Analysis of validity and reliability of intelligence assessments

Analysis of validity and reliability of intelligence assessments Measuring intelligence has always been a pragmatic thing to do (Wilhelm Engle, 2005). Most people find it hard to be rational in measuring their intelligence. As a common usage, intelligence is attested quantifiably by understanding the admissibility of a degree (Bartholomew, 2004) In other words, there can be no way that intelligence would be perfectly quantified. Only the nearness or the relative distance can be the mode of measuring ones intelligence. David Wechsler (Bartholomew, 2004) defines intelligence as the aggregate ability of an individual to have a rational thinking, a purposive act, and an effective dealing with his environment. Some writers however define intelligence negatively. That is, the doing away of tests. It is important to differentiate between intelligence quotient (IQ) and intelligence itself. IQ does not simply refer to the quantity of intelligence a person has, rather it refers to the relative standing of an individual with regard to his performance in an intelligence test as compared to others who took the same test (Zastrow Kirst-Ashman, 2007). When intelligence is measured in terms of a numerical result (i.e. I.Q. is 140), we cannot be sure that we are really talking about intelligence since there is a substitution of precision for vagueness (Govier, 2009). The original purpose of intelligence test was primarily to identify the least capable students that are finding it hard to learn from ordinary schooling (Kalat, 2010). However, it was later used to determine who among the students excel and during entrance examinations in universities. It is seemingly difficult if not impossible to devise a test that would truly measure the innate intelligence without being bias culturally. Innate ability cannot be measured if cultural bias exists (Young, 2006). Bias refers to the existence of nuisance factors that makes it difficult to compare the intelligence tests results across different cultural groups (Prifitera et al. 2008). There are three kinds of cultural biases in intelligence tests vis-a-viz construct bias, method bias, and differential item functioning (Lovler, Miller, McIntire, 2010). Construct bias occurs when there are different systems of meaning from culture to culture. For instance, a good daughter in a country might have a different characteristic in another country. Method bias occurs when the procedure of the test vary from different cultures such as when in a certain country, participants are used to input data electronically while in another country, participants are used to answering manually through paper s. Differential item functioning or item bias occurs when there is a great gap in the test scores of the participants in different cultures who have relatively the same abilities. For example, different regional groups might have different scores in a history test regarding their home country even if all of them are familiar with its history. In order to eliminate cultural biases in intelligence tests, culture-free tests became a demand. As the name imply this test attempt to eliminate cultural and educational differences (Haselbauer, 2006). The most common mediums used in this test are pictures or images which assess spatial capabilities of the participants such as visualization and perception. The validity of the tests is equally important as the reliability of the test. Validity is challenged when a participant in the test cannot communicate in the language used in the test (Rhodes, 2005). Critics of IQ tests argue that the differences in IQ scores are attributable to the orientation of the test makers such as their experiences, vocabulary and language, and lifestyles (Weiten, 2008). Construct-related validity refers to the extent which the test instrument can capture the details it is designed to measure (Sternberg, 2010). Methods To be able to determine the validity of intelligence tests particularly on the way it is constructed, this paper will investigate whether validity of tests vary between English speakers and non-English speakers. The kind of test that will be used is PSYGAT which focuses mainly on the verbal capability of the participant. This will be conducted after the participants have taken the Queendom test and Culture Fair IQ test. Participants will be composed of a total number of 337 from which 269 (79.8%) are females and 68 (20.2%) are males. The sex standard deviation for the participants with English-speaking backgrounds (ESB) will be 0.407 while those with non-English speaking background (NESB) will be 0.389. After getting the result of the test, it will be analyzed based on age. The age standard deviation for ESBs will be 7.514 while for NESBs it is 7.627. Ages range from 19-55 for ESBs and 19-62 for NESBs. Aim This study aims to determine if PSYGAT is internally reliable when a group of participants with English-speaking backgrounds and non-English speaking backgrounds are compared. An initial hypothesis for this study is that PSYGAT will be a reliable means of intelligence computation vis-a-viz significant convergent validity in the same way as the Queendom and Culture Fair IQ tests. However, between ESB and NESB, it is hypothesized that they will differ in terms of reliability and validity. Results Item Analysis Upon checking for internal consistency of data using Cronbachs alpha, it can be assessed that results were reliable, especially as most of the generated alpha were higher than 80 percent. The following are reliability statistics with their corresponding Cronbachs alpha  [1]  : Reliability of data for overall sample for all 55 questions Reliability Statistics Cronbachs Alpha .898 Reliability of data for overall sample for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .848 Reliability of the data for ESB group for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .851 Reliability of the ESB for all 55 questions Reliability Statistics Cronbachs Alpha .901 Reliability of the data for NESB group for the 25 best discriminating questions Reliability Statistics Cronbachs Alpha .841 Reliability of the NESB group for all 55 questions Reliability Statistics Cronbachs Alpha .889 Validity of PSYGAT In order to test the validity of PSYGAT, the correlation scores of the PSYGAT (total scores) on each of the Queendom tests were obtained using SPSS. Correlations (for all sample) Total Queendom Verbal Adjusted Total Pearson Correlation 1 .466** Sig. (2-tailed) .000 N 337 337 Queendom Verbal Adjusted Pearson Correlation .466** 1 Sig. (2-tailed) .000 N 337 337 Queendom Culture Fair IQ Pearson Correlation .098 -.283** Sig. (2-tailed) .073 .000 N 337 337 **. Correlation is significant at the 0.01 level (2-tailed). Correlations for ESB Group Total Queendom Verbal Adjusted Total Pearson Correlation 1 .433** Sig. (2-tailed) .000 N 244 244 Queendom Verbal Adjusted Pearson Correlation .433** 1 Sig. (2-tailed) .000 N 244 244 Queendom Culture Fair IQ Pearson Correlation .067 -.341** Sig. (2-tailed) .295 .000 N 244 244 **. Correlation is significant at the 0.01 level (2-tailed). Correlations for NESB group Total Queendom Verbal Adjusted Total Pearson Correlation 1 .567** Sig. (2-tailed) .000 N 93 93 Queendom Verbal Adjusted Pearson Correlation .567** 1 Sig. (2-tailed) .000 N 93 93 Queendom Culture Fair IQ Pearson Correlation .238* .011 Sig. (2-tailed) .022 .918 N 93 93 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Assessment of Differences between ESB and NESB groups in terms of reliability and validity By splitting the data according to its background (i.e., ESB and NESB group), the following correlations were obtained: Correlations English Queendom Culture Fair IQ english speakiing background Queendom Culture Fair IQ Pearson Correlation 1 Sig. (2-tailed) N 244 Queendom Verbal Adjusted Pearson Correlation -.341** Sig. (2-tailed) .000 N 244 non english speaking background Queendom Culture Fair IQ Pearson Correlation 1 Sig. (2-tailed) N 93 Queendom Verbal Adjusted Pearson Correlation .011 Sig. (2-tailed) .918 N 93 **. Correlation is significant at the 0.01 level (2-tailed). The observed z value will be obtained using the following formula: where: rESB= -0.341 NESB = 244 rNESB= 0.011 NNESB = 93 Transforming the correlation coefficient to their corresponding z values, zESB = -0.355 zNESB = 0.011 Using the values above, the following observed z value was obtained: Z = -2.96 To evaluate the observed z value, the obtained value must not be between -1.96 and +1.96 to conclude a statistical difference between the two correlation coefficients. From this, it can be assessed that there is a statistical difference between the 2 correlation coefficients, due to the fact that the observed z value does not fall between -1.96 and +1.96. Discussion and Conclusions Many researchers have argued that the measurement of intelligence through IQ tests is no doubt based on the culture to which the individual belongs to. In an attempt to assess the reliability and the construct validity of the PSYGAT a verbal assessment developed by Psychology students in 1998 344 Psychology students were tasked to complete three tests which comprises of two Queendom tests (verbal adjusted and culture fair test) and the PSYGAT. The results of the PSYGAT were then analysed for internal validity. Construst validity of PSYGAT was also examined by analyzing the test scores alongside the Queendom tests. The hypothesis that the PSYGAT test would show significant internal reliability and construct validity as it was analysed alongside the other two tests was supported. Significant correlations were also found in the results for Queendom Verbal Adjusted and the PSYGAT for English speaking background group. Upon computation of observed z values, it was also concluded that th ere were statistical differences between the ESB and NESB correlation coefficients. Thus, it can be further assessed that PSYGAT can be used validly for verbal intelligence assessments, although, further research is recommended for its use in culture fair factors. One limitation though of this study is the fact that participants were all university students, specifically Psychology students. Perhaps, there is a need for further research that will involve a much diverse population, considering that participants in this study can be considered as well-educated. Despite their non-English speaking background, it can also be assumed that perhaps are also well-versed in the English language. Another limitation is also the fact that the tests used the English language as the first language in the assessments. Such factor may pose limitations for specific ethnic groups whose first language is not English. It can be considered that future researches be conducted that will be more culture sensitive and be conducted using the first language of the specific ethnic group. References Bartholomew, D. J. (2004). Measuring intelligence: facts and fallacies: Cambridge University Press Govier, T. (2009). A practical study of argument (7th ed.): Cengage Learning. Haselbauer, N. (2006). The everything test your IQ book: discover your true intelligence: Everything Books. Kalat, J. W. (2010). Introduction to psychology (9th ed.): Cengage Learning. Lovler, R. L., Miller, L. A., McIntire, S. A. (2010). Foundations of psychological testing: a practical approach (3rd ed.): SAGE. Prifitera, A., Saklofske, D. H., Weiss, L. G. (2008). WISC-IV clinical assessment and intervention: practical resources for the mental health professional (2nd ed.): Elsevier. Rhodes, R. L., Ochoa, S. H. Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: a practical guide: Guilford Press. Weiten, W. (2008). Psychology: Themes and variations (8th ed.): Cengage Learning. Wilhelm, O. Engle, R. W. (2005). Handbook of understanding and measuring intelligence: SAGE. Young, E. M. (2010). Dealing with the cultural bias in intelligence testing: culture free and culture fair iq tests. Retrieved 29 April 2011 from: . Zastrow, C Kirst-Ashman, K. K. (2007). Understanding human behavior and the social environment (7th ed.): Cengage Learning.

Research Concepts Summary

The group moves through 4 stages: Planning Acting Observing reflecting This research is popular among: Organizational management Community development Education Agriculture Ethnography is another type of research, the emphasis is on describing and interpreting cultural behavior. The researchers participate in group activities while observing their behavior, taking notes and conducting interviews etc. It may also be called ‘Fieldwork or ‘Participant observation' Feminist research is yet another type of research.There was an argument of whether this was a methodology (general principle which will guide your research) r an Epistemology (study of nature of knowledge and Justification, it looks where the knowledge came from and how we know what we know). But it can be both. Feminist research is about the fact that mostly male people are used for research and when a research is called objective and scientific truth when only used male participants, that's not right. It's emphas is is on participative, qualitative inquiry. Feminist research has provided a framework for researchers who do not want to treat people as research objects.Grounded theory: The emphasis in this methodology is on the generation of theory which is grounded n the data – this means that it has emerged from the data. Grounded theory is therefore flexible and enables new issues to emerge that the researcher may not have thought about previously. Triangulation: Combining qualitative and quantitative research. Unstructured interviews: As less questions as possible Participant free to talk about what he/she demands only for qualitative research Semi-structured interviews: researcher wants to know specific information which can be compared.Same questions have to be asked but the researcher can be flexible There is a need of an interview schedule Qualitative social research Structured interviews: Asks a series of questions and ticks boxes Used in quantitative research Focus Groups may a lso be called discussion groups or group interviews. The discussion is led by a moderator or facilitator who introduces the topic, asks specific questions, controls digressions and stops break-away conversations. She makes sure no one dominates the group and everyone contributes.Focus groups Advantages Disadvantages Can receive a wide range of responses during one meeting. Some people may be uncomfortable in a group setting and nervous about speaking in front of others. Participants can ask questions of each other, lessoning impact of researcher bias. Not everyone may contribute. Helps people to remember issues they might otherwise have forgotten Other people may contaminate an individual's views. Helps participants to overcome inhibitions, especially if they Some researchers may find it difficult or intimidating to moderate a focus group.The group effect is a useful resource in data analysis. Venues and equipment can be expensive. Participant interaction is useful to analyses Diffi cult to extract individual views during the analysis. 3 types of Questionnaires: . Closed-ended questionnaires This type of questionnaire is used to generate statistics. They follow a set format, and most of them can be imported into a program to generate it's data. 2. Open-ended questionnaires Are used in qualitative research, although some researchers will quantify the answers during the analysis stage.This will not only be box ticking but there will also be space for the participant to fill in their own answers. This kind of questionnaire might also focus on what people think about a certain thing which make it more difficult to analyses the data. 3. Combination of both Many researchers use this combination to get either qualitative and quantitative data. Market research and online poll companies pay their participants money to fill in their questionnaire which makes the participants loyal followers and receive data earlier because they can work with deadlines.However, in this re search participants are self-selecting, they do this on a voluntary basis and maybe they only do it for the money. There are 2 ways researchers observe: Participant observation â€Å"they participate in the group they're observing† Direct observation â€Å"Just look at the people you're observing, mostly used in psychology' search Overt: Overt participant observation, where everyone knows who's the researcher and what she's doing. Chapter 4 Secondary research: collection of information from studies that other researchers have made of a subject.Primary research: Research you conduct yourself Primary research Secondary research Relevant people Research books Researcher observation Research reports Researcher experience Journal articles Historical records/texts Articles reproduced online Company/organization records Scientific debates Personal documents (diaries) Critiques of literary works Statistical data Critiques of art Works of literature Analyses of historical events Work s of art Film/ video Laboratory experiments Summary There are two types of background research – primary and secondary research.Primary research involves the study of a subject through first hand observation and investigation. Secondary research involves the collection of information from studies quickest way to access secondary sources are libraries or the internet. Any information obtained from secondary sources must be carefully assessed for its relevance and accuracy. Notes from primary and secondary sources should be ruefully filed and labeled so that the source can be found again, if required. When noting details for books, reports or articles which may appear in the final report, include all the details which would be needed for the bibliography.Chapter 5 2 different ways of sampling: Purposive sampling: Snowball sample: Ask one person for more names who are likely to help. Quota sample: to make sure all the groups in a community are represented. Theoretical sampling: Using this method the emerging theory helps the researcher to choose the sample a convenience sample: The researcher is a teacher himself and decides to interview colleagues, as he has limited time and resources available to him. Cluster sample: a random cluster of e. G. Schools in a geographic area is chosen to convey research Random sample: Randomly generate. Quasi-random sample or systematic sample: Using this method he chooses a random point on the list and then every third pupil is selected stratified random sample: Using this method the researcher stratifies his sample by subject area and then chooses a random sample of pupils from each subject area. Disproportionate stratified sample: increase the sample size of the science pupils to make sure that his ATA are meaningful If it is not possible to contact everyone in the research population, researchers select a number of people to contact. This is called sampling.There are two main types of sampling category – probabili ty samples and purposive samples. In probability samples, all people within the research population have a specifiable chance of being selected Only within random samples do participants have an equal chance of being selected Purposive samples are used if generalization is not the point The size of sample will depend upon the type and purpose of the research Sample sizes should take into count issues of non-response Remember that with postal surveys it might be difficult to control and know who has filled in the questionnaire.Will this affect your sample? In some purposive samples it is difficult to specify at the sampling techniques within one project which may help to overcome some of the disadvantages found within different procedures. Chapter 6 The content of a proposal: 1. Title Should be short and explanatory 2. Background Why are you undertaking the project? Why is the research needed? You need to show that you know what you're talking about. 3. Aims and objectivesThe aim is the overall driving force of the research and the objectives are the means by which you intend to achieve the aims. These must be clear and succinct. Why have you decided upon your methodology? Why have you decided to chose those particular methods? Why are other methods not appropriate? This section needs to include details about samples, numbers of people to be contacted, method of data collection, methods of data analyses and ethical considerations. . Timetable A detailed timetable scheduling all aspects of the research should be produced. 6. Budget and resources If you're applying to a funding body you need to think about what you will need for your research and how much this is likely to cost. 7. Dissemination What do you expect to do with the results of your research? How are you going to let people know about what you have found out?Reasons good proposal Reasons why proposals fail Relevance, either to the work of the funding body or to the student's course Aims and objectives are unclear of vague The research is unique, or offers new insight or development There is a mismatch between the approach being adopted and the issues to be addressed The title, aims ND objectives are all clear and succinct The overall plan is too ambitious and difficult to achieve in the timescale Comprehensive and thorough background research and literature review has been undertaken The researcher does not seem to have conducted enough in-depth background research There is a good match between the issues to be addressed and the approach being adopted Problem is of insufficient importance The researcher demonstrates relevant background knowledge and/or experience Information about the data collection method is insufficiently detailed Timetable, sources and budget have all been worked out thoroughly, with most eventualities covered Information about the data analysis method is insufficiently detailed Useful policy and practice implications Timescale is inappropriate or unrealisti c Resources and budget have not been carefully thought out This topic has been done too many times before – indicates a lack of background research Most research projects will require the production of research proposal which sets out clearly and succinctly you proposed project. Before you write your proposal, check whether you need to produce it in a specific formatThe standard research proposal should include the following: – title – background (including literature search) – aims and objectives – methodology/methods – timetable – budget and resources – dissemination. Research proposals stand a better chance of being accepted if you're able to prove that you have the required knowledge and/or experience to carry out the research effectively. It is important to make sure that your proposed methods will address the problem you have identified and that you are able to display an understanding of these methods. Chapter 7 For most types of interview you need to construct an interview schedule. For structured interviews you will need to construct a list of questions which is asked in the same order and format to each participant.For semi-structured interviews the schedule may be in the form of a list of questions or a list of topics. However, a list of topics tends to offer more flexibility, especially in unstructured interviews where the interviewee is left to discuss issues she deems to be important. By ticking off each topic from your list as it is discussed, you can ensure that all topics have been covered. An interviewer has to establish rapport before a participant will share personal information with him/her, there are a number of ways to do this: Treat interviewees with respect Think about your appearance Think about body language Firm eye contact Don't invade their space That's interesting; can you explain that in more detail?I'm not quite sure I understand. You were saying? Can you elaborate a littl e more? Could you clarify that? Could you expand upon that a little? When you say ‘ . ‘, what do you mean? Practice with the recording equipment before the interview takes place. It might be useful to conduct some pilot interviews so that you can become familiar with the recording equipment. Develop an interview schedule, starting with general, non- personal issues. Check the recording equipment works and make sure you have enough tapes, disks, memory and/or batteries, paper, pens etc. Check that you have a suitable venue in which to carry out the interview, free from noise and interruptions.Make sure you know how to get the interview and arrive in good time. Dress and behave appropriately Establish report Negotiate a length of time for the interview and stick to it, unless the interviewee is happy to continue. Ask open questions, listen to responses and probe where necessary. Keep questions short and to the point. Avoid Jargon, double-barreled questions and leading ques tions Listen carefully and acknowledge that you are listening Check recording equipment is working without drawing attention to it Repeat and summaries answers to aid clarity and understanding Achieve closure, thank them and leave a contact number in case they wish to get in touch with you about anything that has arisen.Respect their confidentiality – do not pass on what has been said to third parties unless you have requested permission to do so Chapter 8 Asking questions Easy to ask questions should be asked first in focus groups, personal disclosure is costly in the ending phase of an interview/ or such like it. Make sure that no one person dominates the discussion as this will influence your data. Seeking responses You have to use your discretion about how much you do this as there might be occasions when somebody is unwilling or too nervous to contribute. Often, some of the most useful and pertinent information is given once the ‘official' time is over. Also, you w ill find that people talk to you on an individual basis after the group has finished, especially those who might have been nervous contributing in a group setting.

Pottery in the Philippines Essay

I. INTRODUCTION Pottery is defined as the art or craft of a potter to manufacture material from which pottery ware is made. It can be made from earthenware, porcelain or stoneware. According to the American Society for Testing and Materials (ASTM), pottery is defined as all fired ceramic wares that contain clay materials. Pottery uses clay and may sometimes be mixed with other materials to form the clay body. Clay bodies differ in physical stages during the making of pottery. Earthenware, an example, is made of clay produced in a swampy area or in open fields near riverbanks. The process of pottery involves forming or shaping a clay body into your desired shape. It is then heated to high temperatures in a kiln that removes excess water thereby hardening the clay and setting it to a permanent shape. For aesthetic purposes, the clay body may be decorated before or after the firing process. Kneading the clay body is an important step prior to shaping the clay. It ensures an even distribution of moistur e content and removes the air bubbles trapped within the clay body. Pottery is found in almost all archaeological sites. In fact, pottery has provided archaeologists with information about the past, mainly about trade and technology. II. SCOPE AND LIMITATION The focus of this paper will be pottery and its evolution through time. The paper will be limited to Philippine pottery only. III. EMERGENCE OF THE FIRST POTTERY The emergence of pottery in the Philippines indicates the complexity of cultural development during the Neolithic Period. Like the rest of the early people in other parts of the world, the early man and woman in the Philippines were also highly dependent on nature. Nature provided them with the basic necessities needed for survival. In earlier times, vessels such as leaves and tree barks were used in gathering food. Not long after, the early people learned to cook using the vessels. According to Valdes (Pang-alay),  humans discovered the properties of clay and how it hardens when tempered with sand and fire. IV. ANCIENT RITUALS IN POTTERY Before the Spaniards set foot in the Philippines and spread Christianity, the early Filipinos were pagan worshippers. Paganism refers to indigenous religious traditions wherein people worshipped animals and deities. The discovery of pottery led them to fashion effigies called tao-tao by the Visayans and likha or larawan by the Tagalogs. In paganism, they offer special offerings of fruits and perfumes to appease the spirits they worship. It was believed that refusing to offer special presents to the spirits would anger them and bring illness and misfortune. The offerings were placed in earthenware pottery and offered in the fields for the spirits. The early Filipinos also believed in life after death. For this reason, they took special care of the dead and gave â€Å"pabaon† for their journey in the afterlife. The bereaved brought food contained in clay vessels or palayok as offerings (Fox, 1959). The clay pots that were used as ritual vessels were the same pots used in their daily life. As time passed, the designs of the vessels became finer and more intricate. V. GOLDEN AGE OF POTTERY IN THE PHILIPPINES The Golden Age of Philippine pottery was ascertained to be during the period when the use of metals flourished, about 2000 years B.C., but some of the earliest pottery discovered dated further back in the Neolithic Age when the development of horticulture and animal domestication dominated. There is little of Philippine Neolithic pottery left extant as stated by Jesus T. Peralta in his work, â€Å"Pottery and Ceramics Excavated in the Philippines†. Some potteries excavated in sites widely spread in the Philippines indicate original designs and attempts for aesthetic designs in their construction. During this time, pottery was made to suit ones need whether for household or burial needs. VI. POTTERY IN THE METAL AGE The start of the Metal Age marked the development of pottery technology estimated to be between 500 B.C.E. and 900 C.E. Specific typologies of pottery surfaced. Larger pieces of burial jars were said to have appeared during this age. Evidences of pottery with elaborate and intricate designs on their vessels that were prominent during this age were unearthed in Palawan. Apart from Palawan, the same markers were also found in Masbate, known as the Kalanay Complex site. The excavation was lead by Dr. Wilhelm Solheim II in the 1950s where they found earthenware pottery.Evidences of pottery dating back to the Metal Age were found in archaeological sites in Cebu by archaeologists from the University of San Carlos and the National Museum in the summer of 2011. VI. POTTERY AS USED FOR BURIALS Filipinos, in the past and in the present, heavily believe in the afterlife. Giving respect to the dead has been a custom from way back. Since Filipinos in the past believe in â€Å"pabaon†, the ceramic potteries they acquire from trading with other countries like China are buried together with their deceased loved ones. The ceramics were treated as valuables rather that for utilitarian purposes. Burial jars unearthed in the Philippines were dated back to the Neolithic Period. Anthropomorphism had become a dominant design. It is the personification or attribution of human characteristics to inanimate object, in this case, jars or pottery. These jars, made of earthenware, are designed like human figures complete with facial characteristics. The Mannunggul jar, Maitum Anthopomorphic potteries, and Leta-leta potteries from Palawan have greatly contributed to the understanding of burial customs during the early times. VII. INFLUENCE FROM OUTSIDE Evidences of contacts with Mainland and the rest of South East Asia were evident in trade and cultural exchanges. The production of domestic pottery became competitive increasing the pressure on the international market in  the South Seas (Peralta). Pottery trades with China were most evident. Traditional ceramics are composed of clay minerals (i.e. porcelain), as well as cement and glass. Ceramic artifacts have been useful in archaeology for understanding culture, technology and behavior of people in the past since they are among the most common artifacts to be found. Sherd is a term referred to small fragments of broken pottery. During the Pre-Christian era, highly-fired ceramic wares were evident in China. Ceramic technology in the mainland was very advanced and kaolin, very fine clay that can be fired to high temperatures, was the contributory factor. Kilns in China became known for their ability to produce temperatures well-above 1300 °. Ceramics from China were deemed to be of superior quality and thus were preferred over low-fired ceramics from other lands. H. Otley Beyer mentioned the recovery of three-colored ceramic shards from Tang Dynasty in the Philippines that verified the early trade networks of the early Filipinos with Mainland Asia. According to text, the discovered shards were systematically excavated from sites giving way to a large drawback on the presence of Tang Dynasty ceramics. However, in the 1980s, a site in Laurel near the edge of Taal Lake in Batangas was excavated and shards of of polychrome glazed jars were recovered. Polychrome glaze, obtained by using coloring agents such as copper, iron, manganese, and cobalt, was a product of Tang Dynasty. VIII. PHILIPPINE POTTERY AT PRESENT With the development of technology, modern ways on how to do pottery have been developed. Pottery equipment machines have been invented to make pottery for industrial purposes. Nevertheless, the art of pottery still struggles to live and strives to remain as a priceless piece of folk art. In places across the country, the art of making pottery in the primordial way still lives on. In the province of Antique, potters of Barangay Bari in Sibalom still adapt the traditional process of pottery. The potters, known  as â€Å"manugdihon kang kuron†, have been famous for making good quality and durable pottery. Likewise, in an area in Vigan, Ilocos Sur known as Pagburnayan, traditional pottery methods are also practiced by workers. Pottery is one of the most primordial arts that helped developed our culture. Preserving the traditional way of making pottery and keeping artifacts intact will also help in preserving Philippine tradition and culture that will benefit the future generations. REFERENCES Fox, Robert B., â€Å"The Calatagan Excavations: two 15th Century Burial Sites in Batangas, Philippines†, Philippine Studies, Vol. 7, Manila, Philippines; 1959 Valdes, Cynthia O.,â€Å"Pang-alay: Ritual Pottery in Ancient Philippines†, Makati City; 2003 Orton, Clive; Tyers, Paul and Vince, Alan, Pottery inArchaeology, Cambridge manuals in Archaeology; 1993 Ronquillo, Wilfredo P., Philippine Earthenware Pottery: An Overview â€Å"Pottery dating back to the Metal Age found in Cebu town†, Cebu Daily News; 05April2011 Callister, William D. and Rethwisch, David G., Materials Science and Engineering, 8th Edition, John Wiley & Sons; 2011 Eusebio Zamora Dizon, â€Å"An Iron Age in the Philippines? A critical examination† (January 1, 1988). Solheim, Wilhelm II G., â€Å"Further Notes on the Kalanay Pottery Complex in the Philippine Islands† Peralta, Jesus T. and De Santos, Arturo, Kayamanan: Pottery and Ceramics from the Arturo de Santos Collection, Central Bank of the Philippines; 1908 Magbanua, Richard. Traditional Pottery Making in Antique Philippines.

No Love Lost Essay - 1218 Words

For a play about marriage A Doll’s House does not have much love in it. All of the characters claim to love each other, but are really concealing other emotions. The expectations of society have forced them into love that they do not feel. This false love is what causes them to fall apart in the end. The play is riddled with marriages that are born out of convenience or expectation rather than love. Every character only loves in ways that they are expected to, and only continue to love for convenience’s sake. There is no love in A Doll’s House. Torvald treats Nora as a child, not an equal; he is not really in love with her. The most glaring examples of this are his pet names for her. He likes to think of her as a small, delicate†¦show more content†¦He did it for his own benefit. Despite her claims to the contrary, Nora never loved Torvald. Nora does often say that she loves Torvald, or at least that she used to love him. However he attitude toward him seems downright spiteful to him. For instance, she eats macaroons because he has forbidden them. She does not tell him about borrowing the money, because she is saving this important fact for when â€Å"Torvalds stopped being so fond of me†¦ then it might be a good idea to have something up my sleeve†(19). She does not save him for love as she claims; it is so that she could have something over him so that when she becomes older and uglier he will have some reason to respect her. This is not an appropriate way to display love. Saving his life is not the action of a dutiful wife, but those of a spiteful and clingy person. Even though the action seemed like it was done out of fear of being alone, when she is asked why she borrowed the money she does not say that it was to save her husband, but to sav e her â€Å"beautiful, happy home†(19). She does not save Torvald, she saves her lifestyle. She is married to Torvald so that she can have this comfortable lifestyle, not because she loves him. Dr. Rank does not love Nora; he is only infatuated with her. His confession of love seems so genuine and powerful that his love could be the only genuine love in the play. But furtherShow MoreRelatedLove Discovered And Love Lost928 Words   |  4 PagesLove Discovered and Love Lost in ‘’Araby’’ By James Joyce Written by one of the best writers in the modernist era in the 20th century, a great story by the name of ‘’Araby’’ emerges. This great short novel was written by James Joyce. In the story Araby, Joyce’s main focal point is the young man who portrays where he lives in North Dublin Street with his family who is his uncle and aunt in a household. The author reminisces the time when he used to run with his friends throughout ‘’the dark muddyRead MoreA Mothers Love Lost869 Words   |  4 PagesA mothers love lost Having a mother s love is like an essential part of staying alive. Without a mother s love it’s kind of hard to survive the unbarring trials that life has to throw at you. 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