they will be less likely to fully appreciate or achieve the benefits offered by it through teaching and learning. In addition, the viewpoints of students towards the use of ICT in the learning process are regarded as the main driver to increase their motivation towards learning.