Late-2000s recession free essay sample

Inside the time of 2007 to 2009, two significant retail organizations rose in China: PPG Apparel (Shanghai) Co. , Ltd. what's more, VANCL Technology (Beijing) Co. , Ltd. In spite of the fact that both had comparative plans of action, VANCL had the option to exceed expectations and benefit in places where PPG Apparel endured massively. These included making a fruitful gracefully chain with successful quality control, receiving an assortment of progress measures to guarantee a positive client experience, and moving the vast majority of VANCL’s publicizing dollars towards web showcasing. Despite the fact that fruitful when previously settled, PPG in the long run crumbled in late 2009 because of their wasteful aspects in such zones. Proprietor of VANCL, Chen Nian expressed that VANCL has passed its most dangerous period and is presently inside a consistent stage. Be that as it may, however the street ahead may appear to be sheltered there are numerous dangers to take into factor. With the fate of online attire in China continually moving, VANCL needs to think about whether their as of now plan of action will keep on being fruitful or ought to advance with client needs. In particular, they have to choose which ways they can keep on developing as an organization while as yet reigning in benefits. Choices As a very much regarded and set up retailer in China, VANCL’s options for development can be limited into three explicit bearings. The first is to proceed with their present plan of action while entering new market sections. This includes utilizing their present types of showcasing to draw in a crowd of people they didn't already reach. The subsequent option is to make another retail design coordinated towards their present market fragment. Such an option would take into account VANCL to grasp another advertising technique towards existing clients to keep them keen on VANCL’s items. At long last, VANCL has the chance to make another retail design coordinated explicitly at another objective market. This option may even incorporate propelling their product offering internationally. Arrangement Having achieved such high piece of the overall industry with their product offering in China, VANCL has demonstrated that their plan of action isn't one to be messed with. For this situation, VANCL would have the most achievement taking their present plan of action into new markets. In most outside business sectors they despite everything stay obscure. As a previously settled online retailer, taking their product offering internationally will remain commonly economical. Propelling a battle towards worldwide markets will permit VANCL to develop as an organization and set up worldwide brand acknowledgment. Reason Shopper Analysis: Referring to the article, VANCL had built up its calculated organization Rufengda where they got the majority of their business to guarantee quick conveyance. These areas included Beijing, Shanghai, and Guangzhou. Alluding to Figure 1 in the reference section you can see that these urban communities are situated in North, East, and South China separately. When contrasted with the remainder of China’s districts, these zones are all the more financially created and have increasingly rich clients. They are profoundly urbanized, thickly populated locales with imaginative purchasers who regularly set the design patterns for the remainder of China to follow. Being a piece of these first and second-level locales look for more prominent dependability, consistency, and uprightness while buying customer items. From this we can bring about that VANCL’s â€Å"fast fashion† is appealing to unequivocally 18-multi year old male and females from age Y that are either understudies or youthful experts. They contain moderate buying control and have a relevant measure of web abilities. Psychographics for this market sections uncover that they are style cognizant, yet additionally look for accommodation while settling on retailers to shop at. Being recent college grads, they are famously flighty while picking design patterns to seek after. They have an abhorrence for the state of affairs and need to make a personality for themselves. With there as yet being distrust in web based shopping, extending all around to a bigger objective market takes into account generous and ensured development. Connecting with a worldwide objective market of youthful experts who have no second thoughts with web shopping will help build up brand acknowledgment and get positive surveys for the clothing organization. Market Analysis: VANCL is a main Chinese web based attire retailer that has effectively settled strength in the e-following world. Their way to deal with lifting the client experience incorporates improvement estimates, for example, web based remarking strings and take a stab at exercises. VANCL’s administrations have helped them lessen any doubts the Chinese market had concerning shopping on the web. Known for its â€Å"fast fashion†, they have extended their market range to incorporate most sorts of men’s and women’s attire, explicitly easygoing wear, for example, canvas shoes and realistic tees. In China alone they have caught over 25% of piece of the pie in the clothing market and are the sixth biggest B2C organization in China as far as income. VANCL’s channels of circulation are solely their online site just as their little call-focus. Since they are just an online retailer, VANCL utilizes their own coordinations organization, Rufengda, and other outsider organizations to guarantee rapid conveyance of their items. Their clothing is produced using top texture makers, for example, Luthai Textile and experience incalculable quality checks to guarantee the best attire for their clients. In China alone the market for attire including dress, shoes, caps, and materials has developed by a stunning 18. 8% in 2009 as per the National Bureau of Statistics of China (NBS). Urban and country Chinese families burned through 10. 5% of their complete yearly consumption for 2009 on apparel. More than 5. 8% of China’s all out clothing deals were made online in 2009 and are relied upon to persistently develop in such a carefully engaged age. All around clothing retail industry esteem became more than 2. 0% in 2009, or over $1,031. 5 billion in USD. Taking their attire line universally could permit them to be a piece of this development and take a portion of the pie in income. Rivalry: VANCL’s rivalry can be isolated into two distinct classes: neighborhood rivalry and outside. Online retailers in China that have figured out how to catch a lot of piece of the overall industry incorporates M1 8, Menglu, Masa Maso, and Fashion Revolution. Alluding to Figure 2 in the reference section, piece of the pie in the attire business for these organizations in China is 16%, 7%, 5%, and 4% individually. Each of the four of these organizations arrive at a similar objective market of 18-multi year olds, offering generally economical dress through online administrations. Notwithstanding, these nearby organizations could not hope to compare to the danger remote contenders force on VANCL. One of the best outside contenders to VANCL is HM Hennes Mauritz AB, a Swedish global retail-dress organization that offers quick design of a similar moderate form quality to people. HM positions their item in a similar objective market, contacting youthful experts looking for comfort and style forward attire. Dissimilar to VANCL, their primary channel of dissemination is their retail locations situated in more than 43 nations. Be that as it may, they likewise offer web based purchasing of clothing through their site www. hm. com. Their online stage is practically indistinguishable from that VANCL offers, as found in Figure 3 of the reference section. If VANCL somehow happened to dispatch their plan of action all inclusive they would be in direct rivalry with HM. One of the burdens to contending with HM is their effectively settled brand acknowledgment in the commercial center. Until VANCL can build up its name in remote markets HM will keep on being the predominant rival in its objective market. Anyway not at all like HM, VANCL doesn't have any retail locations which they sell through, permitting them to keep costs on clothing lines low. Cost is a key factor youthful experts consider while figuring out where to spend their discretionary cashflow. In the event that VANCL can build up brand acknowledgment in outside business sectors they will handily have the option to take away piece of the pie from HM. Organization: Founded in 2007, VANCL was begun by Chinese specialist Chen Nian in the wake of selling his beforehand helped to establish organization Joyo. com. By propelling VANCL he planned for getting one of the main men’s attire organization in China. The organization entered the market with an emphasis on menswear, yet later extended onto women wear and have as of late moved into all the more profoundly focused dress portions. Their astounding gracefully chain, commitment to client assistance, and guarantee of snappy conveyances has set VANCL separated from its rivals with a piece of the pie of 28. 4% starting at 2009. A SWOT examination of VANCL can be found in Appendix, Figure 4. At the hour of its foundation, significant rival PPG Apparel (Shanghai) Co. was the main clothing organization in China. Chen even credited PPG’s plan of action for furnishing him with clear bearing for VANCL. Be that as it may, in the wake of concentrating too intensely on promoting without clear heading, PPG was propelled into a progression of claims with publicizing offices they had obligation with. The organization was disrespected freely and lost the greater part of its senior administration similarly as VANCL was becoming possibly the most important factor. Gaining from PPG’s botches took into consideration author Chen to bring VANCL down a progressively fruitful street. From the earliest starting point VANCL concentrated the greater part of their promoting spending plan towards internet advertising, prompting magnificent execution with low expenses. The complete distribution cost of VANCL’s publicizing was evaluated at RMB1. 896 billion of every 2009 when the organization had just spent somewhat more than RMB200 million. Different ways they arrive at their objective market is through VIP supports that share the brand’s guiding principle: genuineness, youth, availability, vitality, and uniqueness. Chen has expressed that VANCL has passed its most dangerous period and was currently inside a steadier stage, having encountered extraordinary accomplishment with their c

Chemotherapy free essay sample

An investigation of chemotherapy its reactions and its utilization as a treatment for disease. This paper talks about the different types of chemotherapy. The paper portrays the various conceivable reactions of chemotherapy, sketching out present moment and long haul symptoms. Malignant growth is a sickness of the bodys cells. Cells in all the tissues and organs of the body continually develop and partition to trade old and harmed cells and keep up the strength of the body. Ordinarily, all cells partition and duplicate themselves in a deliberate and controlled way. In disease, notwithstanding, a few cells continue partitioning without legitimate control, framing a bump (which is known as a tumor). In leukemia, too many white platelets are shaped. Chemotherapy is the utilization of hostile to malignant growth (cytotoxic) medications to devastate disease cells (counting leukemias and lymphomas). There are more than 50 diverse chemotherapy medications and some are given all alone, however frequently various medications might be consolidated (this is known as blend chemotherapy). We will compose a custom article test on Chemotherapy or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The sort of treatment one are given for ones malignant growth relies upon numerous things, especially the kind of malady one have, where in the body it began, what the disease cells resemble under the magnifying lens and how far they have spread, if by any stretch of the imagination.

Reaffirming our support for international students

Reaffirming our support for international students In January, President Trump signed Executive Order 13769, or travel ban, which, among other things, suspended entry to the United States for residents of certain countries. This past weekend, a group of universities including MIT  filed an amicus brief in federal court opposing the travel ban. The brief argues that international students and faculty, including (but not limited to) those from the countries affected by the ban, contribute to our campus and the world afterward, and that the travel ban harms students, faculty, scholars, and universities. Since January, when the order was signed, we have heard many questions from prospective international students. Some of these questions have come from citizens of the countries covered by the ban; others have come from international students from countries not (yet) affected by the ban, but who worry about anti-international sentiment and are reconsidering their decision to apply to universities in America (according to one recent survey, international applications are down at 40% of responding American universities). I understand the concerns; these are uncertain times. However, I wanted to share this brief to reaffirm our support for international students (as we did before for our undocumented students), and to communicate that nothing about our policies, procedures, or plans to recruit, admit, and enroll international students has changed. I also wanted to share this  letter  that President Reif sent to the community in January that references MITs mission to best serve the nation and the world. I quote: MIT is profoundly American. The Institute was founded deliberately to accelerate the nation’s industrial revolution. With classic American ingenuity and drive, our graduates have invented fundamental technologies, launched new industries and created millions of American jobs. Our history of national service stretches back to World War I; especially through the work of Lincoln Lab, we are engaged every day in keeping America safe. We embody the American passion for boldness, big ideas, hard work and hands-on problem-solving. Our students come to us from every faith, culture and background and from all fifty states. And, like other institutions rooted in science and engineering, we are proud that, for many of our students, MIT supplies their ladder to the middle class, and sometimes beyond. We are as American as the flag on the Moon. At the same time, and without the slightest sense of contradiction, MIT is profoundly global. Like the United States, and thanks to the United States, MIT gains tremendous strength by being a magnet for talent from around the world. More than 40% of our faculty, 40% of our graduate students and 10% of our undergraduates are international. Faculty, students, post-docs and staff from 134 other nations join us here because they love our mission, our values and our community. And â€" as I have â€" a great many stay in this country for life, repaying the American promise of freedom with their energy and their ideas. Together, through teaching, research and innovation, MITs magnificently global, absolutely American community pursues its mission of service to the nation and the world. I am also inspired by MITs long history of educating international students during moments of cosmopolitanism and moments of nativism alike. I often introduce my information sessions by referencing Yuliyas research on the earliest international students to study at MIT, including the many Chinese students who found a home here during the Chinese Exclusion Act of the late 1800s and early 1900s. Personally, so many of my friends, classmates, professors, and colleagues at MIT have come from all over the world; I have learned so much from them. I hope the thousands of international citizens studying, researching, and teaching at MIT, and in Boston more generally, feel as at home here as we are grateful they have made here their home, for however long they choose to stay. Its hard to know, at this point, what will happen with the travel ban, or to the people affected by it. What I do know is that MIT, as an institution, is working hard on behalf of our current and prospective international students, because we know what they mean to our institution, our community, and our world. This is the case made by the amicus brief, and it is the one MIT will continue to make, for as long as necessary.

Reaffirming our support for international students

Reaffirming our support for international students In January, President Trump signed Executive Order 13769, or travel ban, which, among other things, suspended entry to the United States for residents of certain countries. This past weekend, a group of universities including MIT  filed an amicus brief in federal court opposing the travel ban. The brief argues that international students and faculty, including (but not limited to) those from the countries affected by the ban, contribute to our campus and the world afterward, and that the travel ban harms students, faculty, scholars, and universities. Since January, when the order was signed, we have heard many questions from prospective international students. Some of these questions have come from citizens of the countries covered by the ban; others have come from international students from countries not (yet) affected by the ban, but who worry about anti-international sentiment and are reconsidering their decision to apply to universities in America (according to one recent survey, international applications are down at 40% of responding American universities). I understand the concerns; these are uncertain times. However, I wanted to share this brief to reaffirm our support for international students (as we did before for our undocumented students), and to communicate that nothing about our policies, procedures, or plans to recruit, admit, and enroll international students has changed. I also wanted to share this  letter  that President Reif sent to the community in January that references MITs mission to best serve the nation and the world. I quote: MIT is profoundly American. The Institute was founded deliberately to accelerate the nation’s industrial revolution. With classic American ingenuity and drive, our graduates have invented fundamental technologies, launched new industries and created millions of American jobs. Our history of national service stretches back to World War I; especially through the work of Lincoln Lab, we are engaged every day in keeping America safe. We embody the American passion for boldness, big ideas, hard work and hands-on problem-solving. Our students come to us from every faith, culture and background and from all fifty states. And, like other institutions rooted in science and engineering, we are proud that, for many of our students, MIT supplies their ladder to the middle class, and sometimes beyond. We are as American as the flag on the Moon. At the same time, and without the slightest sense of contradiction, MIT is profoundly global. Like the United States, and thanks to the United States, MIT gains tremendous strength by being a magnet for talent from around the world. More than 40% of our faculty, 40% of our graduate students and 10% of our undergraduates are international. Faculty, students, post-docs and staff from 134 other nations join us here because they love our mission, our values and our community. And â€" as I have â€" a great many stay in this country for life, repaying the American promise of freedom with their energy and their ideas. Together, through teaching, research and innovation, MITs magnificently global, absolutely American community pursues its mission of service to the nation and the world. I am also inspired by MITs long history of educating international students during moments of cosmopolitanism and moments of nativism alike. I often introduce my information sessions by referencing Yuliyas research on the earliest international students to study at MIT, including the many Chinese students who found a home here during the Chinese Exclusion Act of the late 1800s and early 1900s. Personally, so many of my friends, classmates, professors, and colleagues at MIT have come from all over the world; I have learned so much from them. I hope the thousands of international citizens studying, researching, and teaching at MIT, and in Boston more generally, feel as at home here as we are grateful they have made here their home, for however long they choose to stay. Its hard to know, at this point, what will happen with the travel ban, or to the people affected by it. What I do know is that MIT, as an institution, is working hard on behalf of our current and prospective international students, because we know what they mean to our institution, our community, and our world. This is the case made by the amicus brief, and it is the one MIT will continue to make, for as long as necessary.

Marketing Research Lab Market Research, Intern,...

University of California, Riverside A. Gary Anderson Graduate School of Management MBA ACADEMIC INTERNSHIP FIELD WORK IN MANAGEMENT (298I) Market Research Analyst Intern Combustion Associates, Inc. Intcher Bramlett Zheng Pan Fall 2014 861084835 Prof. Xing Pan Table of Content Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.1 1. Organization Profile†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 1.1 Company Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...2 1.2 Vision Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....2 1.3 Global Reach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 2. Introduction of Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 2.1 Reason, Meaning and Company analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...3 2.2 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 2.3 Essential Duties and Responsibilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 3. Main†¦show more content†¦All persons who did internship this summer in Combustion Associate Inc. must be organized and able to prioritize and accomplish multiple tasks in a fast-paced entrepreneurial agency environment with minimal supervision. I assisted in business development activities, data analytics, market research, and other research-related tasks. I was able to interact with all levels of clients and staff with professionalism and diplomacy. This internship experience was a great opportunity for future growth! As a MBA student, obtaining hands-on experience in a professional work environment which is related in my interest area is extremely important. By doing an intern in summer quarter, I can develop my employability skill and transferable skills. I also explored professional interests; enhance personal development and gain experience and professional skills. 1. Company Introduction 1.1 Company Background Formed in 1989, Combustion Associates, Inc., (CAI) is a single mission which is providing outstanding custom-engineered solutions to its clients in the Energy, Process and Environmental industries. CAI has a wide array of packaged combustion and gas turbine-power generation systems, both skid-mounted and stationary, which are cost-effective and energy-efficient without compromising quality or effectiveness. The Company has traditionally worked in partnership with its clients to enhance their commercial

Amy Tan s The Joy Luck Club - 1028 Words

In Amy Tan’s The Joy Luck Club, Waverly Jong is a dynamic character who shows her arrogance, selfishness and insecurities as the story progresses. On the first letter of Waverly’s name, W, sits a Mink, which symbolizes her desire for her mother’s approval. Throughout the novel, Waverly avoids Lindo’s criticism and fears her mother will not agree with her choices. This is evident in â€Å"Four Directions† when Waverly shows her mother the mink coat Rich bought her and Lindo responds, â€Å"This is no good†¦ It is just leftover strips. And the fur is too short† (Tan 186). Waverly is destroyed by her mother’s criticism. After Lindo points out the coat’s flaws, Waverly can no longer see the good in it; she only values the things her mother values. Next, the â€Å"a† is formed by a crab, symbolizing selfishness. During New Year’s dinner at the Woo house, Waverly takes the best three crabs for her family. She does n ot care that she is a guest or that Suyuan had not planned on Shoshana eating crabs, she takes the best for herself, showing her self-centered nature. After the â€Å"a,† the â€Å"v† is formed by two dolls, symbolizing her childhood and her love for her daughter. Contrasting her negative traits, Waverly’s unfaltering love for Shoshana shows that she is willing to sacrifice her successes for her daughter’s prosperity, demonstrating that she is not as selfish as she is portrayed. A red candle is embedded in the â€Å"e† to highlight Waverly’s ignorance. She believes she is all knowing but does notShow MoreRelatedAmy Tan s The Joy Luck Club1097 Words   |  5 PagesCulture defines humanity. Culture makes humans different than any other living organism ever known. Culture is what makes humans unique, and yet culture is easily the most misunderstood characteristic of individuals. In Amy Tan’s The Joy Luck Club, Amy Tan develops the theme of incomplete cultural understanding leads to an inability to communicate one’s true intentions through juxtaposition and conflict between mothers and daughters and their cultures. The conflicting Chinese culture of the mothers’Read MoreAmy Tan s The Joy Luck Club890 Words   |  4 PagesLena and Ying-Ying from Amy Tan’s The Joy Luck Club both face injustice in their patriarchal relationships, just as Mariam and Laila from A Thousand Splendid Suns, however on very different terms. Lena, like Amir and Laila, struggles with confrontation and complete deference of others. However, under the influence of her mother, Lena realizes the problematic recurrences in relationship with her husband. Ying-Ying, aware of her daughters submissiveness, must lead Lena to intervention to confront herselfRead MoreAmy Tan s The Joy Luck Club1385 Words   |  6 Pages Amy Tan s The Joy Luck Club Mona A. M. 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Equal Rights Amendment - 585 Words

The Equal Rights Amendment, which was introduced in 1923, was a movement for women’s rights that ultimately lasted until 1982. The Equal Rights Amendment is discussed in our textbook, America, A Concise Theory, on page 898. This particular site was chosen because it comes directly from the website dedicated to the history of the Equal Rights Amendment. The amount of informative content and photos was also a factor in choosing this website. Although there were several interesting facts in the articles, three stuck out to me the most. The first interesting piece of information was the amount of effort it took to allowing equal voting rights. In 1848, Elizabeth Cady Stanton and another woman, Lucretia Motts, gathered over 300 people for a two day meeting to bring attention to the lack of equality. After several resolutions were passed fairly easily, equality in voting still proved to be a problem. Twenty four years later in 1972, Susan B. Anthony was arrested, convicted and fine d for trying to cast a ballot in the election. Stanton, Motts and Anthony all pioneered the way for women to work towards equality in voting, but all died before they ever had a chance to cast their own votes. The second interesting fact of the articles was how the 19th Amendment passed. At the start of the 20th century, the 19th Amendment, which is women’s rights to vote, seemed to be making major progress. More than half of the required states ratified the amendment within the first year,Show MoreRelatedThe Equal Right Amendments Of The Equal Rights Amendment727 Words   |  3 PagesThe Equal Right Amendment The Equal rights Amendment was proposed to set equality for every citizen no matter the sex. The amendment has three sections. The first one states â€Å"equality of rights under the law should not be denied by the U.S on the account of ones sex.† Section two says that â€Å"congress has the power to enforce this law.† Last but not least, section three says the amendment will take effect two years after ratification. The ERA is a proposed amendment made to guarantee equal rightsRead MoreThe Importance Of The Equal Rights Amendment810 Words   |  4 PagesAlice Paul introduces the Equal Rights Amendment in 1923 to Congress, but is pushed aside as it was not seen as great importance at the time, hence why it was not urgent for it to be reviewed and passed for an awaited ratification. A new movement rolls in to improve the conditions women faced in the late 1900s, also known as the second-wave feminist movement. Martha Griffiths, a woman who served on the House Committee on Ways and Means, reintroduces the Equal Rights Amendment, after revising it, inRead MoreThe Equal Rights Amendment Essay2328 Words   |  10 PagesThe Equal Rights Amendment Essay What could be more important than the equality of rights for all American citizens? Women have tried without success for 80 years to be acknowledged as equals in our Constitution through an Equal Rights Amendment (ERA). Currently there is nothing in the United States Constitution that guarantees a woman the same rights as a man. The only equality women have with men is the right to vote. In order to protect women’s rights on the same level as men, I am in favorRead MoreThe Equal Rights Amendment ( Era )1107 Words   |  5 Pagesshould be at least approximately  ½ page in length. The Equal Rights Amendment was the one that impacted on me the most because everyone deserves equality no matter what gender, race, sex and color. The Equal Rights Amendment (ERA) was the second-wave feminists group’s goal to get ratified after gaining the right to vote by first-wave feminists. ERA was started in 1923 but it took 50 years to get passed. In 1972, ERA states that equality of rights under the law should not be denied or abridged by theRead MoreThe Equal Rights Amendment Proposition2110 Words   |  9 PagesThe Equal Rights Amendment proposition to the United States Constitution was sent down to the state level in 1972, but was met by an organized opposition of religious conservative women trying to save the country and the family home from the secularizing transition to modernity. The ERA embodied all the fears of the conservative woman. Since statehood there has been a strong cultural division based on gender in Oklahoma. A comprehensive Legislative Council study, in 1972 and revised in 1976, coveringRead MoreWomen s Equal Rights Amendment1433 Words   |  6 PagesCampaigning for the Equal Rights Amendment in the early twentieth century, women found it particularly difficult to have their efforts opposed by other women. One of the hovering questions that went along with the proposal of the amendment was whether those supporting equality for women, advocating the equality of opportunity, would also support the enablement of women to be freely different from men without consequence. There were passionate feelings on both sides of the arguments and this debateRead MorePros And Cons Of The Equal Rights Amendment1887 Words   |  8 Pages Should women be treated equal to any other person under the law? Should the United States of America abolish all legal differences of men and women? 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OnRead MoreThe Failed Ratification of the Equal Rights Amendment in the U.S.475 Words   |  2 PagesThe ERA was introduced in every Congress since 1923, and yet it still failed to gain ratification. The ERA was the Equal Rights Amendment, which means that equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex. I believe it was never passed because of many reasons. One reason was because some ERA supports got offended by other supports who were very obnoxious, which was a backl ash on feminist tactics. (Doc. E F) Another is that menRead MoreThe Pros And Cons Of The Equal Rights Amendment1239 Words   |  5 PagesThe full text of the Equal Rights Amendment (ERA) reads as follows, â€Å"Equality of rights under the law shall not be denied or abridged by the United States or by any State on account of sex† (qtd. in Stewart 33). These twenty-four words would become some of the most controversial of the twentieth century. Under the nineteenth amendment, American women obtained the right to vote in 1920. This amendment inspired Alice Paul to draft the first ERA which she then introduced to the United States Congress

Leadership of Alan Joyce in Business Samples †MyAssignmenthelp.com

Question: Discuss about the Leadership of Alan Joyce in Business. Answer: Leadership and leaders approach are always a matter of study. From time to time, many leaders came in business world and revolutionised the context of leadership. Through this easy leadership of Alan Joyce has been discussed and analysed. Alan leadership journey is truly inspirational as from working class family to the corporate leader, through-out the journey he made himself as an example of honest, humble, result-oriented and open to learning leader. His leadership is always focused for better achievement of organisational objectives and people orientation (Goleman, Boyatzis, and McKee, 2013). Alan Joyce is an Irish-Australian Businessman and now the Chief Executive Officer of Qantas. He was born in Tallaght, Ireland in 1966. His father was a worker in Tobacco Factory and mother was a cleaner. In 1986, he was graduated from Trinity College, Dublin with specialisation in Physics and Mathematics. In 1987, he completed his Masters inManagement Science form Trinity College, Dublin. He is also a Fellow of the Royal Aeronautical Society (BCG 2010). He started his career in Aer Lingus, which is a Flag Carrier of Ireland; he worked there for eight years and worked in different functional areas like sales, marketing, operation, fleet planning, information technology, network planning and many others. In 1996, he left Aer Lingus and joined Ansett Australia. There he worked in network planning, network strategy function and in schedule planning. Then he left Ansett Australia in 2000 and he joined Qantas. He led network planning, network strategy function and in schedule planning in Q antas. Then in 2003, he appointed as Chief Executive Officer of Jetstar, which is a subsidiary of Qantas. After three years, in 2006, he was appointed as Chief Executive Officer of Qantas (BCG 2010). During his tenure in Qantas, he seen and experienced different big transformations company wide and industry wide. He has gone through the phase where Qantas has experienced difficult time. He managed the revenue growth, diversification and expansion for Qantas in many aspects. He led the outstanding financial performance in 2016, which is the best performance in 96 years old history of Qantas. Also, in his leadership Qantas touched a new high of customer satisfaction and employee engagement. During his Jetstar journey, he was the man behind establishing the well appreciated operations through-out Australia and Asia. In 2015, his outstanding contribution in Aviation field has been recognised. He was named as Airline CEO of the year by CAPA centre. He is also announced as the most influential gay leader for two years in OUTstanding/Financial Times list of "Top 100 Leading LGBT Executives". His considerable contribution towards aviation industry, tourism industry, gender equality, incl usion and diversity, supporter of Indigenous education and community named him as Companion of the Order of Australia (AC) in 2017 on Queen's Birthday. Apart from his CEO Job in Qantas, he is conferred with different roles such as Director of the Business Council of Australia, Member of the Male Champions of Change and Ambassador of the Australian Indigenous Education Foundation (Qantas 2017). Leadership and the way of leading by Alan Joyce explain how leadership can transform an organisation from an underperformer to an extraordinary performer. He always has the belief that good leadership is on the basis of a great vision, strategy and a well-directed team. He is a supporter of diversifiedmanagement team. According to Alans understanding, a goodmanagement team should be comprised of different team members from different educational backgrounds, education and skills (Fairhurst and Connaughton, 2014). A diverse team will enable a broad view on any aspect of leadership in managing a business organisation. He led his team through empowering them and allowing them to ask question. He motivated his team for entrepreneurial steps but always guided for calculated risk. He made himself as a collaborative, open and honest leader for his people. Regarding mistakes, he always supported the view of accepting mistakes and owning mistakes and learning from them. In crisis situation he led his team towards desired result through focusing on what is unknown. Alan transformed Qantas with his commendable leadership and proved himself as a Transactional Leader who always delivers best result for the organisation (Carter and Greer, 2013). Leading business organisation in an influential way shows the leadership attributes of any business leader. There are various leadership theories and approached are in practice, amongst all Transformational and Transactional Leadership is widely practiced. Transformational Leadership style depends on inspiring followers and motivating them to achieve more (Deichmann and Stam, 2015). Other side Transactional leader provide guidelines; and manage, organise, directs and controls their followers to achieve the desired goals. Both leadership styles have their own limitations and benefits. In real business world, combination of transformational and transactional leadership works best and Alan Joyce is the best example who has the balanced leadership approach in leading his organisation (McCleskey, 2014). Alan Joyce is leader whose bold vision enables Qantas to tap the rapidly growing market Asian Passenger; he also built a diverse team consisting multicultural and modern work force that going to contribute in the growth story of Qantas (Colbert, Barrick and Bradley, 2014). The jaw dropping announcement on 29th October 2011 by Alan Joyce to ground entire airline, made him an overnight discussion in business world. His decision was criticised most business leaders, government and he was blamed for making industry unstable and creating problems for customers. Alan did it with a vision, a vision for Qantas. Irrespective all these factors, discussion; Alan emerged as the winner. He was able settle down the conflict between Qantas and three unions. This hard, criticised leadership decision of Alan put an end mark on the deadlock between Qantas and the three unions. This way he resolved a problem which was very important from operational and revenue aspect of Qantas but somehow in this manner Qantas has lost some brand value. The Union problem has been solved but customers were affected by the decision (BCG, 2010). Alan is a big believer of creativity and innovation. He always inspired his team to work in a collaborative manner. He creates fantastic team and in turn the fantastic team provided outstanding results for Qantas. Alan always advocated the concept of transactional leadership that leaders have to give rewards to their followers to make them decisive. He suggested future generation leader about benefits of transactional leadership as he suggested that in old organisation, people understood the art of avoiding responsibility and accountability (Hemlin et al., 2014). Being a well-known and successful leader; Alan always stands as transparent persona in admitting his mistakes. He included the event of setting up of unassigned sitting for Jetstar. It cost losing business class customers. He revised his decision quickly and introduced assigned siting and made the carrier more preferable to business class passenger. A good leader is one who knows how to take calculated risk. Alan Joyce is the right example here. He made mistake regarding unassigned siting but improved the decision by reversing it. It shows resect to customers preferences; which ultimately work well for the betterment of Qantas (O'Sullivan, 2015). Alan Joyce is a leader who has guided business organisations with a clear and precise vision, his decision making skills made him an outperformer in an ever changing industry. His belief on his team, his humble behaviour and collaborative nature made him a mix of transactional and transformational leader. His leadership actions are inclined more towards transactional leadership as he always motivated his team with rewards. This approach outshines with unmatchable performance of Qantas. From time to time, Qantas has faced many challenges beyond itsmanagement control; but the extraordinary visionary leadership skill of Alan Joyce has always proven that Qantas can do better with good team spirit and collaboration. Under Alan Joyces leadership Qantas is performing well when Airline Industry is going through a tough phase (BuRke, 2014). Alan Joyces has handled the above mentioned issue and transform Qantas through hard times into an organisation which performed financially well. The decision making power and strong dependency on his team, enabled Alan as a result oriented leader. He defined his leadership path with well organised and communicated vision. He strongly advocated the significance of purposeful and well directed communication in the context of better team performance. Corporate Leader is the most responsible person in any business settings; it has been well performed by Alan. He made mistakes but as a leader he always taken responsibility of those mistakes. As a transactional leader, he made corrections to those mistakes and Qantas turned into a better service provider and profitable business organisation (Qantas 2017). The relevance of leadership is in transformation of an Organisation. Alan is always a leader of making decisions which made industry eye-opened with many surprises. He advocated the concept of timely decision making with or without correct information; Taking decision reflects that organisation is with the situation, if the decision does not work well, an organisation is always having the chance of correct it. Alan is always made a balanced approach while dealing with internal and external issues. His communication approach made him the leader of people. His result orientation made him leader of stakeholders and his directing nature made him leader of his team. Alan has proven his transactional leadership in many aspects of Qantas and handling the international issues in the context of Aviation Industry (Lord and Dinh, 2014). References BCG 2010. The Future Leadership. Retrieved 3 October 2017, from https://www.bcg.com/documents/file42391.pdf BuRke, R.J., 2014. Human frailties in the workplace: their nature, consequences and remedy.Human Frailties: Wrong Choices on the Drive to Success, pp.3-52. Carter, S.M. and Greer, C.R., 2013. Strategic leadership: Values, styles, and organizational performance.Journal of Leadership Organizational Studies,20(4), pp.375-393. Colbert, A.E., Barrick, M.R. and Bradley, B.H., 2014. Personality and leadership composition in top management teams: Implications for organizational effectiveness.Personnel Psychology,67(2), pp.351-387. Deichmann, D. and Stam, D., 2015. Leveraging transformational and transactional leadership to cultivate the generation of organization-focused ideas.The Leadership Quarterly,26(2), pp.204-219. Fairhurst, G.T. and Connaughton, S.L., 2014. Leadership: A communicative perspective.Leadership,10(1), pp.7-35. Goleman, D., Boyatzis, R.E. and McKee, A., 2013.Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press. Hemlin, S., Allwood, C.M., Martin, B. and Mumford, M.D. eds., 2014.Creativity and leadership in science, technology, and innovation. Routledge. Lord, R.G. and Dinh, J.E., 2014. What Have We Learned That Is Critical in Understanding Leadership Perceptions and Leader?Performance Relations?.Industrial and Organizational Psychology,7(2), pp.158-177. McCleskey, J.A., 2014. Situational, transformational, and transactional leadership and leadership development.Journal of Business Studies Quarterly,5(4), p.117. O'Sullivan, M., 2015.Mayday: The Inside Story of the Fall of Qantas. Penguin UK. Qantas 2017. Qantas CEO. Retrieved 3 October 2017, from https://www.qantas.com/travel/airlines/qantas-ceo/global/en

Computers In Business Essays - MS-DOS, DOS, WordPerfect,

Computers In Business In the business world today, computers and the software applications that run on them basically control a well organized business. Every major company is equipped with a computer, or network that connects through different branches throughout the firm. Computer Hardware: To keep up with the fastest technology that dominates the market is to be a sensible buyer. A system can be outdated in a matter of two years time. Software applications based on today's needs require more hard disk space and speed to run efficiently. The most powerful system would be the 586 machine which was developed in November, 1992. The space required on a business system depends on the firm. If a company has a network, their memory would range on the applications required to run the system productively. A one to three gigabyte hard drive would be most common for businesses. To keep these applications on the computer, you need a fair amount of RAM memory as well as hard disk space. An application developed in 1993, probably will be to powerful and run quite slow on a previous system that was 'top of the line' in 1991. That's why it is important for companies to understand that they must think years down the road before spending thousands of dollars on the technology of today. The best way is to prepare for the future such as making sure your mainframe is upgradeable and contains at least 8 expansion slots, which should already be loaded with enhanced graphics cards, the necessary amount of serial ports etc.. Networks are everywhere in the world of business. A network is a series of computers throughout the company which rely on one or two fileservers. Or it can be used in long distance communication through modem. An example would be that a company located in Calgary can call up its other branch in Toronto via modem, also able to up and download valuable files or records. Networks have their disadvantages also. Computer viruses are always present somewhere in a disk or computer system ready to strike. If an over powering, destructive virus enters a network system, all data can be severely damaged or lost completely. That's why there is back-up drives to store existing data that is written onto the disk each day. Anti virus programs are there to alert the user and wipe the virus off the system before it does any destruction to the data stored on the network. As far as practicality and mobility is concerned, the laptop has been around for quite a long time. A laptop computer is a portable computer, about the size of a brief case. This is a good feature to save time and money. Laptops allow you to connect to fileservers or mini systems after you travel around with them. Once you are at your destination, you can give another system a "unit to unit" data exchange. This means you connect the laptops serial port to the other system's port and transfer data without external data. Diskettes are also capable of holding small quantities of information that can be used for transferring. In this day and age every computer has a hard disk which contains the programs and applications that are used in the business industry. Programs and Applications Used in Business: Many computer applications can make a computer do wonderful things for you. Most of you have heard of programs such as Wordperfect, Lotus, Freelance, etc.. that are productive in helping the user perform functions that save time. In businesses, word processing is always included on a system. Different programming companies supply many programs that are quite helpful for the user. Wordperfect is probably the best designed word processor on the market so far. This program is easy for the user to learn, it contains a spell and punctuation check, it contains pre designed graphic arts, a thesaurus, and runs efficiently on a 386 machine that is basically not fast enough for modern applications today. Another application which is helpful in business is a data base. This application stores records and inventory on disk, which can be added and deleted as needed. An example where you would use a data base could be records of customers you have and would like to see what they previously purchased. Spreadsheets are a great commodity in business. a spreadsheet does many different calculations on products or other prices imputed into the computer. a math co-processor is quite useful for applications like this since you are using mathematical functions. The best brand name spreadsheet on

Dubliners, death and paralysis Essay Example

Dubliners, death and paralysis Essay Example Dubliners, death and paralysis Essay Dubliners, death and paralysis Essay even Mr Duffys face is brown, the brown tint of the Dublin streets. a symbol of a decaying Mr Duffy and a decaying Dublin. When Mrs Sinico and Mr Duffy start to meet up enjoying each others company reading, listening to music and talking, Mr Sinico pays no attention to the relationship forming between his wife and Mr Duffy He had dismissed his wife so sincerly from his gallery of pleasures that he did not suspect anyone else would take an interest in her. This showed the death of the Sinico marriage they were just co existing together. When Mrs Sinico advances her hand in intimacy to Duffy, but he retreats repulsed by her failure to understand, and he breaks off the relationship. When Mr Duffy is sitting in a cafe four years later and he finds the article called a painful case which is on buff coloured paper (a yellowish brown. ) Showing the death of her character, Mr Duffy then began to feel guilt and wonder did his rejection of her four years ago result in her sucide? He automatically turns it around to feel sorry for himself, when really he should be feeling sorry for Mrs Sincio or her family. Joyce as we know from the picture of the priest in Eveline, uses the colour yellow for corruption and brown for death, meaning that she has died a corrupt and weak woman, Mr Duffy also shows digust in her behaviour and her death and digust that he allowed himself to get clost to such a woman. Then he has a moment when he thinks of her in pity, pity for her loniness, however because of his selfcentred nature he starts to think of his own loniness and realises that he is not content with his hermitic lifestyle to which he has become accustomed to. We know this by his reaction to the couple in the park, who are having sex and making him feel even more alone in the world. He realises that his concern with orderand rectitude shut her out of his life, and this concern stops him from living fully, he is not interested in begining a new phrase in his life, but instead he bitterly accepts his loneliness. Mr Duffy seems incapable of genuine feeling and emotion and this seems to be inpart to blame for his painfull insularity and his obession with his predictable life costs him a golden chance at love and happiness. A painful case ended where it began with Mr Duffy alone. Corley and Lenehan refuse to grow old in Two Gallants, trapped in the paralysis that Joyce saw central to Dublin, therefore this story belongs to the adolscent stories of the Dubliners, even though the two are in their thirties. Corley and Lenehan are leeches, to give this story the title two gallants Joyce was using this title as a form of ironry because neither Corley or Lenehan are gallants. (gallants meaning to be brave or herotic. Corley takes advantage of the women, that he seduces, Lenehan does the same to friends, bartenders and Corley also. Donald Torchiana suggests that the stroy is on allegorical tale about the Anglo-Irish Ascendency and the culture or parasitiam and exploitation which they bred in Ireland. Their is evidence to support this theory, which would be in the referneces to the ascendency in the Kildare Street Club and in place names such as Shelbourne Hotel. The girl could be seen as a symbol of Ireland, representing Irelands depraved condition under colonial rule. Ireland is being prosituted by her English conquerors. This ambiguous connection between Lenehan and the harp is a national reference. When Lenehan enjoys his meal later on in the story his meal has the colours of the Irish flag the green peas and the orange ginger beer symbolishing the flag of Ireland and therefore in Joyces view Lenehan is a steorotypical Dubliner. At the start of the story Joyce describes Dublin as having a warm grey evening air and a gaily coloured crowd. Which Joyce is using colour to show the decay in Dublin the city itself and the people in it. Lenehan and Corley are both spirtualy dead in this story, they are scamming to get what they want, which in my opionion Joyce thought was quite typical of the people of Dublin using betrayel to make money, duping maids into stealing from their employers. Every main character in the three stories that I choose had deep moral and spritual paralysis and spritual death, with each character having a decision or situation which either inhibitits their well being or self estem and prohibits their ability to move forward. All three stories that I studied didnt have a happy ending, Joyce saw Dublin to never have a happy ending so he shows this in his stories. Dubliners are paralysed from acting or living decisively or even consciously. Joyce once told his brother stonislaus the city is suffering from hemiplegia of the will (Stuart Gilbert, ed. the letters of James Joyce, Faber 1957. ) He also described his intention to write The Dubliners as the desire to betray the soul of the hemiplegia or paralysis which may consider a city. The theme of praralysis and death is evident in every story in the Dubliners which I have come to the conclusion that this the way Joyce sees Dublin as a dead city diseased with paralysis, a city which one would want to escape from.

Reflections Essay Example | Topics and Well Written Essays - 250 words - 1

Reflections - Essay Example Moreover, through evangelism, I get a better understanding on Christian challenges but derive satisfaction in making other identify with Christ. Nevertheless, the mode of evangelism defines the perception, challenges, and success in evangelism. As such, there is need to establish the most effective and less challenging strategies of evangelism. For instance, there is need to change the traditional evangelism approaches with ordinary attempts that the modern society can relate with (Henderson, 2007). Through this approach, evangelists will have an easy way in bridging the gap between the â€Å"lost† people and Jesus Christ (Henderson, 2007). Moreover, this approach will help the society to recognize salvation as a major and relevant decision in our lives. Additionally, there is need to establish the best conversation aids on evangelism for the society to understand the message spread by the evangelists (McRaney, 2003). Indeed, communication is a major factor in evangelism since evangelists seek to spread the gospel to a diverse society that requires a better understanding on the gospel for them to join Christhood. We should thus seek to remove all the barriers by adopting better communication strategies (McRaney, 2003), relating evangelism with the typical life, and use a variety of creative and natural connection po ints (Henderson,

Inclusion Essay Example | Topics and Well Written Essays - 1000 words - 1

Inclusion - Essay Example The term "inclusion" captures the two-way movement taking place to abolish the distinction between the disabled and the general population. Rather than treat the disabled as a separate group, those who support the notion of "inclusion" called for promoting the principle that society and its institutions have to structure its processes and systems to accommodate everyone without any form of discrimination so that a wide range of people with their individual characteristics, including that portion although a minority to be a part of, and not apart from, of the benefits that can be enjoyed by the general population. Thus, while inclusion has been widely used in the field of education, arising from the roots of liberal and progressive interpretations of the declaration of human rights, it has widened its scope to cover the ideal of an inclusive society (Ainscow). An inclusive society is one where any person can fit in and realize his/her full potential with the help of social institutions that are prepared to do so, instead of focusing mainly its resources to the general population that is characterized by the statistical mean. The reasons for the growing popularity of inclusion are easy to understand. With the growth in prosperity of human societies, there is likewise an improvement in the level of knowledge and science that has enabled society to better understand many of the scientific causes of disabilities. There is likewise a growing sensitivity to the plight of those with these disabilities, and the growing realization that the opportunities enjoyed by the majority of the population should also be enjoyed by those members of society who, regardless of where the fault lies, have disabilities. Therefore, the purpose of inclusion is humane and recognizes the idea that the quality of a society can be gauged by the way it takes care of those who suffer and are least capable of taking care of themselves because they participate and carry out their social function with a physical or mental handicap. Inclusion, therefore, is a good development because it recognizes the dignity and value of every person, and that everyone, including (or especially) those with disabilities can contribute in their own way to make the world a better place for everyone until the end of time. Meanings of Inclusion Inclusion is a term that has several meanings of varied depth and scope. It means more than the simple integration of disabled persons in mainstream or regular schools and in society (Low). The meaning has developed into an ideal of "inclusivism" that takes into consideration all children as a whole and focuses on radical changes that need to be made in schools and educational and teaching systems, instead of just re-placing children from a special to a mainstream education setting (Booth et al.; Wedell; Porter in Thomas et al.). Inclusion is easier dreamt of and said than done because of its complex nature that demands a reorganizing and reconstructing various aspects of the educational system. Gregory argues that these adaptations vary according to the disability, but several changes apply to the wider set of students. Gregory adds that changes would include environmental arrangements like the physical layout of classes, equal access to facilities from anywhere, playground adaptations; material and equipment

The Washington Consensus, 1989

The Washington Consensus, 1989 Introduction: Economists have been trying to develop policies as a unique pattern of guaranteed growth independently of its development level. One such attempt was called the ‘Washington Consensus presented by John Williamson in 1989, which referred to a combination of principles adopted from various international policies unified in ten main steps as a way of creating a growth pattern for a country (mostly developing and transitioning countries; especially in the region of Latin America) (Williamson, 2004). Another international organization, called the World Trade Organization (WTO), has been trying to help in creation of liberalized trade environment and push forward economically undeveloped countries by supporting their integration into a multilateral trading system worldwide. Even though, both the Washington Consensus and the World trade organization have acquired quite much negative connotation, the WC for its attempt to generalize growth pattern and the WTO for providing advantageous treatment to some of the organizations members, the positive results emerging from their existence are very visible in the international trading environment. Washington Consensus, source of many debates: The Washington Consensus, initially developed in 1989, as explained by his author John Williamson was not meant to become a policy viewed as a universal growth and development prescription but it was his way of listing ten policies that were held in the city of Washington aimed to set off the economic growth in the area of Latin America. However, according to his own words he did not necessarily include all of the policies that promote development but the primary common feature that must have been their nature of consensus. (CID, April 2003). The Center for International Development at Harvard University listed the following policies as the common denominator of the Washington Consensus provided by Washington-based institutions for the Latin America area: â€Å"Fiscal discipline, A redirection of public expenditure priorities toward fields offering both high economic returns and the potential to improve income distribution, such as primary health care, primary education, and infrast ructure, Tax reform (to lower marginal rates and broaden the tax base), Interest rate liberalization, A competitive exchange rate, Trade liberalization, Liberalization of inflows of foreign direct investment, Privatization, Deregulation (to abolish barriers to entry and exit), Secure property rightsâ€Å" (D. Bloom, D. Canning, J. Sevilla, p.58, 2003). This list of policies serving as a piece of advice for launching an economic growth rate increase in developing countries received much critique afterwards. Highly accomplished economists have expressed their opinion that this model was a huge step towards neoliberal models, which are nowadays used interchangeably with the term of the Washington Consensus. (Williamson, 2004). However, the criticism was not constructive because they perceived the idea of the ten principles from a different perspective than it was actually formulated by its author. Williamson decided to react and enter a never-ending debate surrounding his original concept and that leads to creation of two mainstream variations of his Washington Consensus. He was inspired by Mr. Stiglitz and Rodrick critics, and did his best to object them in his work The Washington Consensus as Policy Prescription for Development (Williamson, 2004). He explains that Stiglitzs critique upon the Consensus, which was marked as a ‘P ost-Washington Consensus was actually only a transformation of the former one put in different words. However, the main idea of pursuing â€Å"equitable development, sustainable development and democratic development† (Williamson, 2004) after all have stayed the same. Williamson has also applied further discussion towards the arguments of Mr. Rodrick and expresses an agreement with his description of developed countries systems and successes. On the other hand, everyone interested in international economics, international relations and international law is knowledgeable about current situation of enhanced economies and their mutual interaction. What Rodrick actually failed to do is naming resources of the well being in developed countries and assessing them as a logical pattern or a manual for less developed countries, which are to seek this kind of a growth rate hint nowadays and also in the future. Moreover, Rodrick added to the original Williamson thought other points: â⠂¬Å" Corporate governance, Anti-corruption, Flexible labor markets, WTO agreements, Financial codes and standards, â€Å"Prudent† capital-account opening, Non-intermediate exchange rate regimes, Independent central banks/inflation targeting, Social safety nets and Targeted poverty reduction.â€Å" (CID, April 2003). Another strong current, formed as an anti-globalization movement, has been criticizing the Washington Consensus and its trade liberalization. Many of the critics, including Tariq Ali and many others have seen the Washington Consensus as a labor-exploitation policy of poor and undeveloped countries. Contradiction has been found in a reduction of tariffs that allowed free movement of goods while on the other hand labor market was restricted of moving freely due to the requirements of visa and work permits and therefore leading towards restriction of human rights. (STWR, May 2007) Despite such strong arguments against the Washington Consensus, anti-globalization movement has never been taken seriously. The reason for that was found in the positive outcomes that have arisen of Washington Consensus policy, such as the positive attitude towards sustainable development of undeveloped. Basically, the Washington Consensus did take a challenge and tried to create such a pattern that could work not only on the Latin American countries but could be also applied to Least Developed Countries (LDCs) on their pursuit towards economic growth. (CID, April 2003). Although, there are also many exemplary countries such as India, China, Vietnam , Chile, etc. that have achieved an extraordinary turn around in the economic development on their own without following any kind of a universal manual, such unique accomplishments will be seen in future because of the need for finding a recipe to enhance developing economies is a must-do policy. Therefore, economists like Williamson would and will continue their work of seeking the right combination of the components of an international trade policy that would prove as a helpful strategy in future economic situations. The WTO, its efforts, controversy and reflections toward future: Compilations of policies like The Washington Consensus are in the center of attention of international organization namely The World Trade Organization (WTO), which seeks to promote the international trade and economic globalization with least harmful effects. The misconceptions about the Washington Consensus as explained above have been one of the main arguments of anti-globalization movement across the world. These groupings of people perceive it as a deathtrap of powerful countries imposed on developing countries with the intention of causing even deeper crises and putting them into greater disadvantage on global market. â€Å"The World Trade organization officially was established on January 1, 1995, as the successor to GATT (the General Agreement on Tariffs and Trade) and as the legal and institutional foundation of the international trading systemâ€Å"(D. Palmeter, P.C. Mavroidis, page 13, 1999) Moreover, the World Trade Organization is dealing with various trade regulations between the participating countries: â€Å"It provides a framework for negotiating and formalizing trade agreements, and a dispute resolution process aimed at enforcing participants adherence to WTO agreements which are signed by representatives of member governments and ratified by their parliaments.† (Fairtrade, 2010). Moreover, disputes that may arise between the countries are mostly the main topics on WTO trade negotiations Currently the negotiations dealing with great issues like agriculture, tariff and non-tariff barriers to international trade and trade concept amendments are in progress and close to the end at the 4th WTO Ministerial at Doha, Qatar. The discussions were launched in 2001 and according to Ian F. Fergusson in his Congress Research Service Report there are â€Å"three issues among the most important to developing countries, in addition to concessions on agriculture. One issue, now resolved, pertained to compulsory licensing of medicines and patent protection. A second deals with a review of provisions giving special and differential treatment to developing countries. A third addresses problems that developing countries are having in implementing current trade obligations.† (I. F. Fergusson, page 3, 2006) The special and differential treatment provisions imply prioritized position for developing countries in international trade negotiations. In terms of international politics â₠¬Å"developing countries are guaranteed: longer time periods for implementing agreements and commitments measures to increase trading opportunities for these countries provisions requiring all WTO members to safeguard the trade interests of developing countries support to help developing countries build the infrastructure to undertake WTO work, handle disputes, and implement technical standard Provisions related to least-developed country (LDC) membersâ€Å" (WTO, 2001) However, according to further findings the situation is quite different and no matter how the intentions may be stated the United States of America along with international financial institutions and multinational corporations play main role in the game of international politics no matter whether a pattern like the Washington Consensus is in place or an organization like the WTO is leading some negotiations to favor poorer nations development. To explain the argument more precisely, the WTO has a clause which guarantees one vote for each of its members but most of the decisions are not made by the voting process because they depend upon consensus. Therefore, opposing voices like to use several disputes as examples of the discrimination of the developing countries (e.g. environmental issues, banana case, textile case, etc.). One of the most visible cases was so called banana case when the decision of the WTO was presented as a move favoring the USA and putting the developing countries in disadvantage. To be more precise the decision was a ruling against the EU and not against developing countries in first place. The whole issues started and ended with tariffs set on bananas, which were preferential to African and Caribbean countries producers, mainly French and British colonies members of LomÃÆ' © Convention (The Assosiated Press, 2008). The WTO made an objective decision based on its agreements. Furthermore, there is another event to mention and it is a fact that four other developing countries out of Latin America including â€Å"Ecuador, the worlds largest banana producer (The Assosiated Press, 2008) protested together with the US against EUs banana tariffs. Yet the WTO policies contain dispute settlement clauses, which have been used quite many times successfully when fighting back the decisions made by developed countries. The developing countries also have a chance to turn in proposals for the WTOs future programmers in order to change their current position in multilateral trading system next to developed countries. Among other requests â€Å"these include: belief that better implementation of existing WTO agreements, including faster removal of textiles restrictions, longer transition timetables for developing countries and greater technical assistance, should have priority over negotiation on new issues, desire to change or ease some WTO rules which they believe give inadequate weight to their situation, disappointment at continuing barriers to their exports, particularly against processed products based on their own natural resources, concern at the practical burdens involved in taking part in WTO work for the small delegations o f developing countries, and at the cost of dispute cases.â€Å" (WTO, 1999). To conclude, an inference that the WTO favors big powerful countries and MNCs and therefore it is pain in the eyes of public audiences cannot be completely disproved at any stance. However, evidence provided above has concluded efforts of the organization and its members toward including more of the concerns about developing countries difficulties and implementation of the appropriate solutions. Summary: To sum up, both the Washington Consensus and the World Trade Organization have common vision of promoting economic development via core set of rules and policies. As to every controversial topic there are advantages and disadvantages to mention but in order to survive their results must be positive otherwise there is still room for improvement or termination. Both Mr. Stiglitz and Mr. Rodrick were right in their lectures on economic growth policy guidelines but they did not assert any statement what so ever that would be contradictory to the Washington Consensus in its fundamental essence. However, the great increase in development growth rate examples of China, India, Vietnam, etc. are spotlights in current global economic scene due to their considerable difference when compared to the Washington Consensus idea pursued by the IMF or the World Bank. Achievements of these countries are a foretoken of a completely new approach to the development of developing nations. Future predictions It is relatively hard to make any predictions considering the future of the WC and WTO. Washington Consensus did indeed create healthy basis for the WTO future but there is hardly enough space for both organizations on the international scene. Most likely the Washington Consensus will become only a term used for comparison with more current and up-to-date development approaches. The World Trade Organization, on the other hand, has a long way to go and its members are here to predefine its future path. The WTO is neither undemocratic nor it undermines the sovereignty of its member states and their governments. However, there are still many problems in relation to negotiations with developing countries to resolve and providing special and differential treatment to them will not solve those problems but may help along the way towards sustainable development.

Mark Twains The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Mark Twain’s The Adventures of Huckleberry Finn In Mark Twain’s The Adventures of Huckleberry Finn, Huck is a person to be admired. His caring attitudes and blunt honesty prove that he is a great person. Although Huck can be seen lying, cheating and stealing, he does these things out of necessity and as a result of his poor upbringing. These negative attributes don’t affect his overall high character. Huck Finn has many great aspects, but he is fallible and capable of doing wrong. He often lies, cheats, and steals simply to survive and get out of trouble. Huck also displays this bad behavior as a result of his poor upbringing. Much of this behavior was learned from his father, as evidenced in the following passage. â€Å"Pap always said it warn’t no harm to borrow things if you was meaning to pay them back some time; but the widow said it warn’t anything but a soft name for stealing, and no decent body would do it† (65). It is this learned behavior, his desire to survive and â€Å"get out of jams,† and society’s negative influences, such as its view that slavery is right, that motivates him in doing wrong. Although Huck can sometimes be labeled as a miscreant, he is actually a very honest person. In a literal sense, Huck doesn’t always exhibit honest behavior. However, it is Huck’s realistic and slightly naive view of society that is honest--he sees things for what they truly are. One example of this honesty occurs when Huck helps Jim to freedom. While he doesn’t view his own actions as honorable, the reader can infer that they are. Huck feels guilty for his role in Jim’s escape, knowing that he was doing something society would have scorned. He says, "I couldn’t get it out of my conscience, no how nor no way. It got to troubling me so I couldn’t rest; I couldn’t stay still in one place. It hadn’t ever come home to me before, what this thing was that I was doing. But now it did; and it stayed with me, and scorched me more and more...I got to feeling so mean and miserable I most wished I was dead" (88). Huck is honest with himself and his feelings.

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