Author Archives: M.A.D. LIGAYA
The Keys to Effective Teaching
This is the talk I delivered when I was invited as a resource person in a webinar for Education students in the Philippines on February 16, 2022.
Part 1
Part 2:
My YouTube Channel: The Road To Self-Improvement
My goal with this channel is to help people, especially Filipinos, have a greater awareness of the importance of self-improvement. This will also serve as my platform to pursue my other interests – Education, ESL, and writing – and to share my personal experiences as an expat working here in South Korea.
This video serves as an introduction to my YouTube channel and my take on why self-improvement is important.
Link to my YouTube channel…
Ang Sumpa (Part 1)
(A Novella in Filipino)
Papalubog na ang araw. Nagsisimula nang gumapang ang dilim sa paligid. Nagsisihapon na ang manok sa mga punong nakapaligid sa aming bahay. Isa-isa na ring nagsisipag-paalam ang aming mga bisita. Ilan na lamang ang natira sa kanila kasama ang ilang mga kamag-anakan namin.
Masaya ang maghapong iyon. Maraming pagkain at inumin. Rumenta rin ako ng videoke para mas mag-enjoy ang mga bisita. Nagkakantahan sila habang kumakain. Ang iba’y nag-iinuman at ang ilan sa kanila’y sumasayaw kapag may kantang nagtutulak sa kanila upang umindak. May ilan rin sa mga bisita na nag-abot ng regalo kay Alfred. Ang iba’y sobre ang ibinigay sa kanya.
Pinagmamasdan ko ang aking kaisa-isang anak habang inaasikaso niya ang kanyang mga kaklase at mga kaybigang nagdatingan. Masigla siya at tawa ng tawa. Panay nga ang kuha ng selfie kasama ang mga bisita. Pihadong mamaya o bukas eh babaha nanaman ng pictures sa Facebook ng anak ko. Ipinalangin ko na sana ay ganoon siya palagi. Sana pagkatapos ng araw na iyon ay walang magbago sa takbo ng buhay niya… sana ay walang magbago sa takbo ng buhay naming mag-anak.
“Kuya, mukhang hindi ka yata uminom ngayon. Nakakapanibago ah. Parang pang balisa ka.” Si Pol iyon, pinsan ko.
“Ha, eh pagod lang siguro ako,” tugon ko sa pagitan ng isang ngiting pilit.
“Ang dami mong inihanda para kay Alfred ah!”
“Siyempre naman, binata na ito mula ngayong araw na ito.” Sagot ko sabay akbay sa aking anak. “Alam mo naman ang tradisyon sa lahi nating mga Cervantes. Kapag unang kaarawan, ika-7, ika-13 at debu ng mga anak natin ay ipinaghahanda natin sila, di ba?.”
“O tito Pol, itay… picture-picture muna.” umakbay sa akin si Alfred sabay kuha ng picture namin gamit ang bagong cell phone na iniregalo ko sa kanya.
“Siyanga pala, next month eh debu naman ng unica hija ko. Huwag na huwag na hindi kayo pupunta ha.”
“Aba eh hindi talaga puwede na hindi kami pupunta. Magtatampo iyong inaanak ko,” sagot ng asawa kong si Sally na bigla na lamang sumulpot mula sa aming likuran.
“Aasahan ko yan! Pasensya na ulit kung iyong mag-ina ko eh hindi nakarating ngayon, may sinat kasi iyong inaanak mo kanina.”
“Okay lang iyon Pol. Tumawag kanina si kumare at nagpaliwanag,” ang sagot ni Sally.
“O papaano, ako eh aalis na at hayan oh papadilim na. Happy birthday na lang ulit Alfred. Iyong regalo ko, binuksan mo na ba?”
“Naku hindi pa po, mamaya ko pa siguro maaasikasong buksan mga regalo ko.”
“Okay… okay! Hoy batang tisoy, huwag ka munang manliligaw ha… hehe.”
“Wala pa po sa isip ko iyan tito.”
“Talaga lang ha. Iyong isang bisita mong dalagita kanina eh laging nakadikit sa iyo ah. Panay pa ang sulyap sa iyo.”
“Ha… eh…”
“O kitam hindi ka makasagot. O…o…biglang namula mukha mo ah.”
“Naku tito wala lang po iyon, napakababata pa po namin ano.”
“Okay…okay… sige… sabi mo eh!. Ay siya, lalakad na ako.”
“Sige po tito. Ingat kayo,” ang sagot ni Alfred.
Inihatid ko sa labasan ang aking pinsan at ilan pa sa mga bisita namin.
Habang pabalik ako sa loob ng bahay ay napansin kong may mga uwak na aali-aligid sa bahay namin. Napansin din iyon ng ilang mga bisita naming papalabas. Iyon eh binale-wala lang ng mga bagong kakilala namin subalit sa aming mga kaybigan na alam ang kuwento ng aming pamilya ay nabakas ko sa kanilang mukha ang pag-aalala.
Bawat huni ng uwak na marinig ko ay parang nagpapasidhi sa kabang aking nararamadaman at nagpapabilis sa paglalakad palayo ng ilan sa mga bisita namin.
Nagsimula na ang kinatatakutan ko. Kung kaylan pa naman na parang nanumnumbalik na ang lahat sa normal. Kung kaylan na parang nakalimutan na ng mga dating kapitabahay at mga kaybigan namin doon sa sityo sa barangay na aming pinanggalingan ang mga nangyari.
Naabutan ko si Alfred na naglalagay sa ilang supot ng mga pagkaing inihanda habang ang asawa ko’y patuloy sa pagliligpit ng mga ginamit sa handaan.
“O, saan mo dadalhin iyan?” tanong ng kanyang ina.
“Kay tito Mon po. Dadalhan ko siya ng makakain.”
“Ha! Gabi na, malayo iyon. Bukas mo na lang siya dalhan niyan!”
“Inay naman eh! Ngayon na po. Pleaasee!!! Magmo-motor naman ako eh.”
“Ay naku anak!”
“Pleaaasseee!!!” Ang nagsususumamong sabi ni Alfred sabay halik sa pisngi ng ina.
“Pero anak, baka mapaano ka. Dumidilim na oh.”
“Inay, hindi na po ako bata.”
“Hayaan mo lang si Alfred ‘nay. Binata na nga naman siya.” Pagkatapos kong sabihin iyon sa aking kabiyak eh bumaling naman ako kay Alfred. “Sige na anak, lakad ka na para makabalik ka kaagad. May pasok ka bukas kaya hindi puwedeng doon ka nanaman matutulog ha.
“Opo itay. Babalik po agad ako.”
“Huwag mabilis magpatakbo ng motor. Iyong bago na ang gamitin mo. I-check mo muna ang preno at ilaw bago mo paandarin” dugtong ko.
“Sir… yes sir!”
“Kunsintidor ka talaga. Wala pa namang lisensya iyang anak mo at napakabata pa.” Bulong sa akin ng aking asawa sabay kurot sa aking baywang.
“Responsableng bata si Alfred. Sanay na sanay na siyang magmotor. Naiaangkas na nga niya ako eh.” Ang sagot ko.
Habang isinusuot ni Alfred ang helmet ay may itinanong siya.
“Itay, iyon nga po palang sunog na mga bahay sa tabi ng bahay ng tito Mon… ano po ba talaga ang nangyari doon? Ang tagal nang ganoon ang hitsura ng lugar na iyon ah. Bakit kaya hindi na inayos ng mga may-ari.”
“Ha?! Eh…” Hindi ko inakalang itatanong niya iyong sa akin. Hindi ko malaman kung ano ang isasagot ko sa kanya.
“Naku… naku… Alfred lumakad ka na at gagabihin ka masyado. Saka na lang ikukwento sa iyo ng tatay mo iyan,” ang wika ni Sally.
“Ang gara ah… kapag tinatanong ko si tito Mon tungkol doon eh halatang ayaw niyang ikuwento kung ano ang nangyari. Tapos ang tatay naman eh parang nagulat ng nagtanong ako tungkol doon.”
“Alfred… sabi nang lumakad ka na eh!”
“Oo nga po inay, heto na nga po bababa na.”
“Ikumusta mo na lang kami sa tito Mon mo.”
“Sige po itay. Lalarga na po ako.”
Comparing the Effects of Face-to-face and Online English Lounges on Students’ Speaking Ability and Attitude Toward Foreign Teacher
ABSTRACT
This study was conducted to determine to what extent the English Café Program affected the students’ speaking ability and their attitude toward foreign teachers as well as the significant differences in the effects between the program carried out face-to-face and online as perceived by the participants in this study. This is a descriptive comparative survey research. Frequency analysis, mean comparison analysis, t-test, and correlation analysis were performed. Mean values show that as perceived by the respondents, the program, implemented face-to-face and online, improve the students’ speaking ability and attitude towards foreign teachers to a great extent. Computations for significant difference show that there is no significant difference in the perceptions of the respondents. In the correlation analyses, in both face-to-face English Cafe and online English Café programs, students’ speaking ability came out to be significantly positively correlated to their attitude towards foreign teachers. The results also reveal that there is a significant negative correlation between students’ speaking ability and teachers’ length of service only in the face-to-face English Café program. There was no correlation between students’ speaking ability and their attitude towards foreign teachers and teachers’ educational qualifications in both face-to-face and online English Café programs.
Key words: English lounges, speaking ability, attitude towards foreign teachers, teachers’ educational qualification, teachers’ length of service
Examining National Character and Development in Selected Southeast Asian Countries and South Korea
A research paper published in the ASEAN-Korea Centre’s official publication and later presented at an international conference
Examining National Character and Development in Selected Southeast Asian Countries and South Korea
Massuline Antonio D. Ligaya, LPT, PhD
A scholarly essay published by the ASEAN-Korea Centre under the Council of ASEAN Professors in Korea (CAPK) Essay Series
CAPK Essay #2 | December 20, 2021
Presented at the 3rd Biennial International Conference on International Relations, August 11–12, 2022, Bandung, Indonesia
Summary
This scholarly essay examines whether differences in national character might help illuminate differences in socio-economic and human development among South Korea, Malaysia, the Philippines, and Vietnam. Rather than treating national character simply as a collection of personality traits, the essay approaches it through cultural, socio-economic, and political lenses. At its core is a broader question: to what extent might the shared cultural orientations of a people be associated with the development achieved by their nation, and what lessons might selected Southeast Asian countries draw from South Korea’s development experience?
The analysis adopts a descriptive-comparative approach and uses two principal frameworks. National character is examined through Hofstede’s six dimensions of national culture: power distance, individualism versus collectivism, masculinity versus femininity, uncertainty avoidance, long-term versus short-term orientation, and indulgence versus restraint. National development, meanwhile, is viewed primarily through the Human Development Index (HDI), which incorporates indicators of health, education, and standard of living. The essay relies on secondary data and previously published sources rather than original survey, experimental, or other primary data.
The inquiry is organized around four central concerns: how the national character of the four countries may be described using Hofstede’s cultural dimensions; how their levels of development compare using HDI; what inferences may reasonably be drawn concerning the relationship between cultural orientations and national development; and what selected Southeast Asian countries might learn from South Korea’s socio-economic and political development experience.
The comparative analysis identifies notable differences among the four countries. Within the data used in the essay, South Korea emerged as the least hierarchical, most collectivist, most long-term oriented, and most restrained of the four societies examined. It also ranked highest in human development. Among the three Southeast Asian countries, Malaysia recorded the strongest HDI performance, while the Philippines and Vietnam ranked lower on several development indicators.
Particular attention is given to long-term orientation as a potentially important feature of the South Korean development experience. The essay considers Korea’s emphasis on education, investment in research and development, strong work orientation, future-oriented planning, and expectations of accountability from public leaders as cultural and institutional characteristics that may have accompanied the country’s rapid transformation. These characteristics are considered not in isolation, but within the wider historical, educational, economic, and political environment in which South Korean development occurred.
The analysis, however, does not establish that Hofstede’s cultural dimensions caused the differences in development observed among the four countries. The relationships discussed are interpretive inferences based on cross-national comparison and secondary evidence rather than statistically tested causal effects. Indeed, the essay itself recognizes difficulties in interpreting national cultures exclusively through standardized dimensional scores. Some apparent tensions are noted between Hofstede’s classifications and observable characteristics of South Korean society—for example, Korea’s classification as relatively feminine and highly uncertainty-avoidant alongside its intense competitiveness and record of technological innovation.
The essay consequently treats the South Korean experience not as a model that Southeast Asian countries should simply reproduce, but as a source of potentially transferable lessons. Among the areas identified for consideration are sustained investment in education, research and development, long-term planning, cultivation of human resources, and public accountability. The implication is not that countries should adopt Korean cultural characteristics wholesale, but that policymakers may examine particular practices and orientations and determine which are compatible with their own histories, institutions, and cultural circumstances.
Importantly, the discussion also recognizes that national development should not be judged by economic achievement alone. South Korea’s extraordinary economic and educational progress is considered alongside social concerns associated with a highly demanding society, including long working hours, low fertility, divorce, and suicide. The essay therefore offers a qualified view of development: material prosperity and international competitiveness are important, but the human and social costs accompanying development must also be considered.
Overall, the essay suggests that national development emerges from a complex interaction of culture, institutions, human resources, education, leadership, policy choices, and historical circumstances. National character may provide one useful lens through which differences among countries can be explored, but it should not be treated as a single or deterministic explanation for why some nations develop more rapidly than others.
Scholarly Contribution
The essay contributes a theory-guided, cross-national perspective on national character and development by bringing Hofstede’s cultural framework into conversation with HDI and other socio-economic indicators. Its value lies less in demonstrating causal relationships than in using systematic comparison to raise questions about how cultural orientations, institutions, education, leadership, and long-term policy choices may interact in shaping national development.
A further contribution is its attempt to move discussion of South Korea’s development beyond economic statistics. By considering cultural orientations alongside education, research and development, governance, and human well-being, the essay encourages a broader understanding of what other developing societies might—and might not—learn from the Korean experience. Its central implication is one of selective learning rather than simple imitation: practices that have contributed to South Korea’s progress may offer useful lessons, but their relevance must be evaluated within the particular cultural and institutional contexts of other nations.
Keywords: national character; national development; culture; Hofstede’s Cultural Dimensions; Human Development Index; South Korea; Southeast Asia
Publication Information
The essay was published on December 20, 2021, as CAPK Essay #2 through the ASEAN-Korea Centre / Council of ASEAN Professors in Korea.
Full Text
The full text of this publication is available upon request. Researchers, educators, students, and other interested readers who wish to obtain a copy may contact the author through this website or by email at madligaya@gmail.com.
On Filipinos Teaching English In South Korea
Filipino Educators in Korea (AFEK)
Most universities here in South Korea (and other Asian countries) prefer to recruit English teachers from countries where English is the native language. That is a matter of policy but it does not follow that the best English teachers are the ones coming from those countries… they could be somewhere else just waiting to be given an opportunity to prove their mettle in ESL teaching. And whether that policy reaped dividends and made the students in those countries better at English or ripped those countries of their precious dollars is an interesting topic for discourse.
There are a few tertiary institutions in this country employing teachers from the Philippines to teach English. These are the universities that believe that teaching English is not a monopoly of the teachers labeled as “native speakers” coming from the following countries: USA, UK, Canada, Australia, New Zealand, South Africa, and Ireland. I have also written an article about the Filipinos and their romance with the English language. I also discussed in the same article a little bit about the thesis that ACCENT is getting in the way of INTELLIGIBILITY and COMPREHENSIBILITY. I am planning to explore the topic further in future articles.
If the statistics gathered in 2013 by the Association of Filipino Professors in Korea (AFEK) is accurate then there are more or less 100 teachers from the Philippines in this part of the Korean peninsula. That could still be the same number as of 2022. Reportedly, there are more in elementary and secondary schools and academies (hagwon). This AFEK came to know when they launched in May, 2017 the program “Skills Enhancement for Filipino Teachers Teaching English in Korea.” Several of the attendees were Filipino women married to South Koreans and are employed as English teachers. The Philippine Embassy in Seoul, however, doesn’t have any official record that could give the exact number of Filipinos teaching in the basic education schools and academies here.
Filipino professors are not limited to teaching English subjects only. They are E-1 visa holders and are allowed to teach content subjects depending on their fields of specialization.
E-2 visa holders are allowed by the Ministry of Education here to teach strictly English subjects only. One advantage of hiring Filipino professors, because theirs is E-1 visa, is they can be asked to teach content subjects related to their fields especially if the curriculum requires that the content subjects should be taught in English. Currently, in the university where this writer is teaching, three teachers from the Philippines, aside from teaching English subjects, would once in a while be invited to teach content subjects in the university’s Graduate School or serve as advisers to foreign students writing their dissertation.
I wouldn’t say that Filipino professors in universities in South Korea are lucky to have been hired. Why? They have to go through the proverbial eye of the needle to have a chance of getting hired. They applied alongside teachers who are native speakers of English who have the upper hand, not because of their qualifications and pedagogical skills, but because of their geographical roots.
Most of the Filipino professors here are PhD degree holders. The minimum requirement FOR THEM is Masters. Surprisingly, some native speakers of English, are allowed to teach in universities here even if they don’t have Masters.
To the universities that opened the opportunity for Filipino professors and hired them, the applicants needed to prove that they are as equally capable as their counterparts from the native English-speaking regions of the world. When they got hired, it was because they are qualified and have proven that they have what it takes to be English teachers. It wasn’t luck.
Filipino teachers are trained in the Philippines to both know what to teach and know how to teach what they know.
Modesty aside, the Philippines has a very good education curriculum implemented through the Commission on Higher Education which closely monitors TEIs (Teacher Education Institutions) to ensure strict compliance. Thus, Education graduates from the Philippines can be relied upon not only in terms of the knowledge, skills, attitude, and values in their field of specialization but also in pedagogy and in research. Filipino teachers are good in both instruction and research.
One of the best features of “teacher training” in the Philippines is teachers are made to understand that the most important stakeholder in a school is the STUDENT, not the TEACHER. When they need to, Filipino teachers know how to adhere to the philosophy that the teaching-learning process should be student-centered.
One reason, if not the main and only reason, most universities in Asian countries (like South Korea, Japan and China) prefer to hire teachers from those seven countries is ACCENT.
The Filipinos are good at English with the said language being the official medium of instruction in the Philippines from kindergarten to college – even in graduate school. Filipinos, at an early age, write and speak English. They hear and read it everywhere. It is also the official language of communication in the Philippines. All business and government transactions are done in English. The country also has the 3rd largest group of English speakers in the world. Their accent is not bad. It’s neutral, to say the least. This is the reason why the Philippines is one of the leading countries for BPO. But notwithstanding all the aforementioned, still the said universities prefer native English speakers and do not include Filipino teachers in their lists of preferences.
But there are two things that would make hiring a Filipino teacher a wise investment – two things far more important than ACCENT… their PASSION for teaching and COMPASSION for the learners.
It is easy to learn to mimic somebody’s way of creating vowel and consonant sounds and diphthongs but it is hard for teachers to be passionate about the job and compassionate with the students…. especially if they are not really trained to be one and were only forced to accept the teaching job for lack of better options.
Professionalism Among Teachers
The complexities involving the teaching profession and the importance of the role of teachers in the holistic development of learners require strict adherence to the tenets of professionalism. There are expectations that teachers need to meet and there are qualities that they are expected to possess. These expectations and qualities are the ones that should inform the decision to hire somebody applying for a teaching position.
All the qualities teachers ought to have and what are expected of them can be summed up in one concept – “teacher professionalism.”
“Teacher professionalism” is an idea that can be defined differently based on multiple perspectives and its merits scrutinized according to various arguments. It is considered a broad concept consisting of several dimensions. However, for delimitation purposes, the discussion on the subject in this article is anchored only on the definitions of the term “professionalism” given in the next two (2) paragraphs.
Evans pointed out that “professionalism means different things to different people.”1 The Oxford dictionary simply defines the term as “the competence or skills expected of a professional.”2 It is the level of excellence or competence that professionals should manifest in their chosen fields of specialization.
Tichenor3 explains that professionalism are the expected behaviors of individuals in a specific occupation. Professionals need to conduct themselves in accordance to set standards.
Boyt, Lusch and Naylor4 combined the said views about professionalism when they describe it as a multi-dimensional structure consisting of one’s attitudes and behaviors towards his/her job and the achievement of high level of standards. Similarly, Hargreaves5 defines professionalism as the conduct, demeanor and standards which guide the work of professionals.
The terms associated to professionalism as seen from the definitions and explanations given are as follows: competence, skills, behaviors, conduct, demeanor, and standards. Competence and skills are synonymous and so are behaviors, conduct, and demeanor. Standards refer to the quality or accepted norms for competence and behaviors.
Skills are not the only components that make up teacher’s competence. Knowledge is, of course, an integral part of it.
Skills and knowledge are very broad attributions to a teacher’s competence. What specifically are the skills and knowledge that would make a teacher competent?
As Baggini puts it, “To be a professional or a professor was to profess in some skill or field of knowledge.”6 It’s a given that teachers should have knowledge of the subject matter or expertise in a particular skill. Teachers are expected to know not a little but much about what they are teaching.
What adds challenge to being a teacher is the ability to dig (whenever applicable) into the scientific, philosophical, legal, sociological, and psychological foundations of what is being taught. It is important that teachers are able to relate whatever they are discussing to other fields. Such an ability would enable teachers to enrich the discussion.
But teaching and learning are complex processes that involve a lot more… not just knowing what to teach and being able to connect a topic to other disciplines. What would make teachers truly competent are the corresponding skills that enable them to effectively teach what they know and make the students learn. Such skills are acquired through training in pedagogy.
Pedagogy is commonly defined as “the art, science, or profession of teaching.” Pedagogy informs teaching strategies, teacher actions, and teacher judgments and decisions by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.7
Pedagogy, in a nutshell, tells how best to teach and how best the students learn.
Knowledge and expertise in a field would not make one a teacher. Pedagogical skills are needed. Competent teachers SHOULD know, not just the subject matter, but how to set learning objectives, motivate students, design learning activities, facilitate learning, construct assessment, and assess learning.
In addition, another skill through which the competence of 21st-century teachers is gauged is how extensive and effectively do they apply technology (computer) to teaching and learning.
Aside from competence, the other dimension of teacher’s professionalism this article is exploring is behavior.
Teachers are aware that they should behave in accordance with the ethical standards set for the teaching profession. They are expected to speak, act and dress accordingly. Barber8 pointed this out when he identifies as one of the main characteristics of professional behavior a “high degree of self-control of behavior through codes of ethics.”
But the behavior dimension of professionalism among teachers goes beyond proper manner and decorum.
Another characteristic of professional behavior identified by Barber is “orientation primarily to community interest rather than to individual self-interest.” It is no secret that teachers sacrifice a lot to help their students. Teachers work long hours and practice a lot of patience. As Orlin puts it, “ I see it (teaching) as an act of self-sacrifice, as a hard path undertaken for the greater good.”9
Teachers also know that they need to keep learning. They need to have a continuing professional development plan for them to be better equipped in dealing with the challenges of the profession. They need to keep abreast of the current trends and innovations in the field of education.
There are also general teaching behaviors which, according to a study, are the most important for effective teaching (as perceived by students). Hativa identified five (5) of them, namely, making the lessons clear, organized, engaging/interesting, maintaining interactions, and rapport with students.10
Two (2) of the said general teaching behaviors (making the lessons clear and organized) are related to the first dimension of teacher professionalism (competence and skills). The rest are more indicative of the second dimension (behavior).
Teacher professionalism strongly implies the demands and complexities of teaching making it harder to understand why the profession doesn’t get due recognition. Teaching is not just any profession. Not just anybody can be a teacher. Not just anybody can be entrusted the responsibility of developing the mind and body.
References:
- Evans, Linda (2008) Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56 (1). pp. 20-38.
- Definition of “professionalism” – Oxford English Dictionary
- Tichenor, M. S., Tichenor, J. M. (2005). Understanding teachers’ perspectives on professionalism. ERIC.
- Boyt, T., Lusch, R. F. ve Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: a study of marketing researchers, Journal of Service Research, 3(4), 321-330
- Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice, 6 (2),151-182.
- Baggini, J. (2005). What professionalism means for teachers today? Education Review, 18 (2), 5-11.
- Shulman, Lee (1987). “Knowledge and Teaching: Foundations of the New Reform”(PDF). Harvard Educational Review. 15(2): 4–14. Retrieved 12 June 2017.
- Barber, B. (1965). Some Problems in the Sociology of the Professions. In K. S. Lynn (Edt.), The Professions in America (pp. 669-688). Boston: Houghton Mifflin.
- Orlin, Ben “Teaching As Self Sacrifice.” Match With Bad Drawing. WordPress, March 10, 2014. Web. 19 July, 2017.
- Hativa, N. (2014). A pratical approach to designing, operating, and reporting, 2nd, Tel Aviv: Oron Publications.
