Usurpation of Identity in “The Yellow Wallpaper”

Usurpation of Identity in â€Å"The Yellow Wallpaper† Charlotte Perkins Gilman’s story of a woman who goes mad while fixating on a bizarre wall-covering has been used as an early example of post-partum depression. In the latter part of the 1800’s women were seen as inferior subordinates to men who could not be trusted due to the effect of the female organs on their brains. The narrator is almost certainly a victim of the lack of medical knowledge of the day, while the prevailing attitudes in the medical field of women as childlike and the social pressure of male domination contribute to the narrator’s illness. The husband’s role as spouse and physician enable his benevolent manipulation of the narrator by isolating her and removing her†¦show more content†¦At the time Gilman wrote the story, another main role that a married woman played was that of wife as caretaker of the home. As the narrator is not allowed to do any work, John has brough t his sister Jennie along on their summer retreat. The narrator says of this character â€Å"She is a perfect and enthusiastic housekeeper, and hopes for no better profession† (795) and â€Å"Jennie sees to everything now† (796). During the one visit with outsiders that she is allowed, the main character does nothing to help in the household to take care of the visitors, and this lack of contribution leaves her tired, an indication of a depressed mental state. The narrator has been displaced in her role as caretaker of the home, which removes another aspect of her identity and contributes to the internal void. American society in the late nineteenth century erroneously entertained the idea that women were incapable of rational thought and needed to be taken care of as if they were children. The narrator of â€Å"The Yellow Wallpaper†, suffering from post-partum depression and left to ruminate on her own supposed deficiencies, is forced by these ideas into a situ ation that intensifies her mental illness and creates the opposite of the effect intended by the treatment. The combination of her husband’s dominance as spouse and physician, and the presence of the nanny and sister-in-law, creates a situation in which the narrator is stripped of her roles as mother and wifeShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesAnalyzing Ethical Problems 576 577 Social Issues 578 Privacy 579 Privacy Problems 579 E-Commerce Privacy Concerns 580 Workplace Privacy 581 Ethics of Invasion of Privacy 582 Laws on Privacy 582 Identity Theft 583 Impact of Identity Theft 584 Laws on Identity Theft 585 Intellectual Property Rights 585 Software Piracy 586 Copyright Protection Patent Protection 586 586 Digital Entertainment Piracy 587 Internet File Sharing 587 Ethical Questions

Usurpation of Identity in “The Yellow Wallpaper”

Usurpation of Identity in â€Å"The Yellow Wallpaper† Charlotte Perkins Gilman’s story of a woman who goes mad while fixating on a bizarre wall-covering has been used as an early example of post-partum depression. In the latter part of the 1800’s women were seen as inferior subordinates to men who could not be trusted due to the effect of the female organs on their brains. The narrator is almost certainly a victim of the lack of medical knowledge of the day, while the prevailing attitudes in the medical field of women as childlike and the social pressure of male domination contribute to the narrator’s illness. The husband’s role as spouse and physician enable his benevolent manipulation of the narrator by isolating her and removing her†¦show more content†¦At the time Gilman wrote the story, another main role that a married woman played was that of wife as caretaker of the home. As the narrator is not allowed to do any work, John has brough t his sister Jennie along on their summer retreat. The narrator says of this character â€Å"She is a perfect and enthusiastic housekeeper, and hopes for no better profession† (795) and â€Å"Jennie sees to everything now† (796). During the one visit with outsiders that she is allowed, the main character does nothing to help in the household to take care of the visitors, and this lack of contribution leaves her tired, an indication of a depressed mental state. The narrator has been displaced in her role as caretaker of the home, which removes another aspect of her identity and contributes to the internal void. American society in the late nineteenth century erroneously entertained the idea that women were incapable of rational thought and needed to be taken care of as if they were children. The narrator of â€Å"The Yellow Wallpaper†, suffering from post-partum depression and left to ruminate on her own supposed deficiencies, is forced by these ideas into a situ ation that intensifies her mental illness and creates the opposite of the effect intended by the treatment. The combination of her husband’s dominance as spouse and physician, and the presence of the nanny and sister-in-law, creates a situation in which the narrator is stripped of her roles as mother and wifeShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesAnalyzing Ethical Problems 576 577 Social Issues 578 Privacy 579 Privacy Problems 579 E-Commerce Privacy Concerns 580 Workplace Privacy 581 Ethics of Invasion of Privacy 582 Laws on Privacy 582 Identity Theft 583 Impact of Identity Theft 584 Laws on Identity Theft 585 Intellectual Property Rights 585 Software Piracy 586 Copyright Protection Patent Protection 586 586 Digital Entertainment Piracy 587 Internet File Sharing 587 Ethical Questions

Usurpation of Identity in “The Yellow Wallpaper”

Usurpation of Identity in â€Å"The Yellow Wallpaper† Charlotte Perkins Gilman’s story of a woman who goes mad while fixating on a bizarre wall-covering has been used as an early example of post-partum depression. In the latter part of the 1800’s women were seen as inferior subordinates to men who could not be trusted due to the effect of the female organs on their brains. The narrator is almost certainly a victim of the lack of medical knowledge of the day, while the prevailing attitudes in the medical field of women as childlike and the social pressure of male domination contribute to the narrator’s illness. The husband’s role as spouse and physician enable his benevolent manipulation of the narrator by isolating her and removing her†¦show more content†¦At the time Gilman wrote the story, another main role that a married woman played was that of wife as caretaker of the home. As the narrator is not allowed to do any work, John has brough t his sister Jennie along on their summer retreat. The narrator says of this character â€Å"She is a perfect and enthusiastic housekeeper, and hopes for no better profession† (795) and â€Å"Jennie sees to everything now† (796). During the one visit with outsiders that she is allowed, the main character does nothing to help in the household to take care of the visitors, and this lack of contribution leaves her tired, an indication of a depressed mental state. The narrator has been displaced in her role as caretaker of the home, which removes another aspect of her identity and contributes to the internal void. American society in the late nineteenth century erroneously entertained the idea that women were incapable of rational thought and needed to be taken care of as if they were children. The narrator of â€Å"The Yellow Wallpaper†, suffering from post-partum depression and left to ruminate on her own supposed deficiencies, is forced by these ideas into a situ ation that intensifies her mental illness and creates the opposite of the effect intended by the treatment. The combination of her husband’s dominance as spouse and physician, and the presence of the nanny and sister-in-law, creates a situation in which the narrator is stripped of her roles as mother and wifeShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesAnalyzing Ethical Problems 576 577 Social Issues 578 Privacy 579 Privacy Problems 579 E-Commerce Privacy Concerns 580 Workplace Privacy 581 Ethics of Invasion of Privacy 582 Laws on Privacy 582 Identity Theft 583 Impact of Identity Theft 584 Laws on Identity Theft 585 Intellectual Property Rights 585 Software Piracy 586 Copyright Protection Patent Protection 586 586 Digital Entertainment Piracy 587 Internet File Sharing 587 Ethical Questions

Short Samples of Argumentative Essay Reviews & Guide

Short Samples of Argumentative Essay Reviews & Guide Whispered Short Samples of Argumentative Essay Secrets Low price cost effective assignments help is given to the students by the internet assignment helpers. Since you may see, there's a multitude of different argumentative paper titles you are able to utilize. Benefits of Online essay Writing Services Essay writing is a trying undertaking for the majority of the students today. Argumentative writings is a particular kind of a paper. The Short Samples of Argumentative Essay Stories You are both genuinely fine folks, who I am confident will make a huge illustration of what a marriage needs to be. The problems of gay couples have to be addressed at a massive scale so that their rights for individual freedom don't get clipped. A great marriage is more valuable than anything you can picture. It is like a good marriage. Last, you also need to have the ability to talk about either side of the argument to provide a round ed essay. Old couples make-up easily. Relevant Topics that are related to your society will engage the reader in the most effective possible method. Students may also locate the gay marriage essay conclusion at the conclusion of the sample. There are many components of an argument, and it's good you've jotted down and made an outline of how you would like your arguments to flow. Then, the objective (or aim of the applicant) is listed. What you should do is to talk about the topic. So if you're also going through the identical phase and find it difficult to even begin the thesis statement of the essay then approach the talented scholars in time. Introduction Your introduction needs to be compelling. Also, you can look for sample expository essay topics so you will be aware of what to research and that which you will deal with. You have to be able to use persuasive language. The Basic Facts of Short Samples of Argumentative Essay Resources will provide you with a start, not just in deciding on a topic, but likewise an approximate plan for your upcoming article. Perhaps your topic will be relevant for different men and women who had a similar circumstance. Political issues are the ideal example. Environmental problems, such as climate change, are undoubtedly among the most vital ones nowadays, and that's why many students are often given the job of writing an academic paper about the surroundings. In some instances such kind of writing is also called persuasive writing and demands some acute writing abilities. Every paragraph must cover 1 topic in making the circulation of the essay smooth. The range of paragraphs to be used, is dependent on the term limit and the range of arguments that you're raising. Ultimately, the checking of spelling and grammar is a fundamental part of the resume process. There are various resources that will provide you a thorough plan for making your essay, but there are 5 key criteria for selecting a topic. Today numerous such on-line sites are available which are all set to assist students with any sort of difficult essay topics within any time given. There are a few topics which are absolutely unseen and students find difficulty in locating the suitable direction and method of information collection. An extensive collection of inspiring suggestions are sure to help you produce a fantastic topic for an academic paper associated with economic depression in 1930s.

Wacc for Fedex Corp. free essay sample

First of all, I would like to thank Ms. Thuy for her enthusiastic guidance and response all of questions to help me complete this exercise easily. Simultaneously, thanks to her professional lectures on class which also build me with deep understanding of how to access and deal with problems in financial management so that I can complete this report. All of the data is collected through 2 website: http://finance. yahoo. com/ and http://www. finra. org/ I. ABOUT FEDEX CORPORATION: FedEx Corporation is a holding company. The Company provides a portfolio of transportation, e-commerce and business services under the FedEx brand, originally known as  FDX Corporation, is an American global  courier  delivery services company headquartered in  Memphis, Tennessee. FedEx Corporation is a Delaware corporation, incorporated October 2, 1997. FDX Corporation was founded in January 1998 with the acquisition of Caliber System Inc. by Federal Express,  the worlds  largest airline  in terms of freight tons flown and the worlds fourth largest in terms of fleet size, delivering packages and freight to more than 375 destinations in nearly every country each day. We will write a custom essay sample on Wacc for Fedex Corp. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With the purchase of Caliber, FedEx started offering other services besides express shipping. The  Standard Carrier Alpha Code (SCAC)  is a unique code used to identify transportation companies. It is typically two to four alphabetic letters long. It was developed by the  National Motor Freight Traffic Association  in the 1960s to help the transportation industry for computerizing data and records. FedExs codes include: * FDE – FedEx Express * FDEG – FedEx Ground * FXFE – FedEx Freight * FDCC – FedEx Custom Critical II. STATISTICS AND CALCULATION: 1. Summary  statistics: Accroding to the collected data: There is one non- callable bond issues of FedEx Corporation (FDX) in the ten-year maturity which is FDX. GD, use its yield of maturity as the pre-tax cost of debt. * Market value of equity: 34. 3 billions in USD * Value cash: 34. 02 billions in USD * The beta is 1. 32 and risk-free rate is 2% * A market risk premium of 5% and tax rate of 35% 2. Estimated equation a. The market value of debt: Using the collected data in the appendix 3, the market value of debt can be easily calculated: The market value of FDX’s debt = $250,000,000*105. 08%+$750,000,000*130. 704%+$239,000,000*131%=$1,557,390,000 * Total value of the firm = Total of market value of debt and equity =$34,300,000,000+$1,557,390,000=$35,857,390,000 b. The weights for FedEx’s equity and debt: Weight for equity =34,300,000,00035,857,390,000=95. 6567% Weight for debt=1,557,390,00035,857,390,000=4. 3433% 3. Apply the CAPM to Calculate GM’s WACC Cost of Equity = Risk-Free Rat e + Equity Beta * Market Risk Premium =2%+1. 32*5%= 0. 086 Effective Cost of debt = Rd1-Tc=5. 89%1-0. 35=0. 0376 WACC is the average of the costs of these sources of financing, each of which is weighted by its respective use in the given situation. By taking a weighted average, we can see how much interest the company has to pay for every dollar it finances. A firms WACC is the overall required return on the firm as a whole and, as such, it is often used internally by company directors to determine the economic feasibility of expansionary opportunities and mergers

Pollution Of Air Essays - Chemistry, Pollution, Natural Environment

Pollution Of Air Is the air that we are breathing killing us? In this speech you will learn all that you need to know about air pollution. First I will give you the causes of air pollution, then I will list the effects of it, and finally I will tell you how we can prevent air pollution. The average person takes about twenty thousand breaths a day, obviously air is essential to life. Well imagine that the air that you are breathing may be killing you, many diseases are aggravated by air pollution. Scientists believe that all cities with populations exceeding 50,000 have some degree of air pollution. Burning garbage in open dumps causes air pollution, and also it smells pretty bad. Air pollution comes from many different sources. One of the major sources is carbon monoxide which manly comes from automobiles, but also burning of fossil fuels, CFCs etc. Air pollution does not leave the Earth it all gets trapped up in the atmosphere. This doesn't bother most people, and they think that it will not harm them. People burn down forests and people burn fossil fuels, and CFCs from aerosols. Every bit of this harms our atmosphere. Factories and transportation depend on huge amounts of fuel billions of tons of coal and oil are consumed around the world every year. When these fuels burn they introduce smoke and other, less visible, by-products into the atmosphere. Although wind and rain occasionally wash away the smoke given off by power plants and automobiles, the cumulative effe! ct of air pollution poses a grave threat to humans and the environment. A big example of smog is LA you can see the smog just hovering above the city. I don't think any human alive should be subject to that kind of environment. Scientists believe that all cities with populations exceeding 50,000 have some degree of air pollution. Burning garbage in open dumps causes air pollution Scientist have discovered that over the South Pole the ozone has a high level of ozone depletion. Those diseases include asthma, chronic sinusitis, bronchitis, and allergies. Pollution also has been linked to pulmonary problems in developing fetuses, and damage to the immune system in adults. Those that are most vulnerable to problems of air pollution are the elderly and children, along with people who work and exercise outside frequently and those with chronic respiratory ailments. Due to the fact that children inhale more air per pound, and that the elderly lose important defense mechanisms as they age. Working outdoors may cause you to breathe at a faster rate and inhale deeper. Which causes high student absences and missed days of work, along with higher health insurance cost. There are many causes of air pollution, but the main causes of pollution are motor vehicles. Motor vehicles contribute 40% of pollutants to react with sunlight to cause ground level ozone also called smog. Ozone causes burning of eyes, nose, and tissue in lungs, like sunlight burns your skin. Another cause being a lawn mower, a gas-powered lawn mower can cause the same amount of air pollution as driving a new car three hundred and forty miles. Other causes include that of factories, wood burning, and human error. Now after you have heard about air pollution and all of its dangers I will tell you how you can help prevent air pollution. First you can start by conserving energy everywhere that you go such as your home, work, and school. Be careful not to spill fuel while filling up gas tank and to tighten your gas cap tightly. Keep your car, boat, and other vehicles tuned up according to owner specifications, and carpool, ride a bike and walk as much as possible. Along with using environmentally safe paint and cleaning utensils. You can conserve energy by turning up your air conditioner up higher. In your vehicle try to refill your tank after dusk, combine trips and errands, and limit engine idling. In conclusion I believe that we can stop air pollution and ground level smog be being more efficient in the way we live. I hope that after you heard about the causes, effects, and solutions to air pollution you will want to help prevent it. So do what you can and conserve the air today.

ACT Aspire Practice Tests Where to Find Free Tests

ACT Aspire Practice Tests Where to Find Free Tests SAT / ACT Prep Online Guides and Tips Has your school district started using ACT Aspire? Because Aspire only rolled out a few years ago (2014), it's possible you have a lot of questions about what the test will be like. Want to get some practice before you take it for real? We'll give you links to free practice tests for each section of Aspire and explain how to best prepare for the test. What Exactly Is ACT Aspire? The ACT Aspire is a test given each year to students in third through tenth grade. Because Aspire tests Common Core standards, it includes varied questions types (like open response, sorting, and long answer). While its format is fairly distinct from the regular multiple-choice ACT, however, it does test some of the same concepts and skills. (For more information on what exactly is tested on the ACT Aspire, be sure to read this post.) In addition to preparing students for the ACT, Aspire aims to track student growth over time. The yearly score reports can help students see their strengths and weaknesses compared to others at their grade level. Why Are ACT Aspire Practice Tests Hard to Find? There aren't many ACT Aspire prep books available. Image via Angel Franco/The New York Times. A student preparing for the ACT could find dozens, if not hundreds, of practice tests. The ACT itself releases practice tests, tutoring companies write their own, and prep books often contain at least two full-length practice tests. So what about Aspire? Why are there so few practice tests for it? There are many reasons. A big one is the fact that Aspire is so new (it started rolling out in 2014), so there is much less information available about it. Furthermore, Aspire tests different questions for different grade levels. Given that Aspire is offered to students in grades 3-10 (or roughly ages 8-15), it’s hard to put together practice problems for so many potential age groups. Plus, the varied questions types make it harder to write a practice test (as opposed to just putting together a bunch of multiple choice questions). However, the main reason there aren’t many practice tests for ACT Aspire is its purpose. While the ACT is a test that students take independently for college admissions, Aspire is a test that entire school districts take to monitor student progress. In other words, the expectation is that teachers will prepare students for what’s on ACT Aspire. Students are not seen as responsible for preparing on their own like they are for the ACT. Links to ACT Aspire Practice Tests Still, if you want to get some practice for Aspire- or just see what the test is like- there are full practice sections by grade and subject that can be taken online, or printable PDFs with questions for each age group. If you're a student, this is a great way to get introduced to Aspire’s format before you take it for the first time in class; if you're a teacher, this is a great way to introduce your students to the format. To access the online version, go to this website and enter the user name and password for the test section you want to try. You will see different log-in usernames depending on the test section and grade level that you want to access. Each test contains between 24 and 42 sample questions. Unfortunately, the tests do not come with answer keys, so if you're a student, you'll need to work with your teacher to make sure you're getting the right answer; if you're a teacher, you'll need to go through and check your students'answers manually. There are also PDF versions of an older set of practice tests (with answer keys) for all subjects except writing. These practice tests contain a mix of questions divided by grade level, so they won't provide as much targeted practice as the online tests above. Also, note that the answer keys don’t provide answers for open-response questions. English Practice Test English Answer Key Mathematics Practice Test Mathematics Answer Key Reading Practice Test Reading Answer Key Science Practice Test Science Answer Key For example, if you’re giving these printable sample questions to your third-grader, only focus on the last few questions per section- the first questions will stump them! If you’re a high schooler, you can easily take the whole practice test. Middle schoolers can attempt the entire test as well, but be aware the first few questions will likely be very challenging. How Will These Help You Get Ready for ACT Aspire? If you take the practice sections online, you can get used to the format of Aspire (toggling back and forth between questions, inputting answers for the various question types, etc). You can also get a sense of how difficult the questions targeted for your grade level are. If you find the test tricky, you could reach out to your teacher and ask for additional resources to help you prepare If you’re at the high school level, the questions for you are quite similar to the ACT. If you want more practice, it would be appropriate for you to look at ACT practice tests, though be aware the ACT only has multiple-choice questions (excluding the optional essay). Furthermore, the ACT tests more challenging math, up to trigonometry. Why You Shouldn’t Stress About ACT Aspire While working through these practice sets can definitely help you prepare for Aspire, don't assume that burden is on you alone. As we mentioned earlier, Aspire is for school districts to monitor student progress. Your Aspire scores have zero effect on your GPA or your college admissions chances. No colleges require, or even accept, ACT Aspire scores for admission. If you (or your child) has Aspire testing coming up and you feel unprepared, feel free to check out the practice problems above, but also speak to your teacher. Your teacher can explain their plan for preparing the class for Aspire and give some insight as to how the test will be used at your school. Bottom line: unlike with the ACT, it is not a student’s independent responsibility to prepare for the ACT Aspire. What’s Next? Do ACT Aspire scores really predict your ACT score? Read our analysis on the subject here. Do you have a high-achieving middle school student (or are you one)? Read about programs they can do at Duke, Johns Hopkins, and Stanford to further develop their talents. High schoolers, want links to free, official ACT practice tests? We’ve got ‘em! Does it make sense to start preparing for the ACT as a seventh, eighth, or ninth grader? Find out with our exclusive guides. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. 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The Origin of the Modern Calendar in Ancient Egypt

The Origin of the Modern Calendar in Ancient Egypt The way in which we divide the day into hours and minutes, as well as the structure and length of the yearly calendar, owes much to pioneering developments in ancient Egypt. Since Egyptian life and agriculture depended upon the annual flooding of the Nile, it was important to determine when such floods would begin. The early Egyptians noted that the beginning of akhet (inundation) occurred at the heliacal rising of a star they called Serpet (Sirius). It has been calculated that this sidereal year was only 12 minutes longer than the mean tropical year which influenced the flooding, and this produced a difference of only 25 days over the whole of Ancient Egypts recorded history. 3 Egyptian Calendars Ancient Egypt was run according to three different calendars. The first was a lunar calendar based on 12 lunar months, each of which began on the first day in which the old moon crescent was no longer visible in the East at dawn. (This is most unusual since other civilizations of that era are known to have started months with the first setting of the new crescent!) A thirteenth month was intercalated to maintain a link to the heliacal rising of Serpet. This calendar was used for religious festivals. The second calendar, used for administrative purposes, was based on the observation that there was usually 365 days between the heliacal rising of Serpet. This civil calendar was split into twelve months of 30 days with an additional five epagomenal days attached at the end of the year. These additional five days were considered to be unlucky. Although there is no firm archaeological evidence, a detailed back calculation suggests that the Egyptian civil calendar dates back to circa 2900 BCE. This 365-day calendar is also known as a wandering calendar, from the Latin name annus vagus since it slowly gets out of synchronization with the solar year. (Other wandering calendars include the Islamic year.) A third calendar, which dates back at least to the 4th century BCE was used to match the lunar cycle to the civil year. It was based on a period of 25 civil years which was approximately equal 309 lunar months. The Leap Year in Ancient Egypt An attempt to reform the calendar to include a leap year was made at the beginning of the Ptolemaic dynasty (Decree of Canopus, 239 BCE), but the priesthood was too conservative to allow such a change. This pre-dates the Julian reform of 46 BCE which Julius Caesar introduced on the advice of the Alexandrian astronomer Sosigenese. Reform did, however, come after the defeat of Cleopatra and Anthony by the Roman General (and soon to be Emperor) Augustus in 31 BCE. In the following year, the Roman senate decreed that the Egyptian calendar should include a leap year, although the actual change to the calendar didnt occur until 23 BCE. Months, Weeks, and Decades The months of the Egyptian civil calendar were further divided into three sections called decades, each of 10 days. The Egyptians noted that the heliacal rising of certain stars, such as Sirius and Orion, matched the first day of the 36 successive decades and called these stars decans. During any one night, a sequence of 12 decans would be seen to rise and was used to count the hours. (This division of the night sky, later adjusted to account for the epagomenal days, had close parallels to the Babylonian zodiac. The signs of the zodiac each accounting for three of the decans. This astrological device was exported to India and then to Medieval Europe via Islam.) Egyptian Clock Time Early man divided the day into temporal hours whose length depended upon the time of year. A summer hour, with the longer period of daylight, would be longer than that of a winter day. It was the Egyptians who first divided the day (and night) into 24 temporal hours. The Egyptians measured time during the day using shadow clocks, precursors to the more recognizable sun dials seen today. Records suggest that early shadow clocks were based on the shadow from a bar crossing four marks, representing hourly periods starting two hours into the day. At midday, when the sun was at its highest, the shadow clock would be reversed and hours counted down to dusk. An improved version using a rod (or gnomon) and which indicates the time according to the length and position of the shadow has survived from the second millennia BCE. Problems with observing the sun and stars may have been the reason the Egyptians invented the water clock, or clepsydra (meaning water thief in Greek). The earliest remaining example survives from the Temple of Karnak is dated to the 15th century BCE. Water drips through a small hole in one container to a lower one. Marks on either container can be used to give a record of hours passed. Some Egyptian clepsydras have several sets of marks to be used at different times of the year, to maintain consistency with the seasonal temporal hours. The design of the clepsydra was later adapted and improved by the Greeks. The Influence of Astronomy on Minutes and Hours As a result of the campaigns of Alexander the Great, a great wealth of knowledge of astronomy was exported from Babylon into India, Persia, the Mediterranean, and Egypt. The great city of Alexandria with its impressive Library, both founded by the Greek-Macedonian family of Ptolemy, served as an academic center. Temporal hours were of little use to astronomers, and around 127 CE Hipparchus of Nicea, working in the great city of Alexandria, proposed dividing the day into 24 equinoctial hours. These equinoctial hours, so called because they are based on the equal length of day and night at the equinox, split the day into equal periods. (Despite his conceptual advance, ordinary people continued to use temporal hours for well over a thousand years: the conversion to equinoctial hours in Europe was made when mechanical, weight driven clocks were developed in the 14th century.) The division of time was further refined by another Alexandrian based philosopher, Claudius Ptolemeus, who divided the equinoctial hour into 60 minutes, inspired by the scale of measurement used in ancient Babylon. Claudius Ptolemaeus also compiled a great catalog of over one thousand stars, in 48 constellations and recorded his concept that the universe revolved around the Earth. Following the collapse of the Roman Empire, it was translated into Arabic (in 827 CE) and later into Latin (in the 12th century CE). These star tables provided the astronomical data used by Gregory XIII for his reform of the Julian calendar in 1582. Sources Richards, EG. Mapping Time: The Calendar and its History. Oxford University Press, 1998.General History of Africa II: Ancient Civilizations of Africa. James Curry Ltd., University of California Press, and the United Nations Educational, Scientific and Cultural Organization (UNESCO), 1990.

Global political economy Research Proposal Example | Topics and Well Written Essays - 1500 words

Global political economy - Research Proposal Example Things were made worse by the bitter realities of the Post Cold War era which had a negative perspective to conflict resolutions and peacemaking. On another level this "Big Brother" impetus can be labelled as being mainly based upon the political agenda of "democratisation and globalisation" of the world through multilateral agenda. The thesis concludes that this impetus is not based mainly upon the "fear of another communist takeover" which is still a Western Nightmare but that there is a more profound political and economic agenda underlying the efforts of the UK and the US to re-establish themselves at the heart of multi-lateral action through international agencies. This dissertation will rely heavily on Documentation review and a critical analysis of the Post cold war propaganda through the electronic and print media. Peer reviewed journals and political views will be searched through the Athens Server, The EBSCO host and the Proquest Portal. However the necessity for interviews is still tentative based upon the suitable search for an intellectual who will add to my political research and insight. This dissertation explores the role of the state the modern state in the era of globalisation and the relevant developmental consequences of this within the global political economy. ... The main concept is to discusses the changing conceptions of the role of the state,a trend especially dominant in the nineties particularly in relation to the institutions like IMF and the World Bank (hereafter referred to as the Bretton Wood institutions or BWI's) Also discussed in the paper will be the role of Market-Friendly Policies (MFP's)in de-emphasizing the role the State in the interests of promoting long term and efficient economic development. MFP's typically relate to low rates of inflation ,prudent government spending, high rates of investment and a healthy trend of market liberalisation. The Post World War II approach of the BWI's was based upon a much smaller role for the state following the era of the large-scale globalisation (so characteristic of the post cold war years) This was largely a response to the state controlled economy' of the USSR which turned out to be an economic and political disaster. The post world war agenda of the US and UK based BWI's was to disc ourage world political economies from any interference in the Economic system, and this new policy was nicknamed as the "Washington Consensus," a term coined by John Williamson, who defined his own set of reforms he believed that the policymakers in Washington should propose for Latin America, which included trade liberalization and the privatization of inward foreign Direct Investment(FDI) .The "Washington consensus" was used to describe the commonly shared goals /themes within the policy packages endorsed by Washington-based institutions at the time, such as the International Monetary Fund, World Bank, and U.S. Treasury Department. The Washington Consensus was later dubbed as the "neoliberal" agenda and received scathing criticism ,in that it that it

Planning in the Health-Care Setting Case Study Example | Topics and Well Written Essays - 500 words

Planning in the Health-Care Setting - Case Study Example Health Information Management was formed by Jackie and Sandra as a partnership firm and consists of 6 other specialists (Elements of a Business Plan). As this market niche has not been identified so there are no competitors at all as yet. Therefore, considerable profits can be reaped but competitors will penetrate in future so the firm should provide cost-effective and premium quality services to retain its market share even in future. Presently, there exists an untapped market niche for home health care personnel and resources. Hence, the firm has an excellent opportunity to cater to the entire industry and establish its monopoly before competitors enter the market .Customers’ expectations and industry standards are based around providing prompt and quality home health care benefits. Market trend seems to suggest growth in future years. Prompt and premium home health care services shall be provided. Price skimming shall be used to reap the maximum profits, as demand for these services is unfulfilled so customers will pay the high prices. The services should be promoted through hospitals and clinics and shall be provided at homes of patients (Crow & Goldstein, 2003). In addition to Jackie and Sandra, the management team is composed of 2 RRAs and 4 ARTs. The principal partners as well as the specialist staff are highly motivated and committed to business growth and betterment. Bryan and others have willingly taken the challenge of providing home health care

Lady Anne Essay Example for Free

Lady Anne Essay In Richard the third, there are many different female characters that are put in contrast to men. The audience is aware of their presence and effect on the men in the play. In this essay the four main female characters will have a character analysis and viewing scenes when women overcome men or either the men make them look vulnerable. The traditional view of men was that they were Dominant, strong, brave, owner and Lord of all that he possessed. The traditional view of women was the object of possession, weak, obedient and homely. They were taught to stay at home, cook for the husband and bring up the children, also to generally do everything in her power to look beautiful for her husband. Men were expected to go out and work, to bring in money to bring up his family, to treat his wife as he saw fit and to be the master of the house. Shakespeares time is actually different to Richard the thirds time, however the view on women is still the same. However, ironically some of the strongest monarchs that England has seen have been women. This shows that although times change, women can still prove to be just as strong as the men. Such as, Bodica who lead her Viking troops into war and defeated the Romans many times. Elizabeth the first was also a very strong monarch in Shakespeares time. That time was a patriarchal society, so men, who could influence the characters in Richard the third, dominated it. Women are seen as the victims. However, the longest reigning monarch is Victoria who reigned for 60 years. This demonstrates long life, strength in war and battle, and also strength of mind in many situations. Shakespeares female characters have been demonstrated as weak. Such as Lady Macbeth. When she knows she has to murder another human, she calls unsex me now, which would demonstrate her needing to lose her traditional feminine self and caring characteristics to enable her to do such a deed. She has been subverted to the patriarchal society. Another female character that Shakespeares written of, is Hero in Much ado about nothing. She plays a weak character that the male villains set up a plot against her in front of her betrothed and other male witnesses. The plot is then announced in front of her whole family and household. She is disgraced and Claudio will not marry her. In order to prove her innocence, she has to deceive all of her household until her innocence is found when she can truly step back into society. However, a very strong character is shown in the same play. Beatrice is a strong minded, outspoken and somewhat swaggering. Especially in her responses when Benedict challenges her, a male character that mirrors her perfectly. If the play were not set in such a loving family environment, she would not be accepted as an honorable wife or possession. How the story ends is her strong character is just a front, and she loses it when she falls in love with her reflective character, as she does not feel threatened anymore. In Richard the third, there are many female characters that reflect Shakespeares views on females. The first character analysis is of Lady Anne: She is a woman in control and shows this in the first sexual scene when Richard seduces her. She is shown up at first as weak. She is walking behind the coffin of her dead father; this shows that the strong male in her life is no longer there to support her. She is also in mourning and very vulnerable as she could be bewildered about her emotions. Richard knows this and so he makes sure it is used to his advantage. Everything he says to try and woe her though, she throws back at him. Line 50 Act 1 scene2 Foul devil [ ] trouble us not and on Line 70 villain, [ ] no beast so fierce. These are insults thrown at Richard to make it seem like she does not care for his compliments and this male character will not knock her down. She represents female characters as strong in this scene, even if it is just a front to protect her from the exposed position she finds herself in. However, Richard always replies with a compliment in order to woe her and targets her vanity. This works and she shows that she is helpless when she is flattered by comments like Line 49 act 1 scene 2 Sweet saint [ ] be not so curst. Here, Richard is deluding her whilst aiming at her weakness as he does with each of his victims in different ways. The significance that she is a woman is important because it demonstrates her as being a specific target that he is weakening.

Old Time Walk and Run :: Personal Narrative History Athletics Papers

Old Time Walk and Run As I sit here at the first annual Bethlehem Six Day Extravaganza, I am amazed at the desire and energy these men and women have after five days of constant running. I would consider myself a good athlete, yet I would never be able to run such a long distance for six days straight. The amount of stamina needed to finish this race, to conquer the temperatures, distance, time, highs, and lows is incredible. These athletes have the support and admiration from so many people here to cheer them through this last day of running. Cheering for every runner that passes on the quarter-mile track, I wonder, how did these races begin? It was at Washington State Rink in 1874 where Edward Payson Weston attempted to successfully walk five hundred miles in six consecutive days. There were 6,000 spectators in attendance composed of all classes of society including the Mayor and the Chief of Police. It was almost necessary to alert the Newark police force and the militia to guard the soon to be prized and historic pedestrian. This was the third time that year that Weston was attempting such a feat. His first attempt was in 1861 where he tried to walk to the inauguration of Abraham Lincoln. He started at the State House in Boston on February 22 and finally arrived on March 4. This distance totaled 453 miles in 208 hours, but he sadly missed the inauguration by half a day. His career took off in 1867, and this began his professional career. He started this career by walking from Portland, Maine to Chicago, Illinois (1,326 miles) in twenty-five days. This earned him $10,000 as a reward for all of his hard work. This accomp lishment came with recognition from everyone, the newspapers would write about Weston everyday and what he has done for the United States. "This walk made Weston a household name." Weston continued to walk on, breaking the world record in New York where he walked 100 miles in 22:19:10. Yet, with all of his successes, he failed numerous times at feats that he worked hard to conquer. Soon to be named "The father of modern pedestrianism," Weston was able to walk with the mayor during one of his six day walks. When Weston walked, he "dressed in black velvet knee-breeches, with ruffled white shirt and black leather leggings reaching to the knee.

Implementing change Essay

Managers are entrusted with a leadership role for an organization with an aim to set out objectives and create the right environment and effective techniques to meet those objectives. There are supposed to come up with creative ideas on the change needed in the organization and how that change should be implemented with minimal difficulties while at the same time reaping maximum benefits from the change. A manager’s role and responsibility in implementing change One major step towards achieving this is of course through having a very clear sense of goals. When the management is equipped with a clear sense of goals and objectives, then it will be possible for an organization or an institution to have a new direction. The manager is important at this stage. He or she is responsible for coming up with specific objectives and determining what direction the institution is supposed to take. It is imperative that the leader or in this case the manager learn to be patient because in many cases change demands patience. As a manager, one should be well informed on his or her team so as to have a good knowledge on which members can be best used. Banutu & Banutu 2003) The task of management in times of implementing change demands good communication skills. One of the manager’s main tasks is relaying ideas, mission, goals, and objectives of the institution to the subordinates. It is therefore important that the manager is skilled in communication so as to effectively hammer the point home. Good communication skills are two way. The manager should also be a good observer and listener so as to understand any information or feedback that may be coming from the team members. Managers should also act as role models to their team by for instance setting an example of sacrifice. To make the process of change easier, the manager’s behavior should provide a model for motivation. He or she should be ready to listen to team members, respect them, delegate some powers to them, and assist them. Such characters and actions go a long way in motivating the team and elevating their interest to the task at hand. Team members are not only inspired with a mission but also motivated to initiate novelty and new ways of thinking. For a change process to be successful, the manager is supposed to build trust among group members and ensure that they think and work as a unit as opposed to working as individuals. The manager should be able to nurture intimacy among members, demonstrate self confidence, integrity, and honesty. He or she should be able to connect real life personal experiences with transformational requirements or behaviors of the institution. The manager should have a strong sense of involvement with the team and its activities. This way, the influence process becomes easier and more effective. It is imperative the manager fully understands the task ahead and relays that to the subordinates. This attribute should be coupled with high level commitment to the institution. Integrity and consistency are paramount in the change process if the laid down objectives are to be realized. (Banutu & Banutu 2003) Handling staff resistance to change One of the most common characteristics in the change process is resistance towards change by members of the organization. Though resistance to change is mainly viewed negatively, it can have positive outcomes too. For instance, staff resistance can lead to a functional conflict. This sought of conflict stimulates a healthy debate among members and the leadership as well. Such a debate sheds light on the various faces of change and ultimately leads to a better decision in the end. Staff resistance though could act as a major obstacle to an organization’s pursuit to achieve change and progress. If the staff is adamant to change its mindset to fit and adapt with changing times, then the organization will experience difficulties adapting and achieving progress. Managers are supposed to come up with ways to deal with staff resistance and ensure that the staff is collaborative instead of the other way round. (Kelly 1992) Communicating with staff members is a significant step in dealing with resistance. The leadership should take its time in demonstrating the logic of change to the staff and get rid of any chances of misinformation or misunderstanding. As indicated earlier, involvement of the staff in decision making is a beneficial tactic in ensuring that staff members not only implement change but also feel as being a part of it. This reduces the level of resistance, increases the change quality of the staff, and achieves commitment from the staff. The manager can also provide individuals who can handle and manage change activities or act as one. The manager or the change agents can offer facilitation and support to staff members so the idea of change and its actual implementation can be easier and more understandable. (Holton 2003) Another method through which managers can avert potential resistance is through negotiation with the staff. The management can offer the staff something like a reward in exchange of lessened resistance. The manager should however be wary of blackmail because some staff members may take advantage of this and demand rewards in any event of a change process. When ‘clean’ strategies fail or deemed unreliable to avert staff resistance, the manager can use cooptation and manipulation techniques so as to achieve his or her ends. Making facts look appealing more than they really are and hatching force rumors can get the staff to accept change and actually look forward to its implementation. The personalities leading the resistance can be bought off by the manager by offering them important positions in the change process. They are made to feel as if they engaged in opposing change but in actual sense the plan goes unhitched. The last trick on the book is the use of coercion. The manager gives direct threats to the staff members and applies direct force. Other measures include transfer of members, demotion, poor letter recommendation, or outright firing. It is important that the staff understands they are not indispensable as the change that the organization is seeking is more important than an individual career. (Bass & Avolio 1994) Steps of the change process The management with the collaboration and active participation of the staff should engage themselves in assessing the organization’s goals and objectives. There should be an extensive understanding of why the organization is taking the change path and how well equipped it is to actually implement its objectives. In the event that the management feels time is not ripe for a particular change process to be initiated, then it can be shelved until the right time comes. The management should put all facts on the table and analyze them before it starts to implement them. All possible scenarios to the process should be considered. In the planning process, it is important that the manager ensures that staff members fully comprehend the plan ahead of them. It is also important that staff members are to a certain level involved in the process. The reasons for using participation, as discussed earlier, is to gain the collaboration of the staff and reduce chances of resistance. Carrying out the actual change process calls for dedication from everyone involved. Any challenges such as staff resistance should be dealt with swiftly. During the evaluation, the management should go back to the aims and objectives outlined during the planning process. External evaluators should be invited so as to avoid any chances of bias. (Banutu & Banutu 2003) Conclusion Only one thing is certain in any place and that is change. Organizations, just as human beings, are in a process of change. It is up to the management to ensure that this is change is to the positive. The modern world is characterized by cutthroat competition and there is no room for being stagnant.

Past Movements in Education and Analysis of Curricuar Reforms

Polytechnic University of the Philippines GRADUATE SCHOOL Doctor in Educational Management Manila The Past Movement for Social Change in the Educational System & Analysis of Curricular Reforms in the Elementary, Secondary and Tertiary Levels A Written Report in DEM 736-Systems Analysis in Education Submitted to: DE DRACIA Subject Specialist Submitted by: MARY ANN B. PASCUA DEM Student March 16, 2013 Introduction Education has always been considered a very important basic tool in improving not just the quality of an individual’s life, but in achieving overall social and economic progress of the whole nation as well.For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be stati c. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned.These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an o rganizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature † so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) – contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction.Orbis Pictus (The World of Sensible Things Pictured) – contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) – a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating.These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) o btaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal.He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation t he physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and natural science)and would be compulsory for all four years 2.Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized.P upils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee – the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5.National Society of Science and the Arts – a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life st ory of a fictional man named Emile.His book â€Å"Emile† has been referred to as the gospel of â€Å"educational freedom† for the child. Accordingly, Emile is divided into five books, each corresponding to a developmental stage. |Book No. |Age |Description |Basic Features | |I & II |0-12 |Age of Nature |Insists that the young children must emphasize the physical side | | | | |of their education .Like small animals, they must be freed of | | | | |constrictive swaddling clothes, breastfed by their mothers, and | | | | |allowed to play outside, thereby developing the physical senses | | | | |that will be the most important tool in their acquisition of | | | | |learning.Later, as they approach puberty, they should be taught a| | | | |manual trade, such as carpentry, and allowed to develop within it,| | | | |further augmenting their physical capabilities and hand–brain | | | | |coordination. |III & IV |13-19 |Transitional Stage |The individual should begin formal edu cation under a private tutor| | | | |and studying and reading only what he is curious about, only that | | | | |which is â€Å"useful† or â€Å"pleasing. † Rousseau explains that in this | | | | |manner, Emile will essentially educate himself and be excited | | | | |about learning.Rousseau states that early adolescence is the best| | | | |time to begin such study, since after puberty the young man is | | | | |fully developed physically yet still uncorrupted by the passions | | | | |of later years.At this stage, Emile is also ready for religious | | | | |education | |V |20-25 |Age of Wisdom |(Rousseau writes that only after a final period of studying | | | | |history and learning how society corrupts natural man can Emile | | | | |venture unprotected into that society, without danger of himself | | | | being corrupted). Emile does venture out in book V, and he | | | | |immediately encounters woman, in the form of Sophie. Rousseau | | | | |devotes a large part of the con cluding section to their love story| | | | |as well as to a discussion of female education. |Rousseau claims that this stage is followed by the Age of Happiness, the final stage of development, which he does not address in Emile. For Rousseau, there are two natural attributes cooperating in the youth’s development, namely: -generic features of his age, which makes it possible to articulate the principal phases of his development; and Specific talents for which the child must find opportunities to exercise and develop. 4. John PestalozziIn the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzi's most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences.Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the n atural, progressive and harmonious development of all the powers and capacities.He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto â€Å"Learning by head, hand and heart† is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corb ett suggests that one of Froebel's significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called â€Å"gifts and occupations†, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play with–such as a sphere, cube, or cylinder–which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the child's own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebel's educational plan involved working closely with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a child's life. Since a child's first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebel's educational principles. Froebel did not believe that the child should be placed into society's mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John DeweyHe contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations.The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. He believed that education has two sides: the psychological and the social on the same plane.Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.She is regarded as one of the most famous and accomplished educators of her time. Montessori determined the development of the human being to be as follows: |Birth – 3 years |Absorbent Mind | | |Sensory experiences | |1 ? – 3 years |Language development | |1 ? 4 years |Coordination and muscle development | | |Interest in small objects | |2 – 4 years |Refinement of movement | | |Concern with truth and reality | | |Awareness of order sequence in time and space | |2 ? 6 years |Sensory refinement | |3 – 6 years |Susceptibility to adult influence | |3 ? – 4 ? years |Writing | |4 – 4 ? years |Tactile sense | |4 ? – 5 ? ears |Read ing | Learning, according to Montessori, comes from manipulation of the environment and the training of the senses. Montessori thought that within every child â€Å"There exists†¦an unconscious mental state which is of a creative nature. She called it the ‘Absorbent Mind’† The child’s absorbent mind is the driving force behind Montessori’s theories of how children learn. She claims that children will absorb information from the environment that they are in.The materials that Montessori developed â€Å"†¦were designed to be self-correcting, and the children thrived on the activity involved with learning†¦Ã¢â‚¬  (Hainstock, 1997, 14). They were auto-instructional in that they did not require a teacher to show the children how to use the materials, the children were able to play with the tool and gain knowledge from it on their own. The teacher was simply there as an observer and a facilitator. Mistakes were a natural part of the learn ing process according to Montessori.She believed that when children work with the environment they will naturally make mistakes and often those mistakes are a critical part of the learning process. It is the repetition of the activity that the child will gain mastery and learn the concept. Characteristics of a Montessori Education †¢ Psychic wellness †¢ Intrinsically motivated †¢ Inner disciplined †¢ Self-supporting †¢ Creative thinkers †¢ Highly developed social skills †¢ Lifelong learners †¢ High sense of self-worth †¢ Peacemakers & peacekeepers †¢ Love of mankind †¢ Stewards of the earth †¢ Leadership †¢ Abstract thinkers Able to think & speak for themselves †¢ Self control †¢ Team players 9. Celestin Freinet In 1915 he was recruited into the French army and was wounded in the lung, an experience that led him to becoming a resolute pacifist. In 1920 he became an elementary schoolteacher in the village of L e Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung injury made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students.The children would compose their own works on the press, and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books. Concepts of Freinet's pedagogy †¢ Pedagogy of work (pedagogie du travail) – pupils were encouraged to learn by making products or providing services †¢ Inquiry-based learning (tatonnement experimental) – group-based trial and error work †¢Cooperative learning (travail cooperatif)- pupils were to cooperate in the prod uction process †¢ Centres of interest (complexe d'interet) – the children's interests and natural curiosity are starting points for a learning process †¢ The natural method (methode naturelle) – authentic learning by using real experiences of children †¢ Democracy – children learn to take responsibility for their own work and for the whole community by using democratic self government II. Analysis of the Curricular Changes in the Philippine Educational System (Elementary, Secondary and Tertiary Levels) Basic Education Curricular Reforms Grade Level |1945-1957 |1957-1972 |1973-1989 |1989-2001 |2001-2011 |2012-present | |Year IV | |2-2 Plan |Revised Secondary |New Secondary Education|Revised Basic | | | | |-College Prep |Education Program |Curriculum |Education Curriculum| | | | |Curriculum |-Electives |(SEDP) | | | | | |-Vocational Curriculum| | | | | | |General Education | | | | |K to 12 Basic | | |Core Curriculum | | | | |Education Curriculum| |Y ear III | | | | | | | |Year II | | | | | | | |Year I | | | | | | | |Grade VI | |1958-1982 |1983-2001 |2011-onward | | | | | |Kindergarten to the | | | | | | |Public Schools | | |Grade V | |Revised Elementary |New Elementary School Curriculum (NSEC) | | | | | |Education | | | | | | |Curriculum |SOUTELE basis of PRODED | | | |Grade IV | | | | | | |Grade III | | | | | | |Grade II | | | | | | |Grade I | | | | | |The development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, the Curriculum Development Divisions. The historical development of the Philippine basic education program proves the Department’s continuing effort at improving the quality and relevance of basic education in terms of curriculum development. The table shows that since 1945, the elementary curriculum underwent three (3) revisions, while that of the secondary curriculum underwent four (4) before the K to 12 Curriculum. A. ELEMENTARY LE VEL Before the NESC and NSEC were developed, the DECS reviewed the results of several researches, surveys and experimental programs conducted in the country to find out what the ailed the educational system.The surveys and researches revealed the deficiencies of the curricula implemented by the Department. 1970 Presidential Commission to Survey Philippine Education (PCSPE) – Reiterated many of the findings of previous surveys. It also restated the language problem, but further noted the mismatch between educational output and country needs. It called for the reorganization of the educational system to address overcentralization-which resulted in the creation of the Bureau of Higher Education (BHE), Bureau of Nonformal Education (BNFE), Educational Project Implementation Task Force (EDPITAF), and National Manpower and Youth Council (NMYC) and for a political solution to the language problem. 976 Survey of Outcome of Elementary Education (SOUTELE) – Measurement and analy sis of learning outcomes of a sample of Gr. IV students in the country that included surveys of school, teacher, and student characteristics. It also indicated poor achievement levels even in basic reading, writing and quantitative analysis. It noted differences across socio-economic conditions of students and school environments, and explicitly linked socioeconomic inequalities in society to differences in educational outcomes. The two studies, along with 1978 Experimental Elementary Education Program (EEEP) revealed that our elementary students performed poorly especially in the three Rs.One of the findings also revealed that the elementary school curriculum was overloaded starting from Grade I. With this issue of curriculum congestion which resulted to the learners’ lack of mastery of basic competencies was the reason behind the introduction of the decongested NESC and NSEC. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum (NE SC) was deemed to answer the problems revealed by the above-mentioned surveys. First, a comprehensive plan known as the Program for the Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). 982-1989 Program for Decentralized Educational Development (PRODED) – funded by the International Bank for Reconstruction and Development (IBRD). It focused on improving the curriculum to strengthen the emphasis on science, technology, math, reading and writing. Features of NESC: a. It covered fewer learning areas putting together emphasis on intellectual skills and basic knowledge, especially reading, writing, and mathematics as well as attitude formation among pupils; b. Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among children; c. It aimed at mastery learning among pupils; d.It a lso emphasized the development of work skills which are as important as intellectual skills e. It developed health values in the whole curriculum, not only n the period for character building activities and science and health; f. It developed competencies and values for social living reflected in the new dimension in civics and culture expanded to include history, geography and work ethics for grade 3, and in-depth learning of geography, history and civics in grades 4-6. Learning Areas Grades I-III Filipino English Mathematics Civics and Culture Science and Health was added starting Grade III. Music, Arts and PE were integrated in Gr. I and II and became a separate subject area starting from Gr. III.Other subjects were gradually added beginning Gr. IV, Like Home Economics and Livelihood Ed. , a common subject for boys and girls, and Geography, History, Civics for Gr. IV-VI, which was the continuation of Civics and Culture. The NESC was tried out gradually in 13 pilot schools in the country. From the results of the try-outs, the Minimum Learning Competencies (MLCs) were finalized and the NESC was fully implemented. Basic Education Curriculum (BEC) (2002-2011) The four Pillars of Education in Jacques Dolors’ Report to UNESCO was one of the documents that influenced the restructuring of the curriculum. (Restructuring does not mean complete revision or change of the curriculum.It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities). Learning to live together and learning to be using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant Features of the BEC 1. Greater emphasis on helping every learner become a successful reader 2. Emphasis on interactive/collaborative learning approaches 3. Emphasis on the use of integrative learning approaches 4. Teaching of values in all learning areas 5. Development of self-reliant and patriot ic citizens 6. Development of creative and critical thinking Focus of BEC 2002 1. Development of reading skills and values of self-reliance and patriotism 2.Interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across learning areas Comparison of Learning Areas of NESC and BEC |NESC |BEC | |Filipino |Filipino | |English |English | |Mathematics |Mathematics | |Science and Health (starting Gr.III) |Science | |Civics and Culture (I-III) |Makabayan | |Geography, History, Civics (IV-VI) |- Sibika at Kultura (I-III)/ Heograpiya, Kasaysayan at Sibika (IV-VI) | | |- MSEP (integrated in I-III; separate subject in IV-VI) | | |- Edukasyong Pantahanan at Pang-Industriya (IV-VI) | | |- Edukasyong Pagpapakatao (separate subject fr. I-VI) | |MAPE (integrated in Gr. I and II; separate subject in Gr.III) | | |HELE (starting Gr. IV) | | |Geography, History, Civics (starting Gr. IV) | | The K to 12 Curriculum Focus: Considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education. Comparison of the 2002 BEC and the K to 12 Curriculum 2002 BEC |Age |K to 12 Structure | | |17-18 |Senior High School | | | |Grades 11-12 | |High school |12-16 |Junior High School | |Year 1 to 4 | |Grades 7-10 | |Elementary Grades |6-11 |Elementary | |Grades 1-6 | |Grades 1 to 6 | |Optional |5 |Mandatory Kindergarten | |Pre-school | | |Comparison of the 2002 BEC and the K to 12 Elementary Education |2002 BEC | |K to 12 | |Bilingual |Medium of Instruction |Mother Tongue-Based Multi-Lingual Ed. (Gr. I-III)| |(English and Filipino) | | | |Filipino, English, Mathematics, Science, |Learning Areas |Filipino, English, | |Makabayan | |Mathematics,EsP,AP, | | | |Mother Tongue (Gr.I-III) | | | |MAPEH (starting Gr. I) | |National Achievement Test |Assessment |End-of-Gr. VI Asses sment, as exit exam and as | |For Gr. VI | |readiness test for Gr. 7 | Twelve major languages that shall be offered as a learning area and utilized as language of instruction: TagalogCebuanoMaranaoKapampangan HiligaynonChabacanoPangasinenseWaray IlokoBahasa-sugBikolMaguindanaoan Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Learning Areas |2002 BEC |K to 12 Education | | |(minutes per day) |(minutes per day) | |English |60-90 | |30-50 | | | |Languages | | |Filipino |60-70 | |30-50 | |Mother Tongue(I-III) |None | |50 | |Mathematics |60-70 | |50 | |Science (III-VI) |40-60 | |50 | |Araling Panlipunan |40-60 | |40 | |Edukasyon sa Pagpapakatao | |20-30 | |30 | | |Makabayan | | | | |Music, Arts, PE and Health | |40 | |40 | |Edukasyong Pantahanan at Pangkabuhayan (IV-VI) | |40 | |50 | B. SECONDARY LEVEL 1. 2-2 Plan In the 2-2Plan, both general and vocational secondary schools offered the basic or common curriculum of academic course wit h one unit of Practical Arts in the first two years. In the last two years, the general secondary schools offered a pre-college academic curriculum with one unit of vocational elective each year while the vocational secondary schools offered more specialized vocational courses with one unit of academic elective each year. The 2-2 Plan was a differentiated curriculum leading either to a college or technical course.It was seen to be a very responsive curriculum, however, it was met with strong opposition especially from the private sector which requested for its deferment due to lack of money, facilities, equipment for vocational education and lack of guidance counselors. The pitfalls of the 2-2 Plan implementation could be attributed to â€Å"insufficient preparation before the plan was implemented and the continued high prestige value of the college preparatory course in the eyes of parents and students. † 2. Revised Secondary Education Program Learning Areas: EnglishMathemat icsScienceFilipino Social StudiesHome EconomicsCharacter Ed. Physical Education (with PMT/CAT in fourth year) Medium of Instruction: English (almost all subjects excluding Filipino)In the later years of implementation, more time were spent in technology-related subjects like Science and Technology and Technology and Home Economics. 3. New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized. The NSEC had the following features: g. It covered fewer learning areas putting greater emphasis on intellectual skills and basic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils; h.Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among chi ldren; i. It aimed at mastery learning among pupils; j. It emphasized the development of work skills which are as important as intellectual skills; k. It developed health values in the whole curriculum; and l. It developed competencies and values for social living reflected in the new dimension in civics and culture The NSEC included the ff. learning areas to be taught for 40 minutes daily from first year to fourth year: Values EducationSocial Studies FilipinoScience and Technology EnglishPhysical Education, Health and Music MathematicsTechnology and Home EconomicsComparison of the Learning Areas and Time Allotment of RSEP and NESC |RSEP | |NSEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science and Technology | |Filipino | |Filipino | |Social Studies | |Social Studies | |Home Economics | |Technology and Home Economics | |Physical Education (with PMT/CAT in fourth year) | |Physical Education, Health and Music | |Character Ed. | |Values Ed. | |One hour, thrice a week |Time allotment |40 minutes daily schedule | The formal review of the NESC and NSEC was started during the incumbency of Sec. Andrew Gonzales (1998-2001) and continued during the incumbency of Sec. Raul Roco (2001-2003).Other studies conducted: |Studies/Researches |Findings/Recommendations | |National Achievement Test |Gr. VI students were able to answer correctly less than 50% of questions asked in | | |Science, Mathematics and English | |National Secondary Achievement Test |A mean percentage score of only 50 % was achieved | |Committee on Information, Technology , Science, |An â€Å"overcrowded curriculum† especially in Gr.III resulted in poor performance of | |Mathematics, Education and other Technology |pupils in the elementary grades. Students needed longer time in science and | | |mathematics. | |Present Realities in Reading Education by Aurora|Students are deficient in reading ability. They have not developed the higher | |Roldan |order think ing skills, even at Gr. V. There is danger of reverting to illiteracy | | |if the students dropped out before completing Gr. VI. | |Third International mathematics and Science |The Philippines ranked 39th out of 42 countries which participated in the studies. |Study (TIMMS) | | |The Learning Process: The Neglected Phenomenon |In comparison with other countries, the Philippines science syllabus contained | |in Science and Mathematics Education Reform in |more topics suggesting that the curriculum is still congested. | |the Philippines | | 4. Restructured Basic Education Curriculum The first monitoring and evaluation of the basic education curriculum implementation was conducted in September 2002, the second in October 2003 and the latest in September 2004. Effective 2006-2007, the mandatory implementation of the 2002 BEC was expanded to the private secondary schools (DepEd Order No. 35, July 1, 2005). Comparison of the Learning Areas of NSEC and RBEC NSEC | |RBEC | |English |Lear ning Area |English | |Mathematics | |Mathematics | |Science and Technology | |Science | |Filipino | |Filipino | |Social Studies | |Makabayan | |Technology and Home Economics | |-Araling Panlipunan | |Physical Education, Health and Music | |- Technology and Livelihood Ed. | |Values Ed. | |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | | | |-Edukasyon sa Pagpapahalaga |A vital part of the restructured curriculum is the promotion of the use of Information and Communication Technology (ICT) in every learning area. DepEd, through its Computerization Program, provided computers and peripherals to recipient public high schools nationwide. The government agencies like the Department of Trade and Industry (DTI), local governments, and private firms such as Intel likewise contributed to the advancement of computer education in public elementary and high schools through donations of computers. The features that make the new 2002 curriculum for elementary and secondary educatio n different from previous curricula implemented in the 1900s are: 1.Restructuring of the learning areas, reducing them to five (English, Filipino, Mathematics, Filipino and Makabayan) 2. Stronger integration of competencies and values within and across learning areas 3. Greater emphasis on the learning process and integrative modes of teaching 4. Increased time for tasks to gain mastery of competencies of the basic tool subjects Amendments in the RBEC included the assessment or learning outcome to take place before or in between the presentation of the lesson 5. 2010 Secondary Education Curriculum (SEC) The SEC still patterned the content of the curriculum to the 2002 RBEC. It still includes the five major learning areas.The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins. The Secondary Education Curriculum is composed of three stages: Stage 1: Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards. †¢ Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, â€Å"What should students know and be able to do? †¢ Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, â€Å"How well must students do their work? † or â€Å"At what level of performance would the student be appropriately qualified or certified? † †¢ Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school. †¢ Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings. †¢ Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives.Stage 2: Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the student’s performances or products shall be judged. †¢ Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition. Stage 3: Learning Plan, which details the instructional activities that students will go through to attain the standards. †¢ Instructional Act ivities, which are aligned with the standards and are    designed to promote attainment of desired results. The Features of 2010 Secondary Education CurriculumThe 2010 Secondary Education Curriculum has the following strengths/ advantages: 1. It focuses on essential understandings. 2. It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences. 4. It develops readiness and passion for work and lifelong learning. 5. Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Comparison of the Learning Areas of RBEC and 2010 SEC RBEC | |2010 SEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science | |Filipino | |Filipino | |Makabayan | |Makabayan | |-Araling Pan lipunan | |-Araling Panlipunan | |- Technology and Livelihood Ed. | |- Career Pathways in Technology and Livelihood Ed. |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | |- Music, Arts, Physical Education, Health | |-Edukasyon sa Pagpapahalaga | |-Edukasyon sa Pagpapahalaga | | | |Citizen ship Army Training (4th yr) | 6. The K to 12 Basic Education Curriculum This is in pursuance of the reform thrust of Basic Education Sector Reform Agenda (BESRA) 2006-present BESRA – Integrated reform framework articulated by the DepEd that provides a coherent conceptual and policy structure for the various reforms needed by the system, particularly the targets defined in the Philippines EFA 2015 plans and the Millennium Development Goals -. Focuses on key reform targets related to the implementation of school-based management, improvement of teaching quality, curriculum, and pedagogy in the key learning areas, and incorporates the Philippine EFA 2015, among others.Comparison o f the Curriculum of the Old Education and K to 12 Secondary Education |Basic Education Curriculum (2002) |2010 SEC |K to 12 Curriculum 2012 | |BEC is restructuring of the NSEC and NSEC in |The 2010 is the revised 2002 BEC incorporating |The K to 12 Basic Ed. Curriculum is geared | |order to raise the quality of the Filipino |Understanding by Design (UbD) which seeks to |towards the development of holistically | |learners and graduates and empower them for |contribute to functional literacy for all and |developed Filipino with 21st century skills who| |lifelong learning. the development of 21st century core skills |is ready for employment, entrepreneurship, | | |needed for global competitiveness. |middle level skills development and higher | | | |education upon graduation. | Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Gr. I to Gr. 12 are the ff: Languages: Mother Tongue, Filipino,English Arts and Humanities: Music, Arts, PE, and Health , Edukasyon sa Pagpapakatao, Araling Panlipunan Science and Mathematics Technology and Livelihood EdComparison of the 2010 SEC and the K to 12 Secondary Education |2010 SEC | |K to 12 | |UBD framework follows three stages, starting |Curriculum |Spiral progression of curriculum that starts | |from results or desired outcomes, assessments, | |from simple to complex and requires revisiting | |products, and performance and learning plan | |prior knowledge | |National Achievement Test for Secondary |Assessment |End-of-Gr. 10 Exam and end-of-Gr. 12 Exam | |Students | | |Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum |Learning Areas |2002 BEC (Hours per week) |K to 12 Education (hours per week) | |English |5 |4 | |Filipino |4 |4 | |Mathematics |5 |4 | Science |6 |4 | |Araling Panlipunan |M |4 |3 | | |a | | | | |k | | | | |a | | | | |b | | | | |a | | | | |y | | | | |a | | | | |n | | | |Edukasyon sa Pagpapakatao | |2-3 |2 | | Music, Arts, Physical Education and Health (MAPEH) | |4 |4 | |Technology and Livelihood Ed. |4 |4 | C. TERTIARY LEVEL General Education Curriculum (GEC) A. CHED Memorandum Order No. 59, series of 1996 Minimum Requirements The minimum requirements for the mandatory General Education Curriculum (GEC) of tertiary courses of study leading to a initial bachelor’s degree covering four curriculum B. CHED Memorandum No. 04, Series of 1997 Two broad categories of fields of study a. the Humanities, Social Sciences and Communication-GEC-A (63 units for humanities, social sciences and communication students) b. fields other than the Humanities, Social Sciences and Communication -GEC-B (51 units for non-HUSCOM students) C.The Revised General Education Curriculum Gen. Ed vis-a-vis Major Courses The GE Program introduces students to different ways of learning and is oriented toward broad and wide-ranging understandings. On the other hand, major program focuses on theories and methods partic ular to a discipline. Likewise, it is directed at more theoretical and technical knowledge. Goals of RGEC 1. Lay groundwork for development of a professionally competent, humane and morale person 2. Prepare students demands of 21st century life 3. Enable students to locate himself/herself in the community and the world and engage in it meaningfully COLLEGE READINESS STANDARDS Combination of knowledge, competencies, and reflective thinking necessary for K-12 graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education The New GEC: from 63/51 to 36 units The RGEC or new GEC removes remedial courses, does not duplicate Gr. 11 and 12 subjects and cuts across domains of knowledge. RGEC is composed of 24 core units which include Understanding the Self, The Contemporary World, Purposive Communication, Art Appreciation, Ethics, Readings in Phil. History, Mathematics in the Modern World, Science Technology and Society; 9 unit s in Elective (Environmental Science, People and the Earth’s Ecosystem, Living in the IT Era, Gender and Society and others) and a mandated 3-unit course in Life and Works of Rizal. Core Courses Title |Description | |Understanding the Self |Nature of identity; factors and forces that affect the development and maintenance of personal | | |identity | |Readings in Philippine |Selected primary sources on different periods of | |History |Philippine history | |The Contemporary |Globalization and its impact on individuals, communities and nations, challenges and responses | |World | | |Mathematics in the Modern World |Nature of mathematics, appreciation of its practical, | | |intellectual, and aesthetic dimensions, and application of | | |mathematical tools in daily life | |Purposive |Writing, speaking and presenting to different audiences | |Communication |and for various purposes | |Art Appreciation |Nature, function and appreciation of the arts in contemporary society | |Sci ence, Technology |Interactions between science and technology and social, cultural, political and economic contexts| |and Society |which shape and | | |are shaped by them; specific xamples throughout human history of scientific and technological | | |developments | |Ethics |Principles of ethical behavior in modern society at the level of the person, society, and in | | |interaction with the