The Moral And Ethical Issues Of Artificial Intelligence

fertilization, surrogate motherhood, and human cloning once were considered immoral, but since moral codes changed due to cultural settings, they became interweaved into the culture’s fabric and became acceptable. The key to understanding the moral and ethical issues raised by artificial intelligence are the four levels on which intelligent artifacts raise ethical and moral problems. The first level concerns the ethical uses of computers and how humans respond to a world that is constantly being transformed by artificial intelligence machines. With the rapid growth of the internet, it sets the values of people’s security and privacy to a higher standard. New inventions such as telepresence and telecommuting challenge how humans deal with†¦show more content†¦In the book Artificial Intelligence and Natural Man, author Margaret Boden explains how humans are grounded to the material world. When this book was published, many people took offense and considered the explanation dehumanizing. But the bottom line is that human nature spawns deviant behavior codes. Examples of these deviant behavior codes would be Social Darwinism, which justified killing off any person who could not be independent in society. The Nazis took this idea to mean that anyone who was Jewish or had mental defects should be terminated. Today, with artificial intelligence machines, genetic engineering can form human organs or even create babies. However, genetic engineering could be easily abused and present a more subtle moral and ethical dilemma than it did in the past. At the third level, ethical and moral issues are about the new obligations and duties that humans have toward artificial intelligent machines. One of the many unknown questions is if artificial intelligence will be able to experience pain and suffering like humans. This would make humans obliged to avoid doing actions that would result in pain towards artificial intelligence machines. An example would be the People for the Ethical Treatment of Animals (PETA). This organization says that animals experience pain and suffering as much as humans do, and deserve to be treated with the same moral code that humans apply to each other. The answer to treating other livingShow MoreRelatedEssay On Artificial Intelligence1515 Words   |  7 PagesIntroduction I chose Artificial Intelligence since I believe that it is extremely intriguing and important in the field of Information Technology. Artificial Intelligence is the theory and development of computer systems able to perform tasks that normally require human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. AI is usually defined as the capability of a computer program to perform tasks or reasoning processes that we associateRead MoreSocial and Ethical Impact of Artificial Intelligence Essay examples1503 Words   |  7 PagesContents Introduction III History III What is Artificial Intelligence? III Social and Ethical Issues Associated with Artificial Intelligence IV Part I Social Impact of Artificial Intelligence IV Part II Advantages IV Part III Disadvantages IV Ethical Impact of Artificial Intelligence V Conclusion VI Bibliography VII Introduction As our world expands through the growing abilities and applications of computersRead MoreEssay about Social And Ethical Impact Of Artificial Intelligence1370 Words   |  6 Pagesthousands of years, from stories of Pygmalion to the tales of the Jewish Golem. Anat Treister-Goren, Ph.D. (http://www.a-i.com/) The concepts of the development of artificial intelligence can be traced as far back as ancient Greece. Even something as small as the abacus has in someway led to the idea of artificial intelligence. However, one of the biggest breakthroughs in the area of AI is when computers were invented. Many encyclopaedias and other reference works state that the first large-scaleRead MoreThe Controversy of Artificial Intelligence1476 Words   |  6 PagesThroughout its history, artificial intelligence has always been a topic with much controversy. Should human intelligence be mimicked? If so, are there ethical bounds on what computers should be programmed to do? These are a couple of question that surround the artificial intelligence controversy. This paper will discuss the pros and cons of artificial intelligence so that you will be able to make an educated decision on the issue. What is Artificial Intelligence? The first step in getting anywhereRead MoreCreating Artificial Intelligence And Robots Essay1542 Words   |  7 Pagestechnology and machines that help with everyday life. The thought of androids or artificial intelligence is always in question of whether or not it’s an ideal choice to make. The idea cannot be backed down since there has been some developments of self-driven cars and there have been androids created such as Erica (Bloomberg, 2016). As the world develops, so does the moral problem to creating artificial intelligence and robots. As to having such intelligent robots, the idea is mostly targeted towardsRead MoreArtificial Intelligence Is The Most Controversial Field877 Words   |  4 Pagesinformation scientists know about artificial intelligence has increased to levels never reached before. In 1968, the first computer controlled walking machine was created and today, robots are replacing humans in the work industry (History 5). By the year 2029, it is predicted that robots will be able to outsmart their makers (Khomami 1). More knowledge about artificial intelligence is being acquired by scientists. There are several advantages that come with artificial intelligence in robots, but coupled withRead MoreThe Self Driving Car Launched By Google Inc. Essay1744 Words   |  7 Pages Technological advancement as a fact of human intelligence has always been inspirational. We are delighted to view all the progress of technology and artificial intelligence that brings convenience to human beings and our planet as a whole. However, technology, which has been considered good in itself, is invading in almost all the industries and starting to replace human professions. When we walk into a grocery stores, we can see self-checkout machines happily and efficiently doing their calculationsRead MoreThe Benefits Of Driverless Cars1574 Words   |  7 Pageswithout the presence of humans on the driver seat, it is an exciting news for technology lovers and t heir followers. However, for those who are worried about artificial intelligence and their failure, it might be the bad news. Autonomous vehicles are definitely the outcome of the hard work done by our engineers in the artificial intelligence field. They apparently design the driverless vehicle technology for the betterment of the public. These driverless cars can be very beneficial for all kind ofRead MoreArtificial Intelligence is the Highest Form of Technology709 Words   |  3 PagesArtificial Intelligence Artificial Intelligence â€Å"is any intellect that vastly outperforms the best human brains in practically every field† (Bostrom). Artificial Intelligence (AI) is one of the highest forms of technology that we can create and can benefit the world in many ways if done correctly. The United States need to focus more resources on building this technology because there is no moral issues about building AI; working on it now is much safer than waiting for someone else, another nationRead MoreHow Technology Has Changed Our Life1643 Words   |  7 Pagessurprised by the dramatically changing. Technology in daily life is rapidly pullulating (Kline). However, as the format of our daily life is changing, the conflict of the new lifestyle with the perfection of relevant moral ethics is coming up. We have to take serious in the ethical impacts causing by the new lifestyles, which arises only in thirty to forty years but challenges the structure of society forming hundred years. According to the article Introduction to Philosophy of Technology, â€Å"philosophy

Object Relations Theory A Theory Of Relationships

Object Relations Two Major Assumptions: Object relations theory is a theory of relationships between people particularly within a family believing that humans have a need to connect with others. More so, expressing a belief that we are driven to form relationships with others and that failure to do so successfully leads to later problems. This theory has deepened our understanding of humans and their relationships, as well as transformed social policies for example children are placed in foster homes instead of impersonal institutions. Proponents of the theory: This theory was developed by Melanie Klein, William Ronald Fairbairn, Anna Freud, Michael Balint, and Donald Winnincott. How individuals are viewed: Object Relations theory believes†¦show more content†¦Within the boundaries of the system, patterns develop as certain family member s behavior is caused by and causes other family member s behaviors which can lead to a balance or dysfunction in the family system. Proponents of the theory : Dr. Murray Bowen a psychiatrist introduced this theory. Developmental concept of the theory: The theory was formulated by using systems to integrate knowledge of the human species as a product of growth with knowledge from family research, with eight interlocking concepts. (Differentiation of the self, nuclear family emotional system, family projection process, triangles, multigenerational transmission process, emotional cutoff, sibling position, and societal emotional process) How individuals are viewed: This theory views individual as being shaped by the family dynamic, each member is expected to respond to each other in a certain way according to their role. How problems are viewed: Problems are the result of a member of the system not performing their role which may lead to dysfunction in the family system. How change takes place: Maintaining the same pattern of behaviors within a system may lead to balance in the family system, but also may cause dysfunction. For example, if a father is depressive and cannot pull himself together, the mother may need to take up more responsibilities to pick up the slack which changes the family dynamic. The change in roles may maintain theShow MoreRelatedAspects Of Object Relations Theory Essay1489 Words   |  6 Pagesto be examining all aspects of Object-Relations Theory. I am also going to be explaining the shortcomings of this theory. Presenting evidence that proves this theory to be strong and relevant to adolescent development into adulthood. Object Relations Theory is a theory that was developed from a therapist client relationship this theory examines the interpersonal relationships that you have and how they shape you into an adult thinker. (Scharff, D.E. 1992). This theory reflects the care that the motherRead MoreTheories And Theories Of Counseling1051 Words   |  5 PagesTheories in counseling gives future counselors the overall view of theories and why they are important. Theories serve as a guide for co unselors and give justification for treatment given. A lack of theory would make it hard for a counselor to connect with their client and know what methods to use for a specific client. Theories sets the tone of how a counselor can affect change in their client’s life. As a school counselor you would be dealing with children with different types personalities andRead MoreObject Relations Theory Is A Psychodynamic Theory759 Words   |  4 PagesObject Relations Theory Object relations theory is a psychodynamic theory that observes our capability to form long-lasting attachments, and is based on our early experiences of disconnection from and connections with out primary caregivers. We internalize our initial relationship examples, which means that our first relationships make lasting impressions on us, determining how we approach future relationships. Also, object relations theory studies how people form various attitudes towards othersRead MorePsychodynamic Theory1560 Words   |  7 PagesPsychodynamic Theory Debate Janice Birdsong, Melissa Johnston, and Helene Torres Psy/405 November 10, 2014 Instructor Krasner Psychodynamic Theory Debate Jung and Klein, I think for the purpose of this debate we get a quick description of your theories. Klein, let us start with you. In my theory of object relation, we focus on the importance of the mother child relationship. My theory was built on my interpretations of childhood during the first four to six months where most children beginRead MoreApplication Of Attachment Theory On The Strange Situation846 Words   |  4 PagesApplication of Attachment Theory to Lars’ Relationships Attachment theory is based on John Bowlby’s belief that humans are inclined to connect with others affectionately and use these connections as a safe place in time of stress or trouble (Sable, 2008). These attachments are primarily formed at birth with the primary caregiver, but can Bowlby and Mary Ainsworth, pioneers in the theory suggest that the theory continues throughout the lifespan. Ainsworth suggests in the â€Å"Strange situation† that thereRead MoreSocial Implications Of Psychoanalytic Theory Essay1219 Words   |  5 PagesThe article â€Å"Some Social Implications of Psychoanalytic Theory: A Social Work Perspective,† Brian Rasmussen and Daniel Salhani, discuss social implications of psychoanalytic theory and suggest the importance of these theoretical ideas to social work practice. Furthermore, the subsequent questions and concerns which arise from the implications of the numerous avenues of the psychodynamic theory. They maintained constant themes th roughout this process, such as, understanding the importance of humanRead MoreArt Therapy Services For Children At Risk At The Hope Gardens Community Center1163 Words   |  5 Pagesto societal, environmental, and domestic stressors, and those stressors can give rise to children’s behavioral and psychological problems (Camilleri, 2007). In this paper, I will discuss a client’s case revolving around the Attachment theory and Object relations theory. Cindy (pseudonym) is an eight-year-old African-American female. She is in third grade and has attended the after-school program at HG. She was referred to art therapy by the after-school program teacher, due to her self-harm ideationRead MoreObject Relations Theory Essay1465 Words   |  6 PagesOBJECT RELATIONS THEORIES AND SELF PSYCHOLOGY Object Relations and Self Psychology Object relations refers to interpersonal relations 2. Object refers to that which will satisfy a need. Significant person or thing that is target of anothers feelings (drives). 3. In combination with relations, object refers to interpersonal relations and suggests inner residues of past relations shaping present relations 4. Object relations theorists investigate the early formulation and differentiationRead MoreEssay Analysis of Norman Bates1170 Words   |  5 PagesThis is where we see Normans psychological issues begin to develop. As a teenage Norman, we also get to see more of Normans relationship with his mother. When Bates Motel begins, Norman seems to be a normal teenage boy, who is a bit of an introvert. He prefers school work and reading to going out and being social. He has an extremely close and often unhealthy relationship with his mother, Norma Bates. We know that later in life, Norman kills his mother and her boyfriend. He is jealous of sharingRead MorePsychological Theories, Freudian, Object Relational, And The Main Components Of Attachment And Object Relations Theory1660 Words   |  7 PagesIn this paper, the author will delineate the following developmental theories, Freudian, Object Relational, and the main components found in Attachment. The main theorists that will be addressed include, Sigmund Freud, John Bowlby, Mary Ainsworth, and some work of Melanie Klein. The author will provide a detailed explanation on attachment and object relations theory and how it can be incorporated with a client who is suffering from Anorexia Nervosa and how the impact of development correlat es with

Quaker up ad Free Essays

There are eight grams of whole grains are chocolaty, pretzels-caramels mash-up the whole family craves. Its how we’re fighting the human energy crisis one bar at a time (Quaker). The ad insinuates that any family that is in a rush should buy their product. We will write a custom essay sample on Quaker up ad or any similar topic only for you Order Now It is a good healthy snack for families on the go. The ad is a good target for families that are in a rush all the time. They can Just eat a Quaker bar on their way to work. School, taking your kids somewhere, or really anywhere. It also targets young people that aren’t always home o eat all the time, even people trying to eat healthy. The #Quaker is a hash tag and It targets people that keep up with social media. It shows people that Quaker Is also up to date on their social media. Everyone that puts that on their social media the hash tag #Quaker will show on their page or wall and Its pretty much free advertisement for Quaker products. The product is something fast and easy. The ad tries to persuade people by the saying MM MM and families GO GO GO. Its a fast and easy treat that the whole family will love. The ad tells us how many grams here are in a bar. It explains what the Quaker bar will Bates 2 taste like. A chocolate, caramel, and pretzel mash up. The Quaker up theme also helps the ad sell this product. Its a good saying. Pretty much saying wake up and Quaker up, by having a Quaker bar. Which also lets you know its something fast and easy for breakfast. One thing that doesn’t seam to fit the ad is when it says, â€Å"It’s how we’re fighting the human energy crisis one bar at a time. † That means, the Quaker bar saves peoples energy and time you would have to make a meal. Also, here won’t be a crawls or a hassle by trying to make something In a short period of time. This ad suggests that Quaker big chewy bars are good and helps families on the go. It repeats GO GO GO and MM MM MM. It stresses that so people will know how good Quaker bars really are. Also, it lets people know how fast and easy the bars are on the go. This ad is successful because it shows the Quaker big chewy floating in the air by a parachute, on a perfect blue sky day. The ad make life look so simple and easy. Of course, the Quaker up theme is a personal identity which intensifies all the Quaker ads. It simply says wake up world, you would have a Quaker bar and everything will be okay. Its the best saying for Quaker products. Anyone that is hungry and Is on the go go go. Go grab a snack that’s fast and easy. The Quaker bar ad shows the box in the air, which also goes good with the Quaker up thyme. The Quaker bars are up up and away. This ad could easily persuade anyone. The small bar that you can take with you anywhere, and tastes great Is the Bates 3 Work Cited Quaker. Advertisement. Redbook July. 2014: Print. How to cite Quaker up ad, Papers

Teaching Strategies Adopted by the Teachers in Science High School Handling II-Acacia free essay sample

Abstract The researchers sought to determine the teaching strategies of the II-Acacia teachers. This study intends to help various people. The data gathered in the study will be beneficial to the students, faculty, parents, DepEd, and future researchers. Through this study, the strengths and weaknesses of the teaching strategies can be determined. Specifically, it will seek answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? The researchers used questionnaires. The questionnaires were distributed to teachers. Afterwards, the data was retrieved then organized in tabular form. Then it was copied in to the SPSS. Each teaching strategy employed in the II-Acacia was interpreted one by one. Then, a conclusion was derived. Introduction Since the beginning of time teachers started to pass on their knowledge to their students, over the years they started developing techniques for teaching from basic demonstration to the use of visual aids. Teachers have become an integral part in the society; they provide knowledge to make the child ready when we become adults. Teachers have different strategies to use for the students to learn. According to oregon. gov there are 4 varieties of teaching methods and these are Demonstration, Question and Answer, Role Play, and Short Lecture. As part of a teacher’s teaching strategy they also have a variety of teaching materials which they can use. These can be Audiovisual, Interactive computer, or Games. A teacher is nothing without a student. Students are the main reason why teachers exist. Students have learning techniques to suit them. According to mindtools. com students have 8 learning styles these are Sensory, Intuitive, Visual, Verbal, Active, Reflective, Sequential, and Global. Sensory learners prefer concrete, practical, and procedural information. They look for the facts. Intuitive learners prefer conceptual, innovative, and theoretical information. They look for the meaning. Visual learners prefer graphs, pictures, and diagrams. They look for visual representations of information. Verbal learners prefer to hear or read information. They look for explanations with words. Active learners prefer to manipulate objects, do physical experiments, and learn by trying. They enjoy working in groups to figure out problems. Reflective learners prefer to think things through, to evaluate options, and learn by analysis. They enjoy figuring out a problem on their own. Sequential learners prefer to have information presented linearly and in an orderly manner. They put together the details in order to understand the big picture emerges. Global learners prefer a holistic and systematic approach. They see the big picture first and then fill in the details. Research Problem The researchers want to determine what learning method is commonly used and evaluate it if the learning technique is really effective. This study evaluates and assesses the different teaching strategies of teachers utilized by the teacher in AQ Science High School. The researchers will use SPSS as the statistical tool to evaluate the data. Specifically, it seeks answers to the following sub-problems: 1. What teaching strategies are used by the teachers? 2. What teaching strategies are most often and most seldom used by the teachers? 3. What are the implications of the findings to classroom instruction? 4. What are the recommendations to improve classroom instruction? Related Literature and Studies Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. Teaching methods are best articulated by answering the questions, What is the purpose of education? and What are the best ways of achieving these purposes? † For much of prehistory, educational methods were largely informal, and consisted of children imitating or modelling their behaviour on that of their elders, learning through observation and play. In this sense, the children are the students, and the elder is the teacher; a teacher creates the course materials to be taught and then enforces it. Pedagogy is a different way by which a teacher can teach. It is the art or science of being a teacher, generally referring to strategies of instruction or style of instruction. Resources that help teachers teach better are typically a lesson plan, or practical skill involving learning and thinking skills. A curriculum is often set by the Government with precise standards. These standards can change frequently, depending on what the Government states. A study from . asian-efl-journal, the bulk of research into Chinese students’ problem with plagiarism in both the Anglophone and Chinese contexts has given much attention to the culture/education versus language debate, and the development versus morality debate. This study explored the views of two groups of Chinese college English teachers in those regards, one with an experience of English-medium academic training (the PGDELT trainee teachers, n = 29) and the other without (the EFL in-service teachers, n = 30). All participants completed a questionnaire with a few being interviewed. The results indicated that (a) the EFL in-service teachers tended to see Chinese college EFL learners’ plagiarism more as a linguistic problem, whereas the PGDELT trainee teachers tended to see it more as a cultural/educational problem; and (b) the EFL in-service teachers seemed to take a moral perspective as indicated by their penalty-oriented approach to the learners’ plagiarism, whereas the PGDELT trainee teachers appeared to take a more developmental perspective as shown by their pedagogy-oriented approach to the learners’ plagiarism. However, while there seems to be strong evidence for the differences between the two groups in their perceptions regarding the culture/education versus language debate, there is only limited evidence for their different perceptions concerning the development versus morality debate. Moreover, the two groups were also found to differ to some extent in their perceptions concerning the causes of, remedial approaches, and punitive reactions to student plagiarism. Finally, the implications of this study are discussed and recommendations for future research presented. Most teachers and pupils have experienced misunderstanding in an English as a Foreign Language class. Take for example this episode of a teacher being puzzled by a pupil coming to the board, because he said, â€Å"Can’t hear! † (not â€Å"come here ! †). Communication is ruined if there is phonological misunderstanding. Troubetskoy explains that a learner is deaf to foreign sounds, which receive an incorrect phonological interpretation since they are â€Å"strained through the phonological sieve of one’s mother tongue†. As a result, there are numerous misinterpretations (1986, p. 54). This shows how tricky phonological appropriation can be for EFL teaching. By phonological appropriation, we mean matters of sounds, that is phonetics -the study of speech sounds , but also, rhythm and intonation, phonology â€Å"the abstract way phonemes function† (Roach, 2000, p. 44), as well as a mastering level of a linguistic form and its meaning, allowing a learner to use it in an authentic communication situation. Interaction is social and reveals how communication between the learner and other speakers leads to the FL appropriation. By interaction, we mean a language-dynamic communicative exchange among individuals in a functional pragmatic frame (Bailly, 1998, p. 135). This paper is based on both research and teaching, since its author is a researcher and a teacher trainer; it aims at raising this crucial question: Can oral interaction be a trigger to phonetic and phonological appropriation? To start with, this was posed to a group of 80 EFL supervisors coaching teacher trainees in partnership with the University School of Education in Reunion Island (IUFM de la Reunion, France) and their answers were staggering: Can interaction activities favour phonological learning? Yes: 9 No: 39 Don’t know: 32 Can discrimination activities favour phonological learning? Yes: 63 No: 13 Don’t know: 4 This quick survey shows that, unlike discrimination, interaction is not necessarily considered as a means of furthering phonological appropriation. By discrimination, we mean an auditory decoding process allowing the learner to match a speech sound with what he knows. The above-mentioned survey indeed raises many more questions: What about the consequent distinction between the conscious and unconscious process? What about the dichotomy between a form-focused versus a meaning-focused process? What is the respective role of input and output in phonological appropriation? To what extent can motivation help? The main problem raised here is whether cognitive psychology can address all questions, and what could be done to sort it out. It will therefore be worth wondering in this qualitative, descriptive, analytic and experimental study, whether oral interaction, which is now a full skill in the Common European Frame of Reference for Languages, can be seen as a real trigger to phonological appropriation. This study is built on a teacher trainee’s experience in Reunion Island, Indian Ocean. Reunion is the 23rd French region. L1 is Creole French; L2 is French. The major first foreign language taught at school is English (80% choose English, the others taking Spanish, German, Chinese or Tamil). Pupils start learning English as early as primary teaching at the age of 7. The teacher trainee involved is a 24-year-old French-speaking colleague who studied English both at the local university and abroad through an Erasmus exchange programmed. She passed the national competitive proficiency exam for EFL secondary teaching (known as CAPES). The University school of education tutor, who is also the author of this article, visits her in class three times in the year. The class involved is a B1 class (Threshold level in the CEFRL) of 24 fifteen-year-old teenagers. The school mentioned is a secondary high school. This group level is somewhat average with a majority of girls. The group personality is somewhat inhibited and introverted. Their fluency is slowed down by pronunciation difficulties. None has gone to an English speaking country before and all often feel self-conscious when they have to communicate in a foreign language. Our analysis will be threefold. We shall first examine an experience in this B1 class, in which phonology is acquired through phonological discrimination and tested through interaction. We will therefore deduce theoretical and practical issues. In a second part, we will enlarge our theoretical scope and try to find answers to our issues. Eventually, this will lead to a second experience and us to practical assumptions in the same B1 class, this time integrating oral interaction as a trigger to phonological appropriation. A comparison between the two similar assessments should be revealing: sound acquisition, word and sentence rhythm, intonation will be tested by three persons, the trainee for the sounds, the supervisor (a qualified teacher at that school) for rhythm, and myself (a lecturer and a trainer at the university school of education) for intonation. An average class situation was set up in November 2006 (Classe de seconde 4, 24 pupils, Lycee Boisjoly Potier, Tampon, Reunion) taught by our teacher trainee. The sequence was planned for three lessons. The cultural unifier was violence in New York. Two documents were studied: â€Å"Rudolph Giuliani† (Appendix 1) as a listening activity (Assou, 2004, p. 57), â€Å"New York City Mayor disturbed by police officer’s use of force†, November 28, 2006 (Appendix 2), as a reading activity. Once listening and reading, together with speaking will be over, phonology will be acquired through listening discrimination. A final interaction test should help to measure this acquisition. Related Studies The respondents from the college of Nursing and Health Sciences of ­ten preferred to use the following teaching methods: Lecture/Discussion Combination, Class Discussion and In-class Demonstration. They rarely preferred to use Jigsaw Method, Guest speakers, Oral presentations and Panel of experts. The data indicate that some faculty still hold the traditional passive view of learning which involves situations where materials are delivered to students using a lecture-based format. Although the findings of a study by de Caprariis, Barman and Magee (2001) suggest that lecture leads to the ability to recall facts and discussion produces higher level compre ­hension, a more modern view of learning where students are expected to be active in the learning process by participating in collaborative activi ­ties may prove more effective. A research on group-oriented discussion methods has shown that team learning and student-led activities not only produce favorable student performance outcomes, but also foster greater participation, self confidence and leadership ability (Perkins and Saris, 2001; Yoder and Hochevar, 2005). The results of the study of Hunt, Haidet, Coverdale, and Richards (2003) on the student performance in team learning methods show positive learning outcomes as compared to traditional lecture-based methods. In contrast to these findings, a study by Barnes and Blevins (2003) sug ­gests that active, discussion-based methods are inferior to the tradition ­al lecture-based method. However, a comparison of lecture combined with discussion versus active, cooperative learning methods by Morgan, Whorton, and Gunsalus (2000) demonstrated that the use of the lec ­ture combined with discussion resulted in superior retention of material among students. The Polytechnic Institute (PI) supports the curricula designed to culti ­vate and promote among the students high levels of scholarship, desire to seek understanding, a solid foundation in professional and personal responsibility, desire for service, and an ability/willingness to serve as leaders within both the engineering and architecture profession and soci ­ety. Thus, the graduate of PI must possess the ability to identify, formu ­late and execute solutions to multidisciplinary problems encountered in the practice of engineering and architecture. In order to realize these objectives, the faculty of the PI adopts certain teaching methods adapted to the subject matter, capacity of the students, situational needs and related to actual life situations and practices. The data show that the respondents from the Polytechnic Institute always preferred Lecture/Discussion Combination and role playing. Also they always preferred to use lab work and applied projects as teaching methods. They never preferred the Jigsaw Method; Index Card Exercise; Guided Imagery; Socratic Methods; ILPE Method and Brain Writing. The development of problem-solving skills is one of the primary goals of the PI curricula. Problem solving involves five basic components: rec ­ognize and define the problem; formulate the model and identify vari ­ables, knowns and unknowns; select an appropriate solution technique and develop appropriate equations; apply the solution technique (solve the problem); and validate the solution. Solution validation is one of the most important steps in this process and includes interpreting the solu ­tion, identifying its limitations, and assessing its reasonableness using appropriate approximate solutions or common sense. Allowing the stu ­dents to engage in lab work and project studies will help them develop problem solving skills. Also, role playing when properly used introduces problem situation dramatically, provides opportunity for the students to assume roles of others and thus appreciate another point of view. Fur ­thermore, it allows the students to explore solutions and provides oppor ­tunity to practice the skills. The faculty of the College of Business Administration envision to contrib ­ute to the intellectual and personal growth and development of the students and to enhance the competence of the students to engage in all phases of business activity and management. In order to achieve these objectives, the data show that they always preferred Lecture/Discussion Com ­bination and Class Discussion but rarely preferred to use Jigsaw Method, Index Card Exercise and Panel of experts as teaching methods. This means that the faculty of the College of Business Administration believed that by using the Lecture method combined with class discus ­sion, the students would be able to acquire knowledge on the core areas of business, perceive the global nature of organizational and economic activities, recognize the role of law and ethics in business behaviour, un ­derstand and appreciate the impact of demographic diversity on organi ­zations and understand and appreciate the impact of sustainability and the natural environment on organizations, the impact of organizations on sustainability and the natural environment, understand organizations and the process of management, develop the ability to work effectively, inde ­pendently and collaboratively, and integrate core area skills in problem solving and decision making. The College of Arts, Sciences and Education brings together disciplines in the arts, humanities, mathematics, natural sciences, and social scienc ­es and education t o form the intellectual heart of the University. It fosters liberal education, promotes lifelong learning, research, creative activ ­ity, social and professional responsibility, and growth. To these ends, its faculty challenges students to think critically and intuitively, cross disci ­plinary boundaries, recognize and value diverse perspectives, and solve problems creatively by through the use of different teaching methods. Since the College of Arts, Sciences and Education is committed to a liberal education orientation, it must provide the students with oppor ­tunities for: expansion of the boundary of knowledge, preservation and enrichment of a countrys cultural heritage, development of personal and social adjustment, cultivation of intelligent citizenship, acquisition of self-discovery and self-understanding, development of an oral and writ ­ten competency, maximization of the capacity for critical and imagina ­tive thinking, and understanding of international relations and affairs. This awareness of the commonly held objectives of the college provided broad bases for the faculty’s use of various teaching activities and meth ­ods. Thus, in this college, learning should provide opportunities beyond the knowledge of the subject matter of a particular course. The courses should not be restricted to the instruction of abstract theories, but should afford opportunities for students to develop skills of effective oral and written expression, to improve their ability to relate to others, to learn to think critically and scientifically, and to feel the need for continuous growth even outside the university campus. The importance of such in ­tellectual and social stimulation beyond the mere knowledge parameters of the course content should be emphasized. The college has the following major departments: Natural sciences, Mathematics, Social Sciences, LLH/Communication and MAPE/Profes ­sional Education. It is assumed that the teaching methods used in the class may differ from subject to subject since the method that the faculty may prefer to use may depend on the goals of the subject. The goal of the Natural Sciences component of the curriculum is to help the students increase their scientific literacy and capacity to ap ­proach scientific materials intelligently, and to convey the general understanding of science as a way of looking at the world. In order to achieve these goals, the faculty of the Natural Sciences Depart ­ment often preferred to use Lecture/Discussion Combination, Team Project Method, lab work, Worksheets/Surveys, In-class Demonstra ­tion, Panel of Experts and Explanatory Discussion as their teaching methods. However, the data show that the respondents had never preferred to use guest speakers, applied projects, Simulation and the ILPE Method. The next data on the teaching method preferences are from the Mathematics teachers of the College of Arts, Sciences and Education. The findings of the study show that this group of respondents always preferred in-class exercises. This group of respondents never preferred to use Jigsaw Method, guest speakers, Videotapes, Report-Back Session, Role Playing, Panel of ex ­perts, Explanatory Discussion, Reflective Discussion, Debate, ILPE Method, Guided Imagery, Brain Writing and PBL as teaching methods. This implies that the faculty adopted these teaching methods in order to provide the students precision in numerical expression, logical thinking and problem solving. However, other instructional methods may also be proven effective for developing mathematical comprehension. The most important of these could be the use of hands-on, active learning tech ­niques in the classroom. Of equal import is the need to make students understand the utility of the material they are being taught. Students need to understand and appreciate the need for their courses. Many students leave their mathematics courses thinking that the material will never be used in their courses. It is essential that mathematics courses have some future value in their program of studies. The mathematics portion of a student’s curriculum should not be simply something â€Å"to get through. † This means that the faculty teaching mathematics and others must coor ­dinate their curriculum. They must teach concepts and methods that are applicable to current practice, and these methods must be employed in other curriculum within a reasonable time period after the students learn the techniques. In mathematics teaching, teachers provide students with adequate oppor ­tunities to engage in math activities to help them in the self-exploration and cooperation and exchange in the process to really understand and master the mathematics knowledge and skills, ideas and methods, and to learn valuable math. Thus, participation and learning efficiency of the method is used when appropriate relevant. The social sciences component of the curriculum aims to make the stu ­dents aware of the general problems and issues, especially those with relevance to the Philippine society; and to enhance students’ awareness of the importance of scientific approaches to the discussion and analysis of social issues. In order to achieve these aims, the faculty teaching the social sciences always preferred Brainstorming as their teaching method but rarely preferred Role Playing, Role Playing, Index Card Exercise and Panel of experts. Another data of the teaching method preferences are from the LLH/Com ­munication faculty of College of Arts, Sciences and Education. The data indicates that this group of faculty often preferred Lecture/Discus ­sion Combination, in-class exercises, Brainstorming, Class Discussion, Explanatory Discussion, Reflective Discussion and Simulation. Most probably these are the teaching methods that the faculty teaching LLH/Communication perceived that could provide the students with effec ­tive communication skills in both English and Filipino, foster critical understanding and appreciation of how people give expression to their experiences in the world, develop in the students the students to see the grammatical relationships between words, group of words and sentence within the discourse level; train the students in the effective use of ver ­bal and non-verbal symbols towards ethical speech communication; and develop in the students writing skills in their respective discipline. Like ­wise, these teaching methods will help them teach the students how to reflect on the totality of the human experience; formulate for themselves a human perspective that integrates all branches of knowledge in a pro ­found understanding of the individual as well as society; and contribute to the understanding of the beautiful and the good in human experience. They rarely preferred to use Jigsaw Method, Report-Back Session, Team Project Method, lab work, Worksheets/Surveys, Index Card Exercise, Guided Imagery and In-class Demonstration as teaching methods. The faculty teaching MAPE and Professional Education are committed to the production of quality teachers who could be at par with the other pro ­fessionals through a deliberate effort to improve instruction, research, and community extension. These efforts are reflected in their teaching meth ­od preferences. Simulation is an event or situation made to resemble real classroom situ ­ation as closely as possible. The faculty uses simulation most probably because it is an excellent venue for the education students to learn ex ­perientially since it provides opportunities for them to practice problem solving and psychomotor skills in a safe, controlled environment. In a simulation, students create connections mentally which is rarely, if ever, accomplished through conventional teaching techniques. Conse ­quently, the learning has a greater impact, plus the new knowledge and skills are retained much longer. It works because the students become more engaged with the subject matter than through more conventional approaches to teaching (lecturing, debates, discussion, videos, etc. Thus, compared with these traditional methods, this method of teaching and evaluating learners is more realistic, enhances both acquisition and re ­tention of knowledge, sharpens critical-thinking and psychomotor skills, and is more enjoyable. Simulation can be used to teach theory, assessment, technology and skills. The emphasis in simulation is often on the application and inte ­gration of knowledge, skills, and critical thinking. Unlike a classroom setting or a paper-and-pencil test, simulation allows learners to function in an environment that is as close as possible to an actual teaching situa ­tion and provides them an opportunity to think. The Team Project method is the appropriate pedagogy of choice of most faculty in the professional education courses, since it combines knowl ­edge with practical experience and improve interpersonal and commu ­nication skills which are essential to the knowledge growth and perfor ­mance of future educators. Furthermore, besides technical skills and knowledge, the MAPE and Professional education courses is required to give students opportunities to improve their interpersonal, collaborative and communication skills. It requires students to apply in practice per ­sonal competencies and improve problem-solving skills such as explor ­atory searching, critical thinking and decision making (Hawking et al. 2001). The method also provides students with experiential learning op ­portunities to actively develop their knowledge and experience, as they cooperate in group projects. The discussion method is always a preferred teaching method since it involves the entire class in an extended interchange of ideas between the teacher and the students and among classmates. The members in the class may approach the discussion topic with many and varying points of view, however, the teacher focuses the discussion in the direction most conducive to effective and purposeful learning. In summary, the respondents from the College of Arts, Sciences and Ed ­ucation often preferred to use Lecture/Discussion Combination, in-class exercises and Class Discussion in teaching. Rarely, they preferred to use Jigsaw Method, Explanatory Discussion guest speaker, video tapes, Re ­port-Back Session, Role Playing, Reflective Discussion, Debate, ILPE Method, Guided Imagery and Brain Writing. As a whole the faculty of Aquinas University as reflected by the data, often preferred Lecture/Discussion Combination, Team Project Method, lab work, in-class exercises, oral presentation, Brain storming, Class Discussion and In-class Demonstration. They rarely preferred Jig ­saw Method, guest speakers, Index Card Exercise, Debate, ILPE Meth ­od, Brain Writing and Socratic method. Lectures although combined with class discussion (4. 34) remain the core teaching method in most the colleges. Their role is best suited to pro ­viding an overview of the subject matter and stimulating interest in it, rather than disseminating facts. Since this is the most preferred teach ­ing method, the faculty must remember that students would appreciate good quality lectures with clear objectives which could be placed in the course handbook, with the lecture summaries, clear overhead acetates or slides; a paced delivery; and appropriate handouts which would provide students with complex diagrams or difficult or critical text. The class discussion that follows could be used to clarify certain points in the lec ­ture. Thus, lecture when combined with discussion widens the intellectu ­al horizons of the student, making it possible for them to gradually move toward acquisition of self-discovery and self-understanding. It enables the instructor to correct error in literature and articles read by the student. Also, it affords opportunities for an instructor to explain a particularly equivocal ambiguous point of idea, or a complicated, difficult, abstract process or operation and resolves conflicting points of view and clarifies misunderstanding of different schools of thought. It could also enliven the learning situation by adding the voice, gesture and the personality of the instructor. The discussion that follows the lecture will promote interest by giving the students a share in the responsibility for the course and in search for knowledge. It compels the students to be active learners and motivates them by keeping the work within their intellectual bounds and by allying it with their aptitude. It enables the instructor to constantly appraise the students’ understanding of the issues under discussion. Discussion method is also a preferred teaching method since it sharp ­ens the students’ ideas and concepts by forcing them to express them in their own words. This facilitates intellectual comprehension and applica ­tion of new knowledge to life-situations. It permits the students to chal ­lenge statements with which they disagree or which they misunderstand, thereby facilitating the process of self-discovery and self-understanding and developing the sense of self-assertiveness. In addition, it develops in the students the skills essential to effective group discussion and verbal communication. The discussion method forces the students out of their classroom lethargy, so that every learner will react either in support or in opposition to the issue under discussion. In using this teaching method, each student learns to feel free to express his/her opinions, to argue with mutual respect and to defend his/her own stand in the light of logic and rationality. It also develops facility in oral expression, critical and cre ­ative thinking, and intellectual and imaginative problem-solving ability. Thus, lecture when combined with discussion sustains and strengthens most of the elements essential for productive learning. The provision of feedback and class participation heightens the learners motivation, facilitates the intellectual grasp of abstract concepts and the learning of problem-solving skills. The data also show that Brainstorming is an often preferred teach ­ing method. Alex Osborn describes it as a conference technique by which a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously by its members† (http://www. moneyinstructor. com/lesson/brainstorming. asp. According to him in this process more ideas could be generated than in any normal dis ­cussion and that by producing more ideas, people had a better chance of finding useful ones: from quantity came quality. A key part of the process is to come up with wild or silly ideas because these in turn can spark off really useful ones. This finding of the study implies that brainstorming is often preferred as a group process so that the members of