Phase 5 Individual Project 5 Coursework Example | Topics and Well Written Essays - 1250 words

Phase 5 Individual Project 5 - Coursework Example The global spread is due to its superior quality brand that meets consumers’ tastes and preferences and high reputation in customer service delivery a critical factor that its competitors lack. Currently, the firm is the fourth largest retailers in world. Profitability being one of the main objectives that guarantee sustainability and growth of an organization, Home Depot is trading at a profit. This is  showed  by an  increase in the Net sales from $78.8Billion in the year 2013 to $83.2Billion in 2014. The net earnings scaled up from $4.5Billion in 2012 to $5.4Billion in 2013 and finally to $6.3Billion in 2014. Additionally, the store count also improved from 2256 in 2012 to 2263 in 2013 to 2269 in 2014. This result indeed shows that the firm will continue operating at a profit for unforeseen future pursuant to the basis of a going concern (The home depot, 2015). For the purposes of financing its internal activities and investments, the firm preferred long-term debt because of the tax shield that is tied up in the debt. The total amount of debt that is spent by the enterprise is $16.869Billion. The huge sum loan was due to the decrease in its assets by $572Million, decrease in shareholders equity by $572Million, an increase in accounts payable by approximately $10Million all from February 2014 to February 2015. However, this is not  an issue  to shareholders as Home Depot’s statement of cash flows clearly indicates that the cash and cash equivalents have been increasing. This is evidenced by an increase in cash from operation from 6975 in 2013 to 7628 in 2014 and 8242 in 2015. The cash from investing activities increased from 1432 to 1507 and 1271 from the year 2013 to 2015 respectively. The cash from financing activities scaled up from 50354 in 2013, to 6652 in 2014 and 7071 in 2015. This stipulates that the cash and cash equival ents have been increasing substantially and, therefore,

Take a stand for or against the proposition Jakob Nielsen should be Essay

Take a stand for or against the proposition Jakob Nielsen should be empowered to set mandatory usability standards for Internet web pages - Essay Example According to Nielson’s web site user interface usability is higher for intranets than for the internet. The reason for this lies in the intranets usability design and in the fact that an intranet is controlled and a user won’t find themselves at a dead link, or fraudulent site (as can happen on the internet). According to Nielson’s website (useit.com) the internet â€Å"is the interface to a vast amount of information, and so the emphasis must be on usability†. According to Frank Spiller (Spiller, 2004) Jakob Nielson â€Å"promotes best practices, he preaches obedience to his guidelines and when he postulates opinions they are interpreted as instructions". Spiller argues that Nielson may be interpreted wrongly and when translated, from the Danish, meanings get lost or misunderstood. The translations do sound a bit egocentric as Nielson declares that: "In the future, first of all, websites will be designed by my guidelines†. It is here that the argument moves away from usability into the realm of personality and professional ethics problems (Spiller, 2004). Nielson comes across as flamboyant and arrogant. He often cites his work a â€Å"we† but doesn’t mention the others he is working with. His professional ethics have been questioned on some occasions. For example, he charges 35,000 for a half day consulting appearance while claiming that usability is the least expensive way to go (Spiller, 2004). There are many arguments against usability as introduced by Jakob Nielson that include: Who will pilot a new usability program? Who will mandate the standards and ensure compliance? What will happen to those who choose not to follow Nielson’s standards? Will their websites be denied web access? Will those trying to access denied sites be redirected to another web address? Any mandated plan will need to be well thought out. Perhaps Nielson needs to visit the

Effectiveness of Different Coaching Styles in Sport

Effectiveness of Different Coaching Styles in Sport Sports Coaching CONTENTS (JUMP TO) Principles and best practice in coaching The effectiveness of different styles of coaching in different contexts How models of coaching can help practitioners References Principles and best practice in coaching The ideal of sport has changed markedly in the past fifteen to twenty years (Polley, 1998)[1]. What was once seen as leisure and/or a recreational activity is now viewed primarily as a vehicle through which one can instigate deep-seated cultural and societal change. This is especially true in the UK which has a particularly insipid connection to sport with a variety of games considered endemic in British society; indeed, many of the most popular sports in the world were played first in Britain and their governing bodies still reside within British state borders. As a result, as Dawn Penney (2000:59) declares, sport, society and equity are interlinked to a degree that has only very recently been acknowledged by academic, specifically sociological, study. â€Å"Physical education and sport are part of our social and cultural worlds. The relationship is dynamic, with the policies and practices of physical education reflecting, but also clearly shaping (reproducing and/or challenging), the values and interests of broader society.†[2] It is for this reason that the concept of ‘best practice’ has attained a new level of significance in recent years relating specifically to the adoption of the finest possible academic, psychological and ethical procedures especially with regards to children and young people so as to prepare them mentally and physically for the multiple demands of adult life whether this be in a sporting or non‑sporting context. ‘Best practice’ utilises research conducted primarily between the years 1950 to 1980 with the implementation of these strategies taking place over the past thirty years. It is a wholly recent phenomenon and, as such, is lacking in some areas of research compared to other fields of sociological study. However, in the twenty first century the amount of attention devoted to the subject is likely to increase with the dual spectre of globalisation and commercialisation making sports a highly lucrative hub of activity. The principles governing the concept of ‘best practice’ are centred upon the twin aims of forging a common sense of unity and teamwork within a group of players and at the same time to nurture individual skill and flair on a one-to-one basis so that the more gifted players’ skills are honed without neglecting the primacy of the team as the over-riding ethos of ‘best practice’. This essential dualism which resides at the epicentre of ‘best practice’ coaching concepts is inherently affected by the evolution of sports players as they grow up. For instance, young players (aged six to ten years old) are much more inclined to gravitate towards the individual element of sports and competition with the group dynamic coming at a later age (developing primarily between the ages of twelve and sixteen). For this reason, there is no ‘best way’ to ‘best practice’; no right or wrong. Rather, there is a great exchange of fluidit y between concepts, principles and practices that should be implemented on an individual basis. This is as true of coaching adults (clients) as it is of coaching youngsters where Jennifer Rogers (2007:7-10)[3] has outlined six core principles that ‘define’ the role of the coach in the modern era. These are: The client is resourceful (the coach’s sole aim is to work with the client to achieve all of their potential – as defined by the client). The coach’s role is to spring loose the client’s resourcefulness. Coaching addressing the whole person: past, present and future. The client sets the agenda. The coach and the client are equals. Coaching is about change and action. The common denominator outlined by Rogers is that coaching is always triggered by change – be it a change in age, in circumstance, in style or technique. Furthermore, because change is the currency in which the coach does business, there is bound to be wildly fluctuating styles of coaching that fit wildly different social and cultural contexts and it is towards these different styles and contexts that attention must now be turned. The effectiveness of different styles of coaching in different contexts It has been shown that the evolution of young people greatly affects the implementation of coaching methods pertaining to the precarious balance between coaching the individual and the group dynamic. This is necessarily dependent on the kind of sport being coached: team sports such as football require a dedication to the team ethic while sports such as tennis and golf stress the individual element of competition. Sports such as cricket combine the team ethic with a heavy emphasis upon individual ability, certainly with regards to batting, which is a very solitary skill that requires intensive levels of concentration and individualism (Palmer, 1999)[4]. Thus, in the first instance, effective coaching requires the practitioner to tailor his or her coaching style to the sport in question and then to further tailor these coaching techniques to the age group of the team or individual being coached. This inherent diversity in coaching styles is also true of the economic context of coaching adults. Certain sports require greater levels of economic participation than others. Golf, for example, is an expensive sport that demands that the participant is well funded so as to purchase the necessary equipment such as clubs, bags, clothing and, most importantly, membership to a golf club. The same can be said of tennis and cricket where the equipment is a vital part of the ultimate success or failure of the technique of the client in question. Economic context is also important with regards to the psychological element of coaching with the social, cultural and political problems of urban poverty playing an important part in the types of coaching techniques which are likely to yield the best results from any given demographic. There can be no doubt that a coaching style employed for a group of middle class practitioners with free access to capital, time and resources is going to be marke dly different from the kind of coaching style deployed for children and adults who do not have access to the same luxuries and who therefore are going to respond to different coaching techniques. Economic context, demographic context and age context are further compounded by the increasingly common problem of multiculturalism and, specifically, globalisation, which has obvious consequences for teachers, mentors and coaches operating at all levels of society throughout the UK. When one thinks, for instance, of the impact of language upon coaching (relaying tactics, pointing out areas of strength and weakness, and, most significantly, attempting to instil a team ethic) one can see the extent to which the role of the coach is inexorably intertwined with the fate of mass movement of peoples across the planet in the twenty first century. As Jones (1997:27) declares, â€Å"there is no more important task within the wider coaching process than that of communication.†[5] Bains and Patel (1994) have long pointed out the blatant under‑representation of Asians playing professional football in England despite some areas in the Midlands and the North-West of England having u rban areas with a higher than 50% ratio of ethnic communities. â€Å"Recent Sport England national statistics confirmed that people of South Asian origin have markedly lower participation rates than other minorities or the indigenous population.† (Collins, 2003:75)[6] This anomaly with regards to the high numbers of Asians living in modern Britain and the disproportionately small number of Asians playing football, it has been argued, is due to coaches indulging in outmoded stereotyping when it comes to coaching players from the Asian community. Asians are still seen as primarily academic achievers over sports players and where they are perceived as sports players they are still pigeon‑holed in typical Asian images of cricket players; rarely are they ever seen as potential professional footballers. Likewise black players are still seen as primarily quick, powerful players; rarely, the tactical brains or the spiritual heartbeat of the side. This cultural element to sports coaching is exacerbated by the historical gender divide between males and females in a sporting context. Here, just as with ethnic people, stereotypes remain the dominant coaching paradigm. Girls and women are expected to play traditionally female sports such as netball, hockey, lacrosse, swimming and tennis. This, however, is in direct opposition to the growing numbers of women playing traditionally male‑dominated sports such as rugby, cricket and football with the latter in particular experiencing a veritable boom in female interest since the beginning of the 1990s. â€Å"A generation ago, sport was a core, patriarchal institution in a larger, contested gender order. Now, with the dramatic growth of girls’ and women’s athletics participation, sport no longer simply or unambiguously plays this reactionary role in gender relations. Sport is now more internally contested.† (2002 introduction xxii)[7] It is, in the final analysis, up to the sports coach to take each of these mitigating factors and contexts into account so that the practitioner is able to coach skills and techniques that are relevant to the contemporary era as opposed to perpetuating anachronistic stereotypes that do little to advance civilised society in both a sporting and non‑sporting context. How models of coaching can help practitioners Studying different models of coaching represents the scientific element of sports mentoring whereby the student and practitioner can attempt to explain the essence and purpose of coaching via the development of models (Fairs, 1987:17-19)[8]. It can be separated into two distinct camps: the ‘of’ coaching camp and the ‘for’ coaching camp. Models ‘of’ coaching are based upon empirical research investigating best practice while the ‘for’ coaching models are idealistic representations that arise from attempts to identify a concrete set of assumptions about the coaching process. The majority of practitioners tend to employ a symbiosis of the two models incorporating an ‘of’ and ‘for’ model of best practice. In this way, empirical data can be used in a realistic setting that takes into account the age, skills and other contexts that affect the coaching process. However, these two models of coaching underline the e xtent to which academia and intellectual analysis has come to dominate the empirical study of sports performance when in fact the first hand experience of established practitioners ought to form the basis of all models of coaching sports. The difference, essentially, comes down to one of theory and practice with the concept of ‘expertise’ necessarily clouded by the arguments of the academics and the professionals respectively. Once again, though, the individual element of the coaching process must be highlighted so as to reflect the inherent complexity that takes place within the field of sports with vastly differing levels of skill and ability being matched by the vastly different psychological reactions to slumps in form and technique. It is, ultimately, up to the national governing sports bodies to ensure that the primacy of holistic coaching practice does not become relegated at the expense of literature, theory and academia (Lyle, 1999:1-24).[9] For this reason, organisations such as Sport England have been established by the central government in a bid to impose a centralise model for sports development on regionalised sports bodies so as to directly influence and aid practitioners. The primary model deployed by Sport England is the â€Å"traditional sports development continuum† – a pyramid which locates foundation as the core, base value followed in hierarchical terms by participation, performance and, finally, excellence (Bramhan et al, 1999:3). This generic model is dovetailed by more advanced models for practitioners to use with athletes at a professional or elite stage in their sports. As is so often the case it is the Australians who represent the pinnacle of academic research into the coaching process with the revolutionary ‘Old Way, New Way’ technique correction model offering an intensive ‘one session’ approach to the problem of proven performers suffering seemingly inexplicable dips in form and technique with the case of Australian fast bowler Jason Gillespie standing tall as the most prominent example of therapeutic success achieved via sports practitioners embracing new means of solving old problems. ‘Old Way, New Way’ is consequently a manifestation of the much sought after collaboration between academic researchers and sports practitioners which works on a psychological as well as a physical level in a bid to continue the sportsperson’s quest for skill development and continuous technical improvement. References Bramhan, P., Hylton, K., Jackson, D. and Nesti, M. (1999) Introduction, in, Bramhan, P., Hylton, K., Jackson, D. and Nesti, M (Eds.) Sport Development: Policy, Process and Practice London and New York: Routledge Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and London: University of Minnesota Press Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge Rogers, J. (2007) Coaching Skills Buckingham: Open University Press 1 Footnotes [1] Polley, M. (1998) Moving the Goalposts: A History of Sport and Society since 1945 London and New York: Routledge [2] Penney, D. (2000) Physical Education: In what and who’s Interests? , in, Jones, R.L. and Armour, K.M. (Eds.) Sociology of Sport: Theory and Practice London and New York: Longman [3] Rogers, J. (2007) Coaching Skills Buckingham: Open University Press [4] Palmer, G.V. (1999) Cricket Coachmaster: Batting Mechanics London: Gary Palmer [5] Jones, R.L. (1997) Effective Instructional Coaching Behaviour: A Review of Literature, in, International Journal of Physical Education, Volume, 24, Number 1 [6] Collins, M.F. (2003), Social Exclusion from Sport and Leisure, quoted in, Houlihan, B. (Ed.) Sport and Society: a Student Introduction London: SAGE [7] Messner, M.A. (2002), Taking the Field: Women, Men and Sports Minneapolis and London: University of Minnesota Press [8] Fairs, J. (1987) The Coaching Process: The Essence of Coaching, in, Sports Coach Journal, Volume 11, Number 1 [9] Lyle, J.W.B. (1999) The Coaching Process: Principles and Practice, in, Cross, N. and Lyle, J.W.B. (Eds.) The Coaching Process: Principles and Practice for Sport Oxford: Butterworth-Heinemann

How can ICT support the learning of children with special educational :: ICT Essays

How can ICT support the learning of children with special educational needs? ICT can support the learning of children with special educational needs [SEN]. It enables children with SEN to overcome barriers to learning by providing alternative or additional methods of communicating within the learning process. Moreover, it also helps teachers to create a supportive framework, which can enable autonomous learning. When used creatively, ICT can enrich and enhance teaching, motivating pupils and engaging them in active learning. But how is this achieved? The range of special needs covers a very wide spectrum. It will be necessary therefore to examine how ICT can support the various needs. Standard equipment is often suitable for children with SEN. the settings of the computer can be changes to make it more computer friendly. The mouse motion can be slowed down for better control. The toolbar can be created to suit the children's needs. However if this is not suitable there are many peripherals and devices, which can support children with SEN, but not all are appropriate for everyone. For those children with a physical disability a variety of switches, optical pointers, voice controlled devices and word prediction software has been designed to overcome the problems these children have using traditional input devices such as the mouse and keyboard. However according to Semerc [2000] these alternative methods of access are more complex than direct input and therefore place an additional cognitive burden on the child. The system therefore needs to be set up so that it does not become an additional barrier. Children need to be competent with input devices such as switches. The technique may take time to develop and opportunities need to be provided to practise these to avoid frustration. There are a variety of switches available. Some involve hand movement while others can be operated by other parts of the body; even a strong puff of breath can operate a switch. The assessment of the type of switch required is usually carried out by specialists [Hopkins, 1998]. This assessment needs to be continuous. Bowser and Reed [1995] as cited by Bryant et al [1998] argue that as a child progresses through the Education System, their requirements change and this may necessitate a need for different devices. This is not limited to those children with a physical disability but is relevant to all children with SEN as they progress and the Education System places additional burdens upon them. For children with a visual impairment ICT can provide support in various ways; tools to support communication, to improve access to information and as a means of producing learning materials in alternative. There is a wide range of devices and software, which can

Finance and Business

Study Guide Test 1 Small Business BSMG 2410 TEST 1 REVIEW MULTIPLE CHOICE 1. How a business plan can be useful. A working blueprint outlining ? nances and direction for a new start-up or expansion. Gives you something you â€Å"see†. 2. The doorways to small business ownership. There are three doorways to small business ownership. 1. Buy an existing business. 2. Buy a franchise 3. Start a new business. 3. Not one of the ten killer factors. The Ten Killer Factors for Entrepreneurs 1. Weak personality 2. The loner syndrome 3. Nebulous business ideas 4. No plan 5. Too little financial backing 6.Cash-flow troubles 7. No marketing strategy 8. No controlling 9. The wrong people 10. Underestimating the competition 4. Not one of the ten success factors. The Ten Success Factors for Entrepreneurs 1. Willingness to succeed 2. Self-confidence 3. A clear business idea 4. The Business Plan 5. Exact control of finances 6. Targeted marketing 7. A step ahead of the competition 8. Management su pport 9. Cooperation 10. Clear company structure 5. Not good advice for a budding entrepreneur. When you are the boss, you can take it easy. 6. Not one of the key points for successful entrepreneurs.Entrepreneur A visionary self-starter who loves the adventure of a new enterprise and is willing to risk his or her own money 7. Characteristics of today’s changing family. 8. Impact facts about the baby boomer generation. Baby boomers Persons born between 1946 and 1963: Increase in population: Retirement age. They will probably be your customers. Pg. 33: Baby boomers make up 70% of the population. Have a steady income. 9. Not an example of the new living arrangements. Living arrangements are changing and evolving. 10. What is accomplished by the Opportunity Selection Funnel 11.Not one of the product life-cycle stagesThe Life Cycle Stages A. Embryo B. Growth C. Mature D. Decline 12. What is included in primary research? Secondary research Reading and using previously published (pr imary) research 13. Steps in opportunity selection. Pg. 56: 1. Keep personal and business objectives in mind through the filtering process 2. Learn more about your favorite industry. 3. Identify 3 to 5 promising segments 4. Through research, identify problems that need solutions. 5. Brainstorm for solutions 6. Mesh possible solutions with your objective 7. Concentrate on the most promising opportunities. 4. What is gained by doing primary and secondary research? From my understanding, Primary and Secondary research are the difference in conducting the research. In Primary research, there is no data available for the researcher; hence the researcher has to start from scratch. This means that the researcher needs to design questionnaires, collect data from respondents and then analyses the result. If you are doing secondary research, the researcher have the necessary data available. These data are made available through other publications or reports, like newspaper or annual reports o f companies.If the researcher is doing secondary research, there is no need to start from scratch; he or she uses the data or information done by other organizations or publications. The important thing is that there are advantages and disadvantages for both methods. Primary research is more time consuming and costly. While some secondary research may not suit the researcher's needs. 15. Consider industry breakthroughs. 16. Parts of the NAICS structure. Pg. 62: North American Industry Classification System (NAICS) 1. Industry sector (20 major sectors) 2. Industry subsector 3. Industry group 4. Industry . U. S, Canadian, or Mexican national specific industry 17. How trade shows work. 18. How to conduct primary research. Interviews 19. How to use a matrix grid. Measurement tool with which ideas are screened and evaluated in order to ? nd solutions 20. What can be gain from market research. Collection and analysis of data pertinent to current or potential viability of a product or serv ice. Do the research up front will save you money in the long run. 21. What is included in a media kit. A media kit is a packet of information about your business that is created for use by the press.Its purpose is to provide media members with the necessary data to report on your business. Business Facts History Products/Services Bios Current News 22. Examples of target customers. Persons who have the highest likelihood of buying a product or service 23. Other things included in a media kit. Readership pro? les, and information, and market research developed by magazines for potential advertisers 24. Helpful websites in profiling target customers. www. newslink. org www. mediafinder. com www. brint. com www. sba. gov 25. What Claritas information is based on.A company providing a household segmentation tool that concisely describes and categorizes people by their age, income level, and social preferences. It is a sister company of National Decision Systems Psychographic: Descriptiv e information on values, attitudes, and lifestyles SHORT ANSWER Chapter 1: 26. Explain two (2) reasons why a business plan is critical to a small business. 27. Provide two (2) reasons for and two reasons against starting your own business. For: Job Security, in today’s economy this is one way of assure an income. You get to choose your schedule and work with flexibility- This has its benefits for sure.Being able to schedule around activities and practices and school is nice. However, it can also mean that you are working late into the evening. Just know that you have to be prepared for this! Against: It takes a lot of work. I’ve been dealing with entrepreneurs for more than 30 years now, and I’ve never seen even one of them who worked less while building a business than when he or she was an employee, or a student, or something else. Failure can cost you big time. Businesses do fail, and not always through the fault of the owner. Even good decisions have bad out comes. There are a lot of factors you can’t control.I know people whose business failure cost them their sense of self, plus their life relationships. If you can’t deal with the possibility, don’t go there. 28. Provide an advantage and a disadvantage of each of the three methods of getting into business. Starting from scratch, buying an existing business, franchise Chapter 2: 29. Explain through the use of an example what is meant by â€Å"new eyes† research. Trends, what people will be doing in the future. Helps provide feedback 30. What are the four (4) stages of a product life cycle and explain which one should be avoided. A. EmbryoB. Growth C. Mature D. Decline: you want to avoid because this means you an a downhill ride and there is no more opportunity for expanding. 31. Explain the concept of brainstorming. It refers to focusing on one subject and recording many ideas and different direction that idea takes you down so you can expand upon them in fu ture works you create. Don't be afraid to think and follow wandering thoughts. 32. Explain how the changing family could open up any two (2) possible small business opportunities. The number of grandparents raising their grandchildren has increased. Chapter 3: 3. Explain how the NASIC/SIC codes are set-up and how they can be used for gathering business information. (pg. 62) The North American Industry Classification System (NAICS, pronounced Nakes) was developed as the standard for use by Federal statistical agencies in classifying business establishments for the collection, analysis, and publication of statistical data related to the business economy of the U. S. NAICS was developed under the auspices of the Office of Management and Budget (OMB), and adopted in 1997 to replace the old Standard Industrial Classification (SIC) system.It was also developed in cooperation with the statistical agencies of Canada and Mexico to establish a 3-country standard that allows for a high level o f comparability in business statistics among the three countries. NAICS is the first economic classification system to be constructed based on a single economic concept. The Standard Industrial Classification (SIC) was originally developed in the 1930's to classify establishments by the type of activity in which they are primarily engaged and to promote the comparability of establishment data describing various facets of the U.S. economy. 34. Explain how a matrix to mesh desires with ideas works for the entrepreneur. Chapter 4: 35. Describe how an entrepreneur can use a mass- market magazine to generate a profile of its target customers. Handouts 36. Discuss any three (3) traits from â€Å"Successful Small Businesses Share Five Traits. † 37. Discuss any three (3) points from â€Å"Getting a business of the ground is hard work. † 38. Discuss the relationship between happiness, passion, and owning a small business.

Revolutionizing Filipino Mindsets Essay

National consciousness among Filipinos is faced with a lot of challenges today. There is a need to revolutionize mindsets and one big factor that has a big impact in the process of revolutionary mindsets is the Media. It is unfortunate that a lot of what the media shows to the public represses transformation. A lot of soap operas that are being shown are remakes of western ones which are usually Korean or Mexican. Products like food and gadgets that are being endorsed are often western brands. In the news, a lot of political issues are centered on corruption making the Political world of the Philippines very controversial. With all these that represses transformation, there is also a rising movement in the process of revolutionizing mindsets. A lot of local commercials or advertisements are using concepts that depict Filipino culture. Examples would be the â€Å"Lucky Soda† crackers that shows the Filipino value of hating-kapatid; Nestle: 100 years na pag-ibig; â€Å"Alaska† with the concept of fiesta sa baryo; Blend 45: Gising Pinoy; Modess: Makabagong Pilipina. A rising number of TV series are contributing to the transformation such as â€Å"MagTV na:atin to!† featuring the different landmarks and cultures around the Philippines; â€Å"Jessica Soho† and â€Å"Rated K† featuring not only interesting stories and topics related to the Filipino culture or heritage but also the modern Filipinos of today; The channel IBC 13 has a lot of shows relating to Filipino consciousness: â€Å"Cooltura† which feature various landmarks around the Philippines including the rich culture of the Philippines; â€Å"Tipong Pinoy† , â€Å"Landmarks† and â€Å"Balay, Tirahan, Kanlungan† featuring landmarks around the Philippines together with the rich history that is attached to the place . In the news, Filipino achievements around the world, big or small are being given emphasis. The Filipino people should be made aware that cultural identity is an unrealized asset for national development. Movements that help transformation should be supported and be given much importance to preserve our culture and to awaken the national consciousness of Filipinos.