Censorship, A World Without Secrets By Peter Singer

Privacy is defined by Dictionary.com as â€Å"freedom from damaging publicity, public scrutiny, secret surveillance, or unauthorized disclosure of one’s personal data or information†. This is something that most people value extremely highly. From everyday civilians to government officials, everybody wants some level of privacy. Many say surveillance technology denies them the right to privacy that they are given at birth as American citizens. However, there should be a small amount of wiggle room when it comes to this technology, in order to protect the country and its people. In â€Å"Visible Man: Ethics in a World without Secrets†, Peter Singer gives us an insight into privacy in the government. He discusses the importance of websites such as WikiLeaks, which allow us as citizens to be aware of what is going on in our government. Although surveillance technology infringes on the right to privacy, it allows the government to be aware of possible dangers, enabl es citizens to be fully informed, and gives the power to the people as in a true democracy. One of the most important government tasks is keeping track of threats made on our country. Through surveillance technology, the government can become aware of any impending dangers and take precautions to prevent them. This type of information has put a stop to various terrorist situations, some of which have not even been publicized. â€Å"We don’t really know how many terrorist plots have been foiled because of all this data-gathering.Show MoreRelatedCensorship, A World Without Secrets By Peter Singer988 Words   |  4 PagesSurveilling the Government Privacy is defined by Dictionary.com as â€Å"freedom from damaging publicity, public scrutiny, secret surveillance, or unauthorized disclosure of one’s personal data or information†. 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Research on the Effects of Media Violence Free Essays

string(46) " have imitated aggressive behaviours from TV\." Whether or not exposure to media violence causes increased levels of aggression and violence in young people is the perennial question of media effects research. Some experts, like University of Michigan professor L. Rowell Huesmann, argue that fifty years of evidence show â€Å"that exposure to media violence causes children to behave more aggressively and affects them as adults years later. We will write a custom essay sample on Research on the Effects of Media Violence or any similar topic only for you Order Now Others, like Jonathan Freedman of the University of Toronto, maintain that â€Å"the scientific evidence simply does not show that watching violence either produces violence in people, or desensitizes them to it. † Many Studies, Many Conclusions Andrea Martinez at the University of Ottawa conducted a comprehensive review of the scientific literature for the Canadian Radio-television and Telecommunications Commission (CRTC) in 1994. She concluded that the lack of consensus about media effects reflects three â€Å"grey areas† or constraints contained in the research itself. First, media violence is notoriously hard to define and measure. Some experts who track violence in television programming, such as George Gerbner of Temple University, define violence as the act (or threat) of injuring or killing someone, independent of the method used or the surrounding context. Accordingly, Gerber includes cartoon violence in his data-set. But others, such as University of Laval professors Guy Paquette and Jacques de Guise, specifically exclude cartoon violence from their research because of its comical and unrealistic presentation. Second, researchers disagree over the type of relationship the data supports. Some argue that exposure to media violence causes aggression. Others say that the two are associated, but that there is no causal connection. (That both, for instance, may be caused by some third factor. ) And others say the data supports the conclusion that there is no relationship between the two at all. Third, even those who agree that there is a connection between media violence and aggression disagree about how the one effects the other. Some say that the mechanism is a psychological one, rooted in the ways we learn. For example, Huesmann argues that children develop â€Å"cognitive scripts† that guide their own behaviour by imitating the actions of media heroes. As they watch violent shows, children learn to internalize scripts that use violence as an appropriate method of problem-solving. Other researchers argue that it is the physiological effects of media violence that cause aggressive behaviour. Exposure to violent imagery is linked to increased heart rate, faster respiration and higher blood pressure. Some think that this simulated â€Å"fight-or-flight† response predisposes people to act aggressively in the real world. Still others focus on the ways in which media violence primes or cues pre-existing aggressive thoughts and feelings. They argue that an individual’s desire to strike out is justified by media images in which both the hero and the villain use violence to seek revenge, often without consequences. In her final report to the CRTC, Martinez concluded that most studies support â€Å"a positive, though weak, relation between exposure to television violence and aggressive behaviour. Although that relationship cannot be â€Å"confirmed systematically,† she agrees with Dutch researcher Tom Van der Voot who argues that it would be illogical to conclude that â€Å"a phenomenon does not exist simply because it is found at times not to occur, or only to occur under certain circumstances. † What the Researchers Are Saying The lack of consensus about t he relationship between media violence and real-world aggression has not impeded ongoing research. Here’s a sampling of conclusions drawn to date, from the various research strands: Research strand: Children who consume high levels of  media violence are more likely to be aggressive in the real world In 1956, researchers took to the laboratory to compare the behaviour of 24 children watching TV. Half watched a violent episode of the cartoon Woody Woodpecker, and the other 12 watched the non-violent cartoon The Little Red Hen. During play afterwards, the researchers observed that the children who watched the violent cartoon were much more likely to hit other children and break toys. Six years later, in 1963, professors A. Badura, D. Ross and S. A. Ross studied the effect of exposure to real-world violence, television violence, and cartoon violence. They divided 100 preschool children into four groups. The first group watched a real person shout insults at an inflatable doll while hitting it with a mallet. The second group watched the incident on television. The third watched a cartoon version of the same scene, and the fourth watched nothing. When all the children were later exposed to a frustrating ituation, the first three groups responded with more aggression than the control group. The children who watched the incident on television were just as aggressive as those who had watched the real person use the mallet; and both were more aggressive than those who had only watched the cartoon. Over the years, laboratory experiments such as these have consistently shown that exposure to violence is associated with increased heartbeat, blood pressure and respiration r ate, and a greater willingness to administer electric shocks to inflict pain or punishment on others. However, this line of enquiry has been criticized because of its focus on short term results and the artificial nature of the viewing environment. Other scientists have sought to establish a connection between media violence and aggression outside the laboratory. For example, a number of surveys indicate that children and young people who report a preference for violent entertainment also score higher on aggression indexes than those who watch less violent shows. L. Rowell Huesmann reviewed studies conducted in Australia, Finland, Poland, Israel, Netherlands and the United States. He reports, â€Å"the child most likely to be aggressive would be the one who (a) watches violent television programs most of the time, (b) believes that these shows portray life just as it is, [and] (c) identifies strongly with the aggressive characters in the shows. † A study conducted by the Kaiser Family Foundation in 2003 found that nearly half (47 per cent) of parents with children between the ages of 4 and 6 report that their children have imitated aggressive behaviours from TV. You read "Research on the Effects of Media Violence" in category "Free Research Paper Samples" However, it is interesting to note that children are more likely to mimic positive behaviours — 87 per cent of kids do so. Recent research is exploring the effect of new media on children’s behaviour. Craig Anderson and Brad Bushman of Iowa State University reviewed dozens of studies of video gamers. In 2001, they reported that children and young people who play violent video games, even for short periods, are more likely to behave aggressively in the real world; and that both aggressive and non-aggressive children are negatively affected by playing. In 2003, Craig Anderson and Iowa State University colleague Nicholas Carnagey and Janie Eubanks of the Texas Department of Human Services reported that violent music lyrics increased aggressive thoughts and hostile feelings among 500 college students. They concluded, â€Å"There are now good theoretical and empirical reasons to expect effects of music lyrics on aggressive behavior to be similar to the well-studied effects of exposure to TV and movie violence and the more recent research efforts on violent video games. Research Strand: Children who watch high levels of media violence are at increased risk of aggressive behaviour as adults In 1960, University of Michigan Professor Leonard Eron studied 856 grade three students living in a semi-rural community in Columbia County, New York, and found that the children who watched violent television at home behaved more aggressively in school. Eron wanted to track the effect of this exposure over the years, so he revisited Columbia County in 1971, when the children who participated in the 1960 study were 19 years of age. He found that boys who watched violent TV when they were eight were more likely to get in trouble with the law as teenagers. When Eron and Huesmann returned to Columbia County in 1982, the subjects were 30 years old. They reported that those participants who had watched more violent TV as eight-year-olds were more likely, as adults, to be convicted of serious crimes, to use violence to discipline their children, and to treat their spouses aggressively. Professor Monroe Lefkowitz published similar findings in 1971. Lefkowitz interviewed a group of eight-year-olds and found that the boys who watched more violent TV were more likely to act aggressively in the real world. When he interviewed the same boys ten years later, he found that the more violence a boy watched at eight, the more aggressively he would act at age eighteen. Columbia University professor Jeffrey Johnson has found that the effect is not limited to violent shows. Johnson tracked 707 families in upstate New York for 17 years, starting in 1975. In 2002, Johnson reported that children who watched one to three hours of television each day when they were 14 to 16 years old were 60 per cent more likely to be involved in assaults and fights as adults than those who watched less TV. Kansas State University professor John Murray concludes, â€Å"The most plausible interpretation of this pattern of correlations is that early preference for violent television programming and other media is one factor in the production of aggressive and antisocial behavior when the young boy becomes a young man. However, this line of research has attracted a great deal of controversy. Pullitzer Prize-winning author Richard Rhodes has attacked Eron’s work, arguing that his conclusions are based on an insignificant amount of data. Rhodes claims that Eron had information about the amount of TV viewed in 1960 for only 3 of the 24 men who committed violent crimes as adults years later. Rhodes concludes that Eron’s work is â€Å"poorly conc eived, scientifically inadequate, biased and sloppy if not actually fraudulent research. Guy Cumberbatch, head of the Communications Research Group, a U. K. social policy think tank, has equally harsh words for Johnson’s study. Cumberbatch claims Johnson’s group of 88 under-one-hour TV watchers is â€Å"so small, it’s aberrant. † And, as journalist Ben Shouse points out, other critics say that Johnson’s study â€Å"can’t rule out the possibility that television is just a marker for some unmeasured environmental or psychological influence on both aggression and TV habits. Research Strand: The introduction of television into a community leads to an increase in violent behaviour Researchers have also pursued the link between media violence and real life aggression by examining communities before and after the introduction of television. In the mid 1970s, University of British Columbia professor Tannis McBeth Williams studied a remote village i n British Columbia both before and after television was introduced. She found that two years after TV arrived, violent incidents had increased by 160 per cent. Researchers Gary Granzberg and Jack Steinbring studied three Cree communities in northern Manitoba during the 1970s and early 1980s. They found that four years after television was introduced into one of the communities, the incidence of fist fights and black eyes among the children had increased significantly. Interestingly, several days after an episode of Happy Days aired, in which one character joined a gang called the Red Demons, children in the community created rival gangs, called the Red Demons and the Green Demons, and the conflict between the two seriously disrupted the local school. University of Washington Professor Brandon Centerwall noted that the sharp increase in the murder rate in North America in 1955 occurred eight years after television sets began to enter North American homes. To test his hypothesis that the two were related, he examined the murder rate in South Africa where, prior to 1975, television was banned by the government. He found that twelve years after the ban was lifted, murder rates skyrocketed. University of Toronto Professor Jonathan Freedman has criticized this line of research. He points out that Japanese television has some of the most violent imagery in the world, and yet Japan has a much lower murder rate than other countries, including Canada and the United States, which have comparatively less violence on TV. Research Strand: Media violence stimulates fear in some children A number of studies have reported that watching media violence frightens young children, and that the effects of this may be long lasting. In 1998, Professors Singer, Slovak, Frierson and York surveyed 2,000 Ohio students in grades three through eight. They report that the incidences of psychological trauma (including anxiety, depression and post-traumatic stress) increased in proportion to the number of hours of television watched each day. A 1999 survey of 500 Rhode Island parents led by Brown University professor Judith Owens revealed that the presence of a television in a child’s bedroom makes it more likely that the child will suffer from sleep disturbances. Nine per cent of all the parents surveyed reported that their children have nightmares because of a television show at least once a week. Tom Van der Voort studied 314 children aged nine through twelve in 1986. He found that although children can easily distinguish cartoons, westerns and spy thrillers from reality, they often confuse realistic programmes with the real world. When they are unable to integrate the violence in these shows because they can’t follow the plot, they are much more likely to become anxious. This is particularly problematic because the children reported that they prefer realistic programmes, which they equate with fun and excitement. And, as Jacques de Guise reported in 2002, the younger the child, the less likely he or she will be able to identify violent content as violence. In 1999, Professors Joanne Cantor and K. Harrison studied 138 university students, and found that memories of frightening media images continued to disturb a significant number of participants years later. Over 90 per cent reported they continued to experience fright effects from images they viewed as children, ranging from sleep disturbances to steadfast avoidance of certain situations. Research Strand: Media violence desensitizes people to real violence A number of studies in the 1970’s showed that people who are repeatedly exposed to media violence tend to be less disturbed when they witness real world violence, and have less sympathy for its victims. For example, Professors V. B. Cline, R. G. Croft, and S. Courrier studied young boys over a two-year period. In 1973, they reported that boys who watch more than 25 hours of television per week are significantly less likely to be aroused by real world violence than those boys who watch 4 hours or less per week. When researchers Fred Molitor and Ken Hirsch revisited this line of investigation in 1994, their work confirmed that children are more likely to tolerate aggressive behaviour in the real world if they first watch TV shows or films that contain violent content. Research Strand: People who watch a lot of media violence tend to believe that the world is more dangerous than it is in reality George Gerbner has conducted the longest running study of television violence. His seminal research suggests that heavy TV viewers tend to perceive the world in ways that are consistent with the images on TV. As viewers’ perceptions of the world come to conform with the depictions they see on TV, they become more passive, more anxious, and more fearful. Gerbner calls this the â€Å"Mean World Syndrome. † Gerbner’s research found that those who watch greater amounts of television are more likely to: * overestimate their risk of being victimized by crime * believe their neighbourhoods are unsafe * believe â€Å"fear of crime is a very serious personal problem† * assume the crime rate is increasing, even when it is not Andre Gosselin, Jacques de Guise and Guy Paquette decided to test Gerbner’s theory in the Canadian context in 1997. They surveyed 360 university students, and found that heavy television viewers are more likely to believe the world is a more dangerous place. However, they also found heavy viewers are not more likely to actually feel more fearful. Research Strand: Family attitudes to violent content are more important than the images themselves A number of studies suggest that media is only one of a number of variables that put children at risk of aggressive behaviour. For example, a Norwegian study that included 20 at-risk teenaged boys found that the lack of parental rules regulating what the boys watched was a more significant predictor of aggressive behaviour than the amount of media violence they watched. It also indicated that exposure to real world violence, together with exposure to media violence, created an â€Å"overload† of violent events. Boys who experienced this overload were more likely to use violent media images to create and consolidate their identities as members of an anti-social and marginalized group. On the other hand, researchers report that parental attitudes towards media violence can mitigate the impact it has on children. Huesmann and Bacharach conclude, â€Å"Family attitudes and social class are stronger determinants of attitudes toward aggression than is the amount of exposure to TV, which is nevertheless a significant but weaker predictor. † Undoubtedly that the media has an effect on our lives. The debate that rages is whether or not the media has a negative and discernible effect on us as human beings. How much does the media effect out actions, our houghts, our decisions and, in general, our lives? We live in a society which praises individuality and freedom, and therefore to most people it is a scary thought that an outside source, such as the media, has such a large effect on our lives, and therefore it is no surprise that most people do not believe that the media has a strong effect on them. But when it comes to children, the debate becomes more personal. It is common knowledge that children are very impressionable, and that the people they meet, their parents, and teachers can have a huge impact in the lives of Children. I myself can attribute much of my current interests and behavior to the effect my parents had on my when I was a child. Today, though, many children are in poor families (the child poverty rate in America is now around 35%), and, as a result, many children often do not have parents that reside at home. Often both parents work long hours, and the children have nothing else to occupy their time except for the media, especially television media. How does what the child sees on TV effect his or her behavior? The real question that faces society is does the increasing amount of violence and sex on TV effect children? My personal opinion is that violence and sex in the media greatly effects a child’s development. The amount of sex and violence on TV today dwarfs what was on when I was little. Does a day not pass when their is a story about a child killing another child, or an even younger girl becoming pregnant? When I go an elementary or middle school I am shocked at the types of clothing that the children wear, and the way that they talk and act. Even elementary school children know about things that I did not learn about till I was in High School, and in my opinion things they should not know ab Kindergarten teachers in many school across the country, often in poor immigrant neighborhoods, no longer get to deal with innocent, wide eyed six year olds, but instead have to become conflict resolvers between children who see violence and intimidation as the only way to solve any problems. Teachers and Parents cannot compete with television. A study by the Mediascope Institute found that many children have already, by age six, spent more time watching TV than time they will spend talking to their fathers in their entire lifetime. Dean Geoffrey Cowan spoke in class about how the media does not effect everyone uniformly. He said that the effects of violence in the media may be stronger on some individuals than others, but that this effect is still significant. I agree with Dean Cowan, and I want to add that this effect is stronger in younger children than in any other age group. Many students in the class did not seem to believe that the media had a very strong effect on their lives and as a result seem to assume that this effect is uniformly weak, and unfortunately I believe that it is thinking like that is making it so difficult for us as a society to tackle this problem. Studies have shown that the effect of violence in the media on children can be small, leading to more violent behavior in maybe 15% of children. But other studies have shown that this effect can be greater when children are â€Å"raised by the media†. It is hard to say whether a certain child will become more violent or aggressive due to the media, and I believe that other factors contribute to violence in children, such as problems at home, the influence of peers, or lack of a positive source of morals. But as a society we need to make sure that there are options for children in the media so that they do not have to exposed to so much mature content, and I believe that currently the protections in place are terribly inadequate. The effects of our modern media on our children is something that we will not truly know for many years, if ever. History might give us a clue – the parallels between the advent of todays new media and the advent of books show that we could be in for a paradigm societal change. But no other media absorbed ones life in such a passive, complacent way as television and the Internet do to thousands of children. More research needs to be done in this field, but I believe that it is self apparent to everyone that the media does have a large impact on our lives. We determine our identity in relation to the media – our favorite television show, favorite band, favorite book, all are determined by the media to some extent. Ideally, as adults we would learn the skills to discern the effect of media on our lives and learn to control and to resist its temptations. Unfortunately most children and too many adults have not learn these skills. Everyone agrees that in today’s society, television has a significant impact on us all. How it affects children is of primary concern, as it is in childhood that we are given the tools we need to become successful, respectful citizens as adults. How exactly does television impact childhood, and what should we do to ensure that that impact is a positive one? Television is one of the first ways in which children learn about gender roles and stereotypes. Although family and peer groups also teach these roles, it is through television that children are inundated with the sex roles and stereotypes that reflect the ideas of a handful of people in charge of creating and programming this medium. Although these portrayals have broadened in the last ten or so years to include more diversity in gender stereotyping, there are still many television icons that denote negative gender images, such as the Bratz. Bratz are a Saturday morning cartoon and a glut of heavily marketed toys and clothing products that represent tweens and early teens as overly sexualized independent young women with attitude. Although I admire the strength and empowerment they embody, I am also incredibly concerned with the revealing clothing, heavy makeup, and defensive postures the characters all seem to take. I can’t help but wonder what a ten-year-old watching these girls would take away as being the feminine traits that they represent. Will she want to identify with the strength and independence or with the heavy-handed sexuality that she sees? Add to that television’s fascination with glamorous girl icons such as Brittney Spears and Paris Hilton, and what are young girls supposed to believe about being a girl? Boys likewise have macho images to imitate—superheroes and wrestlers and sports heroes. What does that teach them about being male? How does the repetition of these images teach boys how to respect others, cooperate, and engage with those around them? These problems with television’s sex and gender stereotypes can only make it more difficult for these children to develop socially and emotionally. Being taught these gender stereotypes may make it almost impossible for some children to break out of those roles and become comfortable with all their traits and individualities. If a boy is taught by television that men are always strong, what does he do with his own characteristics that defy that stereotype—does he continue to build his nurturing qualities or quash them in an effort to fit in? Do children learn that relationships only work when both people are behaving according to television’s ideas of their gender stereotypes, or do children learn to accept and respect people along the entire continuum of gender traits? If children are lost in this quagmire of conflicting information about who they should be and how they should act, clearly they will not be able to develop the strong self-esteem they need to be successful, either at school or in relationships. There is a strong bond between all three of these developmental areas. There are lots of arguments made that television is a bane to the moral development of children. Violent television, especially, has been examined in over 1000 studies and reviews, and has been found guilty on the charges of increasing fear and aggression in children who watch too much violent. However, in many shows and in children’s programming especially, morality is key, with the entire story line being written around one character’s moral dilemma and the healthy resolution of that dilemma, offering children a way to see how morality works in action in ways that apply to their lives. Cognitively, there is some ambiguity of the impact of television. There is the argument that television is responsible for the â€Å"dumbing down† of America, that television is responsible for shutting down our brains and acting as a tranquilizer. But there are also a great many good educational and instructional shows that teach children interactively in ways that books simply cannot, and a perceptive look at television programs today verses those created twenty years ago reveals that shows have actually gotten more complex, with layers of storytelling and subtle nuances that audiences have to work harder to comprehend. Clearly, television is a powerful tool that can alter a child’s ideas about the world. How those ideas change and how the child changes in response demonstrate how the tool was used. Television can be detrimental to childhood; in fact, too much television watching is strongly correlated with childhood obesity. The time spent in front of the television could often be better spent in other ways—with friends, actively playing, or doing homework—and this often has negative consequences for the child, such as poor relationships or worse performance in school content. However, television watching can also be productive for children. Television can offer children the chance to see other parts of the world and other cultures without having to leave home. Children’s educational programs and documentaries can teach them about animals, science, math, reading—just about any subject the child has an interest in. The key to making the time spent watching television rewarding is the manner in which it is done. If parents take the time to choose carefully the programs they want their children to watch, and then sit down and watch the show with them, asking questions to promote understanding, then that time is highly beneficial for the child. However, if parents don’t take the time to choose the child’s programs and just sit Junior down and let the television act as babysitter, then the time spent watching television will not only probably not teach that child new things, but he will also not be participating in the powerful social interaction he craves. In a 2001 article in The Nation, author Maggie Cutler makes the point that although television viewing is a rite of passage for American kids today, parents need to remember â€Å"the rule of the real†: that real life is always more powerful. A real conversation is always better for children than watching one on television. Parents don’t need to go to the extreme of keeping their children from watching television completely; they just have to keep in mind moderation and attention is best. For parents, the question of whether or not to let a child watch television is like the question of whether or not to let a child eat at McDonald’s. There are potentially good and bad effects of each, and both decisions weigh on a child’s health. A cheeseburger and fries every once in awhile won’t do any lasting damage; nor will an hour of cartoons just for entertainment every now and then. However, a menu with little more than that will cause grave damage to a child’s development physically, emotionally, cognitively, and socially. Negative Impact of Television on Children something with play – dough. Since there is no scope for imaginative games in the lives of busy parents television seems to be the most inexpensive way of filling the gap and playing the role of an ideal baby sitter. Watching WWF fights, is on the other hand watching a show full of thumps, knocks, hurting an opponent, and jumping on senselessly. This program clearly sends out the message that ‘fighting is fun’. If children are constantly brought up in front of a television then reading habits are not instilled in them, and they are not encouraged to participate in outdoor activities. Only the world of television is their own private world. Of course when television replaces human companionship there is also a good chance of the child being influenced by it. Young children cannot process the information which they are imparted by the television, same way as adults. They think that whatever they are watching is true and this may lead to the corruption of their minds if too much violence is viewed by them. Parents should take strict action so they can limit the negative impact of television as much as possible. They should set rules as to what should be watched and what should be avoided. Alternative to television should be provided, for example if a parent starts spending more time with the child, reads books with him or her, indulge in creative games and indoor crafts, there is every possibility that the child will start shunning television for the better means of entertainment provided. To end it, I say that parents attitude towards the children acts as the building block of their futures. How to cite Research on the Effects of Media Violence, Essays

Logistics and Operation Management of Starbucks †Click Now!

Question: Describe about the Decision logic of outsourcing of Starbucks Company, and whether they outsource their product or not and weather their product or services added value to the customers? Answer: Starbucks: Introduction: This exacting report deals with the Decision logic of outsourcing of Starbucks Company, and whether they outsource their product or not and weather their product or services added value to the customers. Starbucks area of expertise in coffee business is rising very strongly (Kulkarni and Gopakumar, 2014). Throughout the past 20 years they has not been a single years, in spite of war and decline, in which area of expertise in coffee deal have not developed. Starbucks identify its staff for a lot of its achievement. This is payable frequently to continuation of a huge and confirmed work atmosphere for all staff. The business does not have an official organizational structure, sot workers are accepted by the organization to make decision not including a management recommendation (Deadrick and Stone, 2014). Additionally, management hopes and place following the decision of the workers and permit the workers to think as a part of the industry (Kulkarni and Gopakumar, 2014).In adding up to creature the seller of the premium coffee and capable only the maximum quality goods, Starbucks highlight firm principles, supply strategy to improve worker confidence (Browne and Gomez, 2011). This is to guarantee sustained consumer approval. In addition, diversity has turn into precedence to given that a pleasing environment to all customers. Starbucks carry on to stand by a severe, slow development strategy in which they place out to control a marketplace before stirring on to enlarge, therefore history has exposed this policy to make Starbucks successfully, assembly them one the greatest rising company worldwide (Aitken and Harrison, 2013). Decisions to be outsource in Starbucks products or services which added value to the customer. Starbucks Coffee has been recognized in the global marketplace as one of the highest increasing product. The goals of the organization are to create an exclusive and competitive product in the marketplace (Fleming and Konstantaras, 2014). The inbound logistics for Starbucks define to select the optimum superiority of coffee beans, by the business selected coffee purchaser from coffee manufacturer are in Latin America, Asia and Africa (Kulkarni and Gopakumar, 2014). Starbucks, the green or unroasted beans are obtained honestly from the farmhouse by the Starbucks purchaser. These are ecstatic to the storeroom place following which the beans are roast and pack up (Hajiabadi and Zarghami, 2014). The business does not outsource its procurement to guarantee high superiority principles right from the top of collection of coffee beans (Human Resource Management, 2014). Starbucks policy is to target their consumer and place themselves as a third position in the existence of its customers. To give confidence to this thought, Starbucks position are provide with contented places and offer outlets for electronic gear, and a layer no smoking plan guarantee that all consumers are in healthy environment (Kulkarni and Gopakumar, 2014). Every Starbucks outlets have consumer feedback cards obtainable at the condiment situation. The feedback cards help out Starbucks organization to be in touch with their consumer (Jain and Khurana, 2015). The cards provide a chance for their customers and want to know the comment of the customer and as well provide idea for the new product. Starbucks has a warranty report place in their outlets and promise their consumer that they can get their coffee according to their tests and preference (Kulkarni and Gopakumar, 2014). In Starbucks they sets rule that if the coffee are not satisfied their customers they will make another on e to satisfied them (Lee and Baker, 2011). Figure 1: Customer Satisfaction Level (Mishra and Mahanty, 2015) Factors influence by Starbucks decision to be outsource: Factors that influence by Starbucks decision to be outsource, is that Starbucks is there to help out customers to do the work of entertain and satisfying their passion toward coffee (Research Methods in HRM, 2014). But in organize to facilitate customers get the work done; the business itself has to obtain definite work should be completed (Hajiabadi and Zarghami, 2014). Functioning at Starbucks is dissimilar from any other work which produces real moment of relationship with their consumers (Nadeem, 2015). The main performance objective of Starbucks is the supply chain (Human Resource Management, 2014). To optimize these behavior Starbucks administer them in various habits which highlight their promise to principled coffee source and fair buy and sell at worldwide duties (Kulkarni and Gopakumar, 2014). Starbucks create relation with cultivators distributors and contract straight with farmers (Hajiabadi and Zarghami, 2014). It provides high cost to guarantee that unfortunately coffee makers have sufficient funds to cover up their manufacturing expenses and their family requirements (Kulkarni and Gopakumar, 2014). It utilizes fixed cost buying promise to border its contact price fluctuations and buy prospect bond to offer price defense (Peng, et al. 2014). Furthermore, to increase business hazard connected to the climate and the biased and cost-effective problem, Starbucks supply bean from numerous geographic district (Kulkarni and Gopakumar, 2014). The organization of the advertising p lays a vital role in increasing the consciousness of the fair buy and sell deals, different scheme that help out rationalize Starbucks first-class cost (Petkovsek and Roca, 2014). Decision logic map for outsourcing of products and service Risks involved in the process of decision making and recommend mitigating strategies to the risks. There are few risks involved in the process of making the decision in operations management are: In conditions of a product design conclusion, which influence most of the modified and evolution policy?They are the ones which recognize the price of procedure and as well the superiority of the existing goods or facilities (Sanchez Rodrigues, 2010). In this view, the organization must be capable to build upproduct design method in unity with the modified and developmentin the marketplace to maintain marketability and market share of the company venture (Human Resource Management, 2014). In Starbucks the industry venture buy and cook higher superiority in entire coffee beans as well as sell these to their customers with improve Italian technique espresso coffee drink as well as other coffee related manufactured goods that are sell indirectly inside their outlets and branches (Hajiabadi and Zarghami, 2014). Additionally, Starbucks offers a coffee bean goods and deal with the added retail businesses (Research Methods in HRM, 2014). Second risk would be selection of location (Human Resource Management, 2014). The researcher said that the market position depends on the environment of the industry and it is renowned nearly all critical characteristic for business venture accomplishment (Human Resource Management, 2014). The operations managers choice influences expenditure similar to the operation managing expenses transport charge and rental fee as well human resource inside the district (Hajiabadi and Zarghami, 2014). In this Starbucks, the operations manager is capable to believe suitable and profitable position for the company venture (Statement of retraction, 2014). Therefore, the position issue is measured to be the significant cause why customer select precise coffee store (Kulkarni and Gopakumar, 2014). Many of the Starbucks coffeehouse is situated in malls and individuals region that are close to the profitable center and district (Research Methods in HRM, 2014). The position of the Starbucks are capable to build the industry venture and develop into as the first position which is preference for dissimilar customers while they recognize that coffee block are an vital set to unwind from demanding daily life (Human Resource Management, 2014). Third is the layout design (Kulkarni and Gopakumar, 2014). The collections of the correct methods while building the conclusion on appropriate layouts and procedure influence organization decision to judge precise knowledge, this type of policy with appropriate outlets (Research Methods in HRM, 2014).Such is part of the strategy of Starbucks as they are able to consider technologically advance layout design (Research Methods in HRM, 2014). The organization of Starbucks has started their online policy by allowing for WI-FI facilitates branches and outlets (Research Methods in HRM, 2014). Starbucks have been capable to contract with their effort, revolutionize and product which fluctuate diagonally the division of the industry venture and marketplace (Kulkarni and Gopakumar, 2014). In Starbucks fast consumers devotion is element of their operations management conclusion (Research Methods in HRM, 2014). While offering and fulfill the consumers requirements in the market place, Starbucks capable to increase loyal customers who purchase their goods yet at maximum charges (Kulkarni and Gopakumar, 2014). In situation of Human resources management (HRM), Starbucks has been capable to believe comprise well-organized administration of cultural variety (Research Methods in HRM, 2014). While, they are allowing for worldwide marketplace, the organization see to it so as to they are capable to get used to with the employees culture (Human Resource Management, 2014). Starbucks also capable to use four feature of organization style which believes alternative outlook, authority, and pattern transfer and as well their societal rules (Aitken and Harrison, 2013). Moreover, the organization of Starbucks offers managerial in permit their workers to be provoked and be ethically developed in calculating their tasks (Research Methods in HRM, 2014). Furthermore, it improves their capability to develop into more flexible, original and inspired principal to have workers with self-assurance and self-fulfillment (Kulkarni and Gopakumar, 2014). The position of the Starbucks are capable to build the industry venture and develop into as the first position which is preference for dissimilar customers while they recognize that coffee block are an vital set to unwind from demanding daily life (Kulkarni and Gopakumar, 2014). The Starbucks offer exhaustive training and instruction for their workers (Human Resource Management, 2014). Throughout the human resource management use as a division of the operation administration policy in Starbucks, the business has been capable to inces santly assemble their industry objective (Human Resource Management, 2014). The Starbucks Coffee channel work under the industry venture logo and signs as every store offer large variety of particular manufactured goods offer targeting decision-making, professional and even undergraduate (Hajiabadi and Zarghami, 2014). Starbucks Coffee presents exclusive blend of coffee goods which roast into perfections (Research Methods in HRM, 2014). Starbucks policy is to target their consumer and place themselves as a third position in the existence of its customers (Aitken and Harrison, 2013). To give confidence to this thought, Starbucks position are provide with contented places and offer outlets for electronic gear, and a layer no smoking plan guarantee that all consumers are in healthy environment (Aitken and Harrison, 2013). Capability and capacity procedure of Starbucks is its planned process management throughout change in covering, special recommends such as free sample and suitable ou tlets and given that the newest tendency in the coffee marketplace to assemble altering requirements and anxiety of their customers (Research Methods in HRM, 2014). Starbucks Coffee is capable to competitively continue in company cookery especially to middle-class to A category division of the populace (Research Methods in HRM, 2014). Starbucks Coffee extremely measured the activity pay attention to its recess marketplace, importance the principles of superiority and cost-effective purchase performance (Research Methods in HRM, 2014). The operations manager of the Starbucks consent a variety of people in this marketplace section to desire generously from the provisions broad variety of coffee goods (Human Resource Management, 2014). Conclusion: Starbucks is accurately one of the major and well identified coffee businesses in the worldwide level. But it is unquestionable that huge business is for eternity allowed in allowing for well-organized management policy, especially in their process. In organize for Starbucks to incessantly produce in the market situation; it is important that the operation manager will be capable tobelieve the risky area of administrative. In fact, such risk decision in operation administration is extremely vital to recognize the business venture achievement to be capable to complete their work, idea and goals. Simply by allowing for planned operations decisions and appraisal like appropriate source in guarantee that the decisions complete are reasonable for the current market situation, the Starbucks will be capable to exceed all issues and aggravate in the prospect of the company. In this report describe about the Starbucks company outsource the product which provide value to the customers and the factors which influence the Starbucks decision making (Kulkarni and Gopakumar, 2014). References Aitken, J. and Harrison, A. (2013). Supply governance structures for reverse logistics systems.Int Jrnl of Op Prod Mnagemnt, 33(6), pp.745-764. Browne, M. and Gomez, M. (2011). The impact on urban distribution operations of upstream supply chain constraints.International Journal of Physical Distribution Logistics Management, 41(9), pp.896-912. Deadrick, D. and Stone, D. (2014). Human resource management: Past, present, and future.Human Resource Management Review, 24(3), pp.193-195. Fleming, P. and Konstantaras, I. (2014). International Journal of Systems Science: Operations Logistics.International Journal of Systems Science: Operations Logistics, 1(1), pp.1-2. Hajiabadi, R. and Zarghami, M. (2014). Multi-Objective Reservoir Operation with Sediment Flushing; Case Study of Sefidrud Reservoir.Water Resources Management, 28(15), pp.5357-5376. Human Resource Management. (2014).Human Resource Management, 53(6), p.no-no. Jain, D. and Khurana, R. (2015). Impact of pricing and outsourcing models on Indian information technology service outsourcing.Benchmarking, 22(4), pp.610-623. Kulkarni, M. and Gopakumar, K. (2014). Career Management Strategies of People With Disabilities.Human Resource Management, 53(3), pp.445-466. Lee, Y. and Baker, T. (2011). Assessing the interaction of price optimisation and system-wide transportation selection on a third-party logistics provider.IJSOM, 9(1), p.111. Mishra, D. and Mahanty, B. (2015). Business knowledge requirements and onsite offshore work division in Indian software outsourcing projects.Strat Outs, 8(1), pp.76-101. Nadeem, S. (2015). Indian Arrivistes and Cyber Coolies: Reflections on Global Outsourcing and the Middle Class.Sociology Compass, 9(4), pp.289-298. Peng, M., Peng, Y. and Chen, H. (2014). Post-seismic supply chain risk management: A system dynamics disruption analysis approach for inventory and logistics planning.Computers Operations Research, 42, pp.14-24. Petkovsek, G. and Roca, M. (2014). Impact of reservoir operation on sediment deposition.Proceedings of the ICE - Water Management, 167(10), pp.577-584. Research Methods in HRM. (2014).Human Resource Management, 53(3), p.no-no. Sanchez Rodrigues, V. (2010). Evaluating the causes of uncertainty in logistics operations.The International Journal of Logistics Management, 21(1), pp.45-64. Statement of retraction. (2014).International Journal of Systems Science: Operations Logistics, 1(2), p.XX-XX.

What do you learn about the speaker in the poem W Essays - Behavior

What do you learn about the speaker in the poem? What attitudes does she have towards her lover, women's roles within a relationship and love? Firstly, Millay presents the idea that the persona believes that a female is immediately born to fulfil the societal expectations of women, through using the first person title;"I, being born a woman and distressed." The use of the word "distressed" conveys a sarcastic tone, which suggests that the persona is toying with the idea that women are more empathic and emotional, or are certainly expected to be. The use of these words together conveys that the writer believes that society considers them synonymous, which further implies that the persona feels trapped by these societal expectations of women. Additionally,Millay also uses the word "possessed", which implies that women are possessed by societal expectations. Furthermore, Millay presents the view that the persona believes that women are isolated. The use of the word "my kind" suggests the abnormality of women and their detachment from society, as the historical setting of women post WW1 in the 1920s, women were not involved dir ectly in conflict, but forced to stay at home without male sexual partners to satisfy them. The use of the word "propinquity" juxtaposes the reality that men were absent for long periods of time during the war, but now men are returned and in close proximity, the persona and women can't help but desire sex, after years of abstinence, or at least that was what was perpetuated by society. Millay also presents the idea that women are actually superior to men in a relationship. By formatting the poem as a sonnet, Millay further juxtaposes societal norms of women and men, as sonnets were traditionally written by men to women. By reverting this, Millay depicts female dominance and an equal capability to do men's work'. Millay divides the sonnet into an octave (8 lines) and a sestet. The first part encompasses the lack of control the persona has over her actions, through the use of language such as "undone" and "possessed", whereas the latter part established dominance and control over the lover and a woman's sexuality, "let me make it plain", which further depicts a woman's established superiority to men, particularly in sex, where a woman is expected to be subservient and virginal, particularly within the 1920s, as although women behagn experiencing greater sxual liberation, traiditonl patriarchali ideology was still prevalent within society. Thus, edna st. vicent millay , further explores the notion of views of female sexuality, as also eluded to in a few figs from thistles. Moreover, Millay uses lexical polysemy to describe her mind as "staggering", which could depict her feminine indecision, or reference her superior intellect over the male. Also the fact that she was born a "woman" connotes the maturity women encompass. Millay presents the persona as viewing love as a social construction that she does not conform to. The poem is a sonnet about sex with a partner, who the persona does not wish to pursue after the casual encounter. Although the poem is about sex, contrary to typical romantic poems, there is little or no imagery throughout. Instead, there is direct, masculine dialect, such as "let me make it plain", I find this...insufficient reason". This suggests that Millay is defying the romantic societal expectation of women to be engulfed in love and romance before sex, and be subservient to their husbands, and instead addressing the reality that love is not always necessary for sex. Ironically, Millary uses alliteration to present the act of ultimate love (sex)as a chore rather than romantic ; "to bear your body's weight upon my breast", which is antithetical to the flowery language used amongst romantic poets at the time. Additionally, Millay presents the persona as viewing her lover as insignificant and inferior compared to herself. Millay writes, "..am urged by your propinquity". The use of the word "urged" implies that the persona, and women in general, have no control over their sexual attraction, and that it is animalistic behaviour rather than romantic, connoting the fact that this belief would have been controversial during the 1920s, as the romantic notion of virginity until marriage has been completely juxtaposed, by no more than a young,

Lady Macbeth As A Catalyst To Evil

Lady Macbeth As A Catalyst To Evil The expression "behind every man, there is a woman,"‚  rings true even in the Shakespearean tragedy Macbeth. Lady Macbeth is the catalyst that ignites the fire to Macbeth's ambition. It is because she challenges his masculinity, questions his love, and belittles his bravery that Macbeth murders Duncan. His lady provides impetus for him to abandon all honorable nature in order to achieve what they both desire. Macbeth would not have murdered Duncan and continued on a downward spiral of evil were it not for the extra push from his ruthless and overly ambitious wife.Macbeth is filled with great hubris. Lady Macbeth plays on this pride when she challenges his masculinity. She goads him by saying, "When you durst do it, then you were a man / [. . .], you would / be so much more the man."‚  (Shakespeare, Macbeth. 1.7.49-51). Lady Macbeth tells her husband to kill Duncan to prove that he is a man, and states how much more of a man he will be as king.The sleepwalking Lady Macbe thEugene M. Waith states in his criticism Manhood and Valor in Macbeth, that "the pangs of Macbeth's conscience [. . .] are no more than effeminate, childish fears to Lady Macbeth."‚ (64) She has a great deal of power over Macbeth; this power is the mere truth that she possesses more of a manly quality that he himself does.Macbeth is ambitious enough to want to become king, but would not think of murdering Duncan. Because Lady Macbeth knows this, she understands the necessity to push Macbeth into performing the deed. She does this by questioning his love for her. " What beast was't then / that made you break this enterprise to me?/ [. . .] I would, while it was smiling in my face, / have plucked my...

Bargaining Power Of Buyers Marketing Essay

Bargaining Power Of Buyers Marketing Essay For all kind of strategic decision making it is essential to consider number of internal and external factors so that a company can completely understand its position in strategic group it lies and which could assist the brand to device strategies which could lead the company towards the achievement of it strategic objectives in the light of it’s vision and mission statement, following is the graphical representation of the Porter’s five forces model and detailed explanation of ikea’s and h http://software–porter-five-forces.smartcode.com/images/sshots/software__porter_five_forces_18378.gif BARGAINING POWER OF BUYERS: IKEA: IKEA being a giant organisation and genuinely very cost effective which ultimately reflects on its pricing strategy, that leaves the buyer with a very low or nil bargaining power Ikeas standardised approach has always made IKEA out list the competitors which leaves the consumer very little choice to consider an alternative for the prod ucts and services being offered at IKEA. H Although the production is subcontracted to different countries but IKEA has got a complete grip on its operation overseas and has a robust control and management system to stay in bargaining position with its suppliers, due to bid system adopted by IKEA the suppliers all over the world finding themselves lucky to relate to the brand always try their level best to win the bid to get a chance to produce for the market leader in furniture industry which leave the suppliers almost with no power to bargain at any occasion H 70% of the suppliers are from Asia e.g. India etc who are finding themselves in a very good scale of performance on their own records as due to H&M growing strategy to expand has resulted in more merchandise to be prepared all the time with the growing tendency of 15-20% every year, therefore suppliers in this time of utmost recession are lucky to be associated to a brand which in this era of downsizing have expansion plans which would fetch more opportunities that could be availed by thousands of more suppliers bring them don to stage where none of the suppliers have any bargaining power

Barack Hussein Obama Research Paper Example | Topics and Well Written Essays - 1000 words

Barack Hussein Obama - Research Paper Example President Obama has plenty of detractors and many blame him for things that he really has no control over. But despite this, Barack Obama represents America in ways that few other Presidents have in the past. He is a unique president that has been elected because he has experiences and attributes that appeal to the rapidly changing demographics of the United States of America. An important distinction that President Obama has that makes him unique among Presidents of the United States is his ethnicity. President Obama’s mother, Ann Dunham, was a student in Honolulu, Hawaii when she met Barack Obama Sr. They were both studying in the same program at the university. Ann was from a working class family that had lived throughout the Midwest before relocating to Hawaii. She was a smart, able student with a passion for learning about cultures from all around the world. Barack Obama Sr. was from the Luo tribe in Kenya. As a child, he herded goats in his native Kenya. He was attending college on a scholarship. Ann and Barack Obama Sr. married in 1961 and Barack Obama Jr. was born a few months later. The fact that Ann was a white woman from the Midwest and Barack Obama Sr. was a black man from Africa is significant. President Obama became self-conscious about his race when he was a young teenager (Barack Obama Biography, 2011). He wondered why being black was looked down on by some white people. This is significant because President Obama is leading America during an age when ethnic minorities are the new majorities in several major metropolitan regions. America is a more ethnically diverse place and it is important that there are people in leadership that have experienced discrimination first hand. Some minorities think the Barack Obama should do more for them than he has while he has been in office. There may be few legislative victories he can point to, but it is good to have an ethnically mixed President so the issue of race can be discussed in a more constru ctive way than in the past in America. Barack is an important President for our day and age because he is a minority and that helps all Americans know that minorities are capable of sound judgment and capable leadership. Barack Obama’s parents divorced when he was two years old. He then moved to Indonesia and lived with his step-father, mother and step-sister for several years. This is a second reason that President Obama is uniquely qualified to be our President. He is the only President in the history of the United States to have lived in a Muslim country for any period of time. America’s relations with the Muslim world are at an all time low in many respects. We still have close allies such as Saudi Arabia, Qatar, Bahrain and Yemen. But many Muslim countries hate America and Americans. Having experienced Muslim culture first hand, President Obama is in a strong position to understand the Muslim world. He knows from first hand experience that not all people in the Mu slim world are bad. He understands that the vast majority of Muslims are peaceful people that want peace with America. President Obama gave a famous speech in Cairo soon after he was elected. In this speech he called for greater unity and understanding between the western, democratic nations and the Arab, Muslim nations (Holzman, 2009). It is interesting to note that many of those people that heard this speech would begin peaceful protests two years later,

Preperation of mentorship level 3 ( degree level) Essay

Preperation of mentorship level 3 ( degree level) - Essay Example The portfolio is not only used as evidence but also has effective learning tool. This pattern of learning is an approach rooted and based on the principles of experiential learning2 which is cyclical process of recording, reviewing and ultimately learning from events3. It is highly important that enough attention is provided to ensure the portfolio is not just a collection of event narratives but includes reflections on these events and the lessons learnt in the process. Any evidence of learning is captured in the portfolio as evidence that reflective learning has taken place. In compliance with the guidelines for the completion of the portfolio, we consider a few key assumptions for the purpose of this document. The attempt will be to integrate theory and practice to ensure the portfolio of learning will establish how the learning outcomes are achieved by this exercise of portfolio document While we are aware that the concept of Portfolios are not new, it is important to acknowledge the fact that their use in initial and continuing professional development in medicine is still in its infancy and premature stage. In this context, the attempt here has been to achieve the following aims and objectives: There is no focused attempt to address the particular constraints or resource issues that face practitioners in any educational initiative, as these are far too many and too complex for a document of this type and nature keeping in view the existing limitations. However, it does provide evidence of a range of ways in which opportunities have been created and developed by colleagues and other interested parties in establishing frameworks and mechanisms within which individual learning can be planned, appropriately documented and effectively assessed. Portfolios certainly have much to offer both learners and teachers as we move forward into the new world of revalidation, clinical

Great Gatsby Research Essay Essay Example for Free

Great Gatsby Research Essay Essay The majority of what Fitzgerald writes in his stories are about the love for rich girls. In real life he has personally experienced falling for a wealthy girl, Zelda. In the book, The Great Gatsby, he writes about a boy who isn’t rich that is in love with a girl named daisy, who is rich like Zelda. Gatsby later lost his love, Daisy, when he went to war, for Fitzgerald, he was rejected by Ginevra King’s father who said â€Å"poor boys don’t marry wealthy girls,† which was said by Daisy in the book. He was asking for her hand in marriage. Then Fitzgerald got denied by Zelda Sayre. Daisy, the women jay Gatsby has been basing on his whole life on, is similar to Zelda Sayre who would not marry him at first since he was unsuccessful Fitzgerald lived in Great Neck, Long Island, in which his first child was born. To Zelda, Fitzgerald was seen poor but he was really upper middle class, but Zelda’s Standards were too high, like Daisy. Gatsby and Fitzgerald both met vital women to their lives at dances and both while they were stationed at army camps They both had highly society connections and down falls such as Gatsby getting murdered in the pool by George Wilson, for love. Fitzgerald died of alcohol use when he was trying to become rich again. Gatsby made money by bootlegging while Fitzgerald made money by writing. Fitzgerald Scott was self-destructive because he would drink to much, due to being an alcoholic. He was very social but then later on in his life he became very rude and started to offend people, due to his alcoholism. Gatsby was always trying to make himself better, improving him self. He was very self-disciplined and an outsider. They were both faithful and dedicated to the ladies the fell in love with. F. Scott’s wife, Zelda, was sent to a refuge in the last few years of her life. He made sure to never allow him or their daughter that they had together for get about her. Being the dedicated man he was, he would go see her to visit at the asylum. In the book, many of the characters represents the people that Fitzgerald met in his life, including his own character that represents him. To add on to that, F. Scott Fitzgerald lived in Great Neck, Long Island after his first child was born. At the time, the Great Neck was home to many of the wealthiest people on Long Island. A scholar has proven that there are many similarities between the Great Neck and the West Egg. In the movie version, Daisy tells Gatsby that Rich girls dont marry poor boys. This line was taken straight out of Fitzgeralds life. The father of his first love, a young woman by the name of Ginevra King, supposedly told him that after Fitzgerald asked for Ginevras hand in marriage. There are many other similarities between F. Scott Fitzgerald and Jay Gatz (Gatsby)- keep your eyes out for them! F. Scott and Gatsby were born in a middle class family. Both of their fathers started out very wealthy until they both failed with their business when the crashed. They both came from an underprivileged family, in many cases, inclined a lot on both of their behaviors and goals. For school, both Gatsby and F. Scott were drop-outs from Universities and joined the army in 1917. There are a bunch of similarities between the two. The Author of the Great Gatsby, Fitzgerald Scott, based this story one his own life in almost every scene in the book.

How to Start a Community Service Project :: Community Service Essays

A continuous community service project involves many pieces that have to fit together perfectly in order to complete the puzzle. The first step is to determine your idea for your project. Then you have to find a way to sponsor your funds. Next is the step where you pinpoint which organization your community service project is going to benefit and all the event details. Finally, it is time to put your community service project into drive. Your community service should be one to benefit the people of a community. To start off, you need to come up with an idea for your community service project. Try looking in books for ideas or search your community for answers. Ask yourself, "What could my community benefit from?" Is there something your past family could have benefited from if someone has implement a community service project for them? If you are a club president wanting to start a community service project, ask your fellow members what ideas they have. Another source is elder care home and non profitable organizations. You could also ask those places if they need any help or if there is any community service project ideas they want someone to perform for them. Is there a certain concern you have for your community and would like to help out? You can always do something someone has don before and continue their project. These are all things to help you think of an idea. There are so many places you can look in order to find an idea. The ideas are innumerable and there is always s omeplace and someone who needs help. Some examples may help you understand the ideas of what to do for your project. Once example is starting a bingo night at an elder care or children's home. It is an easy task that many people do and that all people love. If someone in your family was in a orphanage, you could as a local orphanage how you could help. Tragedies are always occurring, and you could help raise money for a relief organization. If you are starting a community service project for a club at school, you could always do an activity within the school like monthly teacher appreciation or a weekly tutoring session. There are so many paths you can take when building a trail of community service projects.

A Critical Analysis of Par Fabian Lagerkvist’s “My Father and I” Essay

The short story, â€Å"My Father and I† mainly revolves around the journey of a father and son into the countryside on a fine sunny day. The journey that they went on to took until darkness set in and the view that they saw during daylight shifted from beautiful sceneries to a horrible, at least in the eyes of a child, dark collage of figures. The story showed how beauty can turn into fear once one element went out, in this case, the light. It also shows the difference in the way of thinking between the father and the child wherein the child was so terrified while the father was as calm as he is.   This is evident in the part wherein both of them were passing through the stream where the child was as puzzled as to why his father acted as if he felt nothing while the child was very much afraid. The child went on to realize in the end of the short story that, like he has, his father also has fears: only that the fear that it is the fear of the things that his father does not know. The author made his point by taking the point of view of a little child who is naturally curious of the things that go around him. In the short story, the son is the one that narrates the whole story and it is his thoughts that the audience sees. This made him as the main focal point that the author used. This way, the curiosity that is evident in every child is played upon by the author to effectively deliver a point of realization wherein the boy itself answered much of his questions. The father on the other hand is the one the author used to depict the natural concern that every parent has with their children. The actions of the father show him being protective and a motivator when his son was getting terrified of the darkness. The father also plays a major part in the climax wherein he himself felt fear for his child after a train came in and almost hit them. The faith that he has in God somehow is the factor that also made the child calm yet puzzled. Lagerkvist efficiently made use of descriptive ways in painting out the scenes in the short story. The narration of every detail was intricately laid out in order to obtain the proper intention in every part of the short story. His descriptions were so vivid that the reader may feel as though he was actually walking alongside the father and son on the railroad tracks all throughout the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The structure and the plot of the short story are pretty much divided into two specific and distinctive scenarios. First is the image of the railroad track and the environment around it. The author describes every detail that is necessary in order to picture out the place and how the place is lit up by and also the manner it reacts to the sunlight. It basically describes for the reader to appreciate the beauty of the countryside and the harmony of the world they both are in evident with the first train scene wherein his father knows that the train who’d passed by was a colleague of his. All this was changed after darkness set in at the countryside and the father and son went their way back home wherein the second main scene sets in. In this particular scene, all the main components that were described by the author during the first main scene met its opposite as the amount of light that was present before went gone and the effect made a gloomy picture that is terrifying for the child. The mood in this story then on went from calm during the first scene to become tense at the second scene especially in the part wherein an unknown train from absolutely nowhere popped out of the scene and even terrified the father.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In general, the short story is an effective manifestation of the unconditional concern of parents for their children. The bond that was formed out of the situations in the short story made the child to realize the purpose of everything that happens around them and that the greatest fear that anyone has is the fear on things we do not know. Reference: Lagerkvist, Par. The Marriage Feast and Many Others. Chatto and Windus. 1955.

Comparing Two Adverts

Compare the two adverts The two diverse adverts I have selected to analyse consists of a Rimmel London mascara advert and a vegetarian â€Å"fight the fat† advert. I will discuss in detail the purpose of each advert, the layout, Language and audience amongst many other qualities these two adverts consist of. The purpose of Rimmel Londons advert is to inform females who are specifically interested in mascara of the Rimmel Londons â€Å"NEW EXTREAME BLACK MAGNIF’EYES MASCARA†. In doing so this advert is very persuasive as they would like their product to be bought. In comparison, the second advert annualised, is a healthy eating organisation. This PETA. org. UK advert is being used in order to persuade adults (someone other than a â€Å"child†) not to feed children meat as it â€Å"is child abuse†. Moreover this advert is being used to advertise the organisation supporting this claim and inform the audience of their web address. The objective to Peta. org. uk is to deter children from eating meat and communicate the idea that meat has a consequence on a child’s health and adult should not feed them it as they are causing them harm. Likewise, Women aged between eighteen and above are the targeted audience for Rimmel London’s product. I am given this impression as Kate Moss; a successful ‘cool’ style and beauty icon (many men love and women look up to) is the model being used to display and promote this product. This is an advantage as it would boost Rimmel London’s sales due to the fact that many women would purchase this product satisfied with Kate’s involvement and simply in order to feel beautiful, like Kate moss and model material. As with the Peta organisation advertisement, the audience this advert is being subjected to is everyone, although it is mainly for anyone other than a â€Å"child† yet imperative for parents. This advert uses the burger which is a common unhealthy food yet favourite to some, to attract the attention of their audience, everyone. However, a wide eyed obese child eager to consume the burger is being used in order to attract the attention of other children and parents. This image along with the adverts heading is very ironic and would shock parents above all as the child in the image is eating a substance which is â€Å"abusing† them. â€Å"Feeding kid’s meat† is not often related to â€Å"child abuse† although parents will relate to the image greatly for they would compare their child/children to the boy crossing the ine of morbid obesity in the picture. Popular Rimmel London mascara advert uses a wide range of persuasive techniques in order to boost the sales of their product. Such techniques include statistics, as the advert states â€Å"70% MORE VERTICAL LASHES†. This statement is a large claim and readers would be extremely amused by it , furthermore it is produced in capital letters in order to gather the reader’s attention and compliment its extremity, as with other statements in this advert. The name in which the product is labelled with plays with words cleverly, giving the impression that who ever purchases this product will immediately have magnificent eyes â€Å"MAGNIF’EYES† this clever conjunction additionally encourages the â€Å"BREAK THROUGH EYE MAGNIFIER BRUSH† Rimmel London have achieved. Standard English is the language used in the two adverts, however the statement â€Å"Feeding kids meat is child abuse† is written in as a matter of fact and not opinion. By doing so, this misleads readers along with being very controversial, as not many would agree with it. However now that many readers (parents) are informed of the negative opinions regarding meat, it is there obligation to research this claim and find out whether or not they are abusing children (their child). As this advert promotes healthy eating â€Å"FIGHT THE FAT† is a part of this advert slogan. This statement is not only alliteration but also a representation of the type of food they are encouraging, vegetables. The use of alliteration lightens the situation yet â€Å"GO VEG† gives the impression of a protest which portrays the determination and seriousness of the situation. â€Å"BLACK ON BLACK† again is the heading and example of alliteration used in Rimmel Londons Mascara advert. This phrase is not only used to describe the extreme colour of the mascara but also used to describe mutual violence between the African races, as a result the use of this phrase could trick a quick reader of African heritage as it relates to them, and therefor this advert would be receiving the attention of a wider audience. The choice of adjectives and nouns are to the highest standard. An impression of a fresh product is what I am given when I am presented with the word â€Å"NEW EXTREAME†. The Audience would feel honoured to buy a product which is so recent and exceedingly great in degree. â€Å"Outstanding lash lift† the use of this adjective marks the excellence in which this mascara lifts your eye lashes. By purchasing this product, women would believe that their eyelashes would extend as long as Kate’s (in the advert) when applying the ascara; although the picture has been edited by Photoshop and is in fact not her real eyelashes. â€Å"DOUBLE HIT† also indicates to the audience that they are purchasing two in one; the mascara does not only achieve length, but also volume making the audience feel privileged enough to purchase this product. Similarly the â€Å"BREAKTHROUGH EYE MAGNIFIER BRUSH† gives the impression that in order to make this product Rimmel London h ave overcome a restriction and have in turn achieved success which will allow their further progress. The writing is placed clearly with maximum of two rows at the bottom of the page in insure Kate Moss’s face is not hidden and make the reading easier for readers. As for the healthy eating advert white is the chosen background colour given. In doing so the audience’s full attention is directed to the writing making the background not at all a distraction but complimentary to the writing. A large font size is used in order for readers at first glance to read the statement. Two font sizes are used in this add one smaller than the other. The natural colours used are red, blue and green in order to portray the healthiness in the subject. The website is highlighted in order for it to be clear and concise for the audience in order to get in contact with the organisation. However the feminine use of the colour red (both in the background and font) not only attracts their attention of the Rimmel Londons audience, but also sets the scene and feel of this mascara making it an irresistibly, feminine and lustful object every women should own and not be without. The Black circle used in the background of Kate in addition gives a hypnotising effect to in order the audience to be given the impression that once this mascara is applied everyone will be mesmerised. The magnified image of the mascara brush gives the audience a scientific perspective into how minuet the brush bristles are making them even more wondrous. The Small font size is ironic as it complements the mascaras objective, whereas the use of white font is given in order to make the reading simple for the audience and is also used to highlight â€Å"Rimmel† to give awareness of the mascara brand. In conclusion the two adverts analysed contrast greatly, factors including the amount of design (Rimmel more than Peta), purpose of each advert, audience which the two adverts are aimed at alongside many more important factors, although the two adverts fit under the category of health and beauty. In my opinion the two adverts where indeed correct in how they communicated to their objective to the chosen audience making both as successful as each other.

Philippines Basic Education Essays

Philippines Basic Education Essays Philippines Basic Education Paper Philippines Basic Education Paper MODULE 2 THE PHILIPPINE BASIC EDUCATION CURRICULUM Teacher Induction Program Teacher Education Council, Department of Education Lidinila M. Luis Santos, Ed. D. Writer Minda C. Sutaria, Ed. D. Reviewer Bernadette S. Pablo, M. Ed. Editor All rights reserved. This module may not be reproduced in any form without the permission of the Teacher Education Council, Department of Education. TEACHER INDUCTION PROGRAM MODULE 2 The Philippines Basic Education Curriculum OBJECTIVES THE PHILIPPINE BASIC EDUCATION CURRICULUM Overview This module is about the Basic Education Curriculum (BEC), which sets the standards for what your students should learn in basic education which in the Philippines is from Grades I-VI and from First Year to Fourth Year high school. It spells out the knowledge, skills, habits and attitudes that your students should learn under your guidance. It is your guide in what to teach, in whatever grade/year level you are assigned. Besides learning about the curriculum, you should also be familiar with the Philippine Education For ALL (EFA) 2015 Plan. In the module, there are Self Check Questions (SCQs) and Activities to find out for yourself how well you understood what you read. However, you are not to write your answers on the module itself. Your answers are to be recorded in a notebook or journal which shall be part of your formative evaluation. TEC shall provide the postassessment booklet for summative evaluation. After studying this module you should be able to do the following: Discuss the goals and critical tasks of the EFA 2015 Plan of Action. Define what a curriculum is and its role in Philippine basic education. Explain the bases of the Philippine basic education curriculum. Discuss the forerunners of the present basic education curriculum. Explain the rationale for restructuring the basic education curriculum. Analyze the structure of the BEC. Identify samples of the different learning goals. Describe the role of the curriculum in the instructional system. Use the BEC in planning effective lessons. Assume greater responsibility for enhancing your capabilities to use the BEC as your guide to teaching and learning. i TABLE OF CONTENTS Page Objectives Preassessment i 1 4 Lesson 1 How Do You Know where You Want To Go? Know Your Curriculum The EFA 2005-2015 Plan of Action Goals of EFA EFA’s Critical Tasks What is a Curriculum? Why Do We Need a Curriculum? Why Do We Have a National Curriculum? How Do We Indigenize/Localize the Curriculum? Why Do We Have a Bilingual Policy? 6 8 13 15 16 17 18 20 Lesson 2 Why Restructure the Curriculum: A Little Bit of History 23 The National Elementary School Curriculum (NESC) The New Secondary Education Curriculum (NSEC) Evaluation of the NESC and NSEC The Rationale for the 2002 Basic Education Curriculum (BEC) 4 26 26 29 ii Lesson 3 I Know the BEC: How Do I Make It Alive? Features of the BEC The Structure of the 2002 Basic Education Curriculum The Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC) 32 33 39 41 Lesson 4 Alive! But How Do I Make The Curriculum Work? The Curriculum, Instruction and Assessment Model (CIA) You and the Instructional System The R ole of Textbooks and Other Instructional Materials Your Mastery of Subject Matter 48 49 53 57 57 Answer Key to SCQ’s and Activities Bibliography Appendix 1 Sample Reading Skills Appendix 2 Sample Competencies of Elementary Mathematics: Grade I – VI Comprehension of Whole Numbers Appendix 3 Sample Competencies of Filipino in the Secondary Level 60 68 69 70 74 iii TEACHER INDUCTION PROGRAM PREASSESSMENT PREASSESSMENT Don’t be distracted by the title of this section of the module. This is a preliminary survey of what you already know about the topics covered in this module. Get a sheet of paper and write your answers to the questions. Don’t worry if you cannot answer all of them correctly but try anyway. Keep your answers and compare them with the materials you have studied after each lesson. 1. If you are going to survey the educational status of people in your town, barangay and school, which of the following groups will you find? Check as many as are applicable to your community. ________a. Young and old alike who have not attended school at all ________b. Children and youth drop-outs ________c. Adults who have not finished elementary/ secondary schooling ________d. Pupils/Students who cannot read and write in English/Filipino ________e. Pupils/Students who have limited competencies in mathematics ________f. Others: Please State 2. Would you consider these groups as educationally challenged? Why? Why not? What do you think should our educational system do for them? 3. Have you heard/read something about the Education For ALL 2015 Plan of Action? Will the plan help the disadvantaged groups? Why do you think so? What do you think will be your role in the implementation of the EFA Plan? MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 1 TEACHER INDUCTION PROGRAM PREASSESSMENT 4. When you hear the word curriculum, what comes to your mind? What do you know about the curriculum you are going to implement as a teacher? . What languages of instruction are you supposed to use in your classes? What do you know about the bilingual policy? The lingua franca program? 6. What basic education curriculum was being implemented when you were in elementary school/in high school? What subjects did you study? 7. Are you aware of tests conducted to assess the performance of students who were schooled on th e NESC NSEC? What were some of the findings? Are they good or bad? Why? 8. Have you attended orientation sessions on the Basic Education Curriculum (BEC)? What are the important features of the BEC? 9. Do you know what the Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC) are? Why should you be familiar with these documents as a teacher? MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 2 TEACHER INDUCTION PROGRAM PREASSESSMENT 10. Since you are a teacher, what do you know about the relationship among curriculum, instruction and assessment? Why should you be completely knowledgeable of these three components of the instructional system? 11. When you prepare your lesson plans, how important are the following to you? . The PELC / PSLC b. The textbooks for your learning areas c. The methods, strategies, techniques and activities for instruction d. The evaluation measures you are going to use to assess student learnings 12. When you conduct your daily lessons, why are the following important? a. Congruence among your objectives, strategies and assessment b. Your knowledge of your subject matter c. Your knowledge of the needs, interests and abilities of your students Well, how many questions were you comfortable answering? As you study each lesson, compare your answers with the materials. If you answered the questions correctly, that’s very good. If not, don’t despair. That is the reason this module was prepared. Take note of the topics where you feel inadequate and study them well when you come across them in the module. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 3 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM LESSON 1 HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM INTRODUCTION Lesson I talks about the curriculum and how the curriculum can be used as your guide in going where you want to take your students as you teach. It is discussed using the Education For All (EFA) 2015 Plan of Action as your framework. OBJECTIVES After studying this lesson you should be able to: discuss the EFA 2015 Plan of Action particularly its challenges, goals and critical tasks; relate the EFA tasks to your role as implementor of the curriculum; define what a curriculum is; explain why there is a need for a national curriculum; demonstrate ways of indigenizing or localizing the curriculum; and justify the implementation of the bilingual policy in Philippine schools. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM READ Imagine yourself riding in an airplane or watching an airplane land. The pilot spots the landing field and looks for the runway. Upon landing, he follows the runway and guides the airplane until it comes to a stop. If you have gone to the Palarong Pambansa or watched any local athletic meet, you must have hea rd the crowd cheering the runners as they negotiated the track to reach the finish line. Sometimes the curriculum is likened to a runway or a racetrack. Just like the pilot or the runners, you need a guide when you teach. What do you think would happen if the pilot missed the runway or the runners crossed the field and did not follow the track? Yes, that would be disastrous. The curriculum is your guide so you will know where to take your students as they study with you. There are goals or milestones they need to reach and all these are spelled out in that document we call the curriculum. But before you learn about the curriculum, there is a very important document you need to be familiar with. This is the Philippine Education For All (EFA) 2015 Plan. This Plan for Action was developed by different Technical Working Groups (TWGs) of the DepEd who conducted a series of consultations with civil society, education experts, policy makers, teachers and administrators on what needs to be done to improve the quality of Philippine education. The TWGs finalized the EFA Plan of Action, which is to be implemented from the year 2005 until the year 2015. As a teacher, this Plan will serve as your framework for doing your job well as an education stakeholder. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 5 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM The EFA 2015 Plan of Action EFA means Education For All. EFA is a UNESCO Program. Who are referred to by the catchword ALL? The 1987 Philippine Constitution affirms that education is the birthright of all Filipinos. This means that education should be available to all Filipinos whatever their age, creed, abilities, social and economic status. Educating all Filipinos is a very great challenge to our educational system. As a teacher, you are partly responsible for addressing this educational challenge. Who are these educationally challenged Filipinos? The EFA 2015 Plan of Action (DepEd, 2004) identifies the following: 1. Those who are disadvantaged because of inadequate competencies. Inadequate competencies translate into the following conditions: Those who are: not fully functionally literate in the regional language (Ex. Cebuano, Tagalog, Ilocano) Filipino or English; unable to communicate in English and therefore cannot make use of available knowledge and opportunities in English; and able to communicate in Filipino, but get limited benefits from less abundant existing knowledge and opportunities in the Filipino language, 2. Those who are disadvantaged in terms of schooling are those children and youth who: were unable to enter school. They are found in the far flung barangays where there are no schools, or in other areas where because of poverty or neglect, they don’t avail of the opportunities for schooling, 6 MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM were unable to finish the full 10 years of basic education. In other words these are the children who drop out before they finish their elementary/ secondary schooling, and were able to finish 10 years of basic schooling, but have not attained the standard 75% mastery of basic competencies. SCQ 1. 1 1. Choose who among these children are educationally challenged. a. Pedro, Grade III, can read in Filipino but not in English b. Nancy, drop-out at Grade IV c. Jose and Greg, street children d. Jane, finished high school, lacks numeracy skills 2. Why do you say they are educationally disadvantaged? Refer to page 60 for the answers) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 7 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM READ Goals of EFA What does the EFA Plan of Action hope to accomplish by 2015, the end of the implementation period? Let’s analyze each goal by answering the questions. You may want to do this with a partner. 1. Universal Functional Literacy The Plan envisions that all Filipinos will be functionally literate by 2015. But how can you tell that they are functionally literate? They are functionally literate according to the Plan if they possess: â€Å"A range of skills and competencies – cognitive (Intellectual) affective (emotional) and behavioral which enables individuals to live and work as human persons, develop their potential, make critical and informed decisions and function effectively in the context of their environment and that of the wider community (local, regional, national, global) in order to improve the quality of their life and that of society. † If you analyze this definition, I’m very sure; there is still a lot to be done before functional literacy for all Filipinos can be attained. Going back to those who are educationally disadvantaged, can you say they are functionally literate? You’re right. They are not. They may not be able to make critical and informed decisions. They need further help. 2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 yearold children. Most communities have Early Childhood Education Programs to provide early childhood stimulation and development for children before they enter Grade One. These programs are provided by several institutions in the community. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM ACTIVITY 1. 1 Please check if you have the following programs in your community. You can use this form. ECE Program Available Enrolment Not Available 1. DSWD Centers 2. NGO Centers Day Care Day Care 3. Preschools a. Private Preschool b. Public Preschool 4. Others: Please state (Refer to page 60 for comments ) 3. Universal school participation and total elimination of drop-outs and repetition from Grades I-III. Are all 6-7 year-old children in your barangay enrolled in Grade I? Are they able to continue attending classes at least until Grade III? You can help attain this goal if you: campaign and visit parents of all prospective Grade I children and convince them to enroll their children in school; make your school child-friendly so that the children do not drop out and MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 9 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM make sure that they master the foundation skills of literacy and numeracy, or they do not repeat any grade. If they repeated any grade, they wasted government funds. Also, they might not want to continue going to school anymore. 4. Universal completion of the full cycle of basic education schooling with satisfactory achievement levels by all at every grade level. In the Philippine educational system, a child has to finish six (6) years of elementary and four (4) years of secondary education to complete the full cycle of basic education. Studies show that from 1989 to 2002 only 65 out of 100 pupils who enter Grade I finish Grade Six and only 46 finish secondary education. ACTIVITY 1. 2 Your school data are stored in your Basic Education Information System (BEIS). Get your school data and compare them with the National Data provided herein. Performance Indicators National Data School Data Year ____ School Year 2005-2006 Elementary Secondary Elementary Secondary 1. Participation Rate 2. Drop- out Rate ta Repetition Rate 3. 4. Completion Rate 5. Achievement Rate (Mean Percentage Score) a. English b. Science c. Math 84. 41 10. 57 2. 69 56. 76 58. 20 15. 81 3. 14 59. 77 59. 15 54. 12 59. 10 51. 35 39. 49 46. 80 Ask your Principal or BEIS Coordinator to explain to you what the data mean. Is your school performance higher or below the national performance? See page 60 for comments) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 10 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM 5. Expand the coverage of the Basic Literacy Program for the 16 year old andabove and the Alternative Learning System (ALS) Accreditation and Equivalency Program for the 16 year–old and above who have less than 10 y ears of basic education. Does your school have an Alternative Learning System Program (formerly Non-Formal Education Program)? Find out what the program is doing for the out-of-school youths and adults in your community. Do they avail of the programs? Why or why not? You may want to discuss this with the ALS coordinator of your school or district. 6. Commitment of all Philippine communities to the attainment of basic education competencies for all– Education for All by ALL. The ALL here again refers to the Filipino children in need of education. It also refers to ALL the stakeholders, most especially you. Did you learn much about your school while working on the activities and answering the questions? The answers you gathered will give you a good picture of the state of education in your school. The six (6) goals of EFA can be your guideposts until 2015 while you are with the Philippine educational system. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 11 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM ACTIVITY 1. 3 Based on your understanding of the EFA goals and the activities you have done, assess the status of your school based on accomplishments towards reaching the goals. Put a star (*) after the goals where you perceive your school is doing well, a question mark (? ) if you are not sure, and an (x) if you feel there is more to be done. EFA Goal 1. Universal Functional Literacy 2. Universal Coverage of ECE 3. Universal Participation and Elimination of Drop- outs 4. Universal Completion of Basic Education 5. Expansion of Basic Literacy 6. Commitment to the Attainment of Basic Competencies __________________________ __________________________ __________________________ __________________________ Status of Accomplishments __________________________ __________________________ Discuss your assessment with your principal and find out how you can contribute to the attainment of the goals. List a few things you can do especially for number 3 and number 6 goals. Goal No. 3 Goal No. 6 1. 2. 3. 1. 2. 3. (See page 61 for comments) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 12 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM READ EFA’s Critical Tasks Based on the goals of EFA, what are the critical tasks of the different education stakeholders? When we say stakeholders, we mean all those involved in the education of the child. They all have significant roles. As a teacher, since you are at the forefront of these critical tasks, your role is doubly important. The more important tasks for which your personal and professional commitment as a teacher is greatly needed are the following: (DepEd 2004, Philippine Education For All (2015 Plan of Action). 1. Make every school continuously perform better. Let us say there are 10 teachers in your school. If all of you teach very well and make sure your students learn, then you can say you have done your best to make your school better. If there are 10 schools in your town that are doing the same, can you say that you are helping make your town perform well? Multiply the efforts of ll the schools in the country; can you imagine how your little effort in your school can go a long way? 2. Expand ECE coverage to yield more EFA benefits. If you have children of your own, you can start giving them the benefit of early childhood care and development. Talk to them. Tell them stories. Take them for a walk in your barangay. Answer all their questions. Enroll them in ECE Programs. Encourage other parents to d o the same. These activities will keep them stimulated mentally. If you teach Grades I-III, be sure that the pupils’ gains in ECE will not be lost. Continue to stimulate them mentally, socially and emotionally. If you have done this, you can be sure you have built a strong educational foundation for your students. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 13 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM 3. Transform existing non-formal and informal learning options into a truly viable alternative learning system yielding more EFA benefits. As a teacher, you may be asked to handle non–formal education classes. The ALS has a Basic Literacy Program which teaches illiterates basic reading, writing, and numeracy skills. There is also an Accreditation and Equivalency Program (A and E), which addresses the learning needs of school drop-outs who have not completed 10 years of basic education. 4. Get all teachers to continuously perform better. Whether you are a beginning teacher or an experienced one, you cannot stop growing. You have to continue to upgrade and improve your teaching skills. Read widely. Attend seminars. Observe effective teachers. Ask questions. 5. Adopt a 12-year cycle for formal basic education. This means adding two (2) more years to basic education. This is a matter to be decided by our legislators, our education authorities, and the parents. But since you also have a stake in education, your stand on the matter must be heard. Study the benefits of a longer basic education cycle and help convince parents to support a shift to it. The DepEd started to introduce an additional year with the optional High School Bridge Program. You learned about this Program in Module 1. Will you be happy if most of the elementary graduates of your school will be asked to attend the Bridge Program? What does it say about the quality of the graduates of your school? 6. Accelerate curriculum development. You are not expected to develop a new curriculum. What is expected of you is to know the curriculum by heart so that you will know what you are expected to teach in the different learning areas in the grade/year level you are handling. At the same time, try to conduct some studies on the curriculum so you will know whether the learnings are relevant to the needs and conditions of your pupils. If they are not, then try to make some modifications to make the curriculum more relevant. As you go through Module 2, you will know more about the Basic Education Curriculum (BEC) of 2002, which you are expected to implement. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 14 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM ACTIVITY 1. 4 You have studied six (6) critical tasks of EFA. They are now also your tasks. Select the three (3) most important tasks to which you can contribute most. Write what you think can be your best contribution. Complete this form Critical Task My Contributions (Refer to page 61 for comments) READ What is a Curriculum? Unlike the runway or the racetrack that I mentioned earlier, the curriculum is not paved with concrete or asphalt. It is the totality of all the experiences that the students will undergo while they are in school. Others say it is made up of the subject matter taught by the teacher and learned by the students as they go through the educational process still, others see the curriculum as made up of objectives (cognitive, affective, and psychomotor) or competencies that should be developed MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 15 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM among the students under the guidance of the teacher (Saylor, Alexander Lewis, 1981 pp. 4-7). A curriculum can be all of theseexperiences, subject matter, objectives and competencies. (Saylor, et al 1981 p. 7) defined the curriculum as the â€Å"different planned opportunities for learning† afforded the students as they go through schooling. This is a more encompassing definition of what curriculum is. It means that the curriculum includes subject matter, objectives, and the experiences of the learner. Why Do We Need a Curriculum? Let’s play a little game of looking back to your first few days or weeks when you were first appointed to teach. Although you have a Bachelors Degree in Education, did you feel a little lost as to what you were going to teach your grade school pupils, say in mathematics, or your high school students, in English? You cannot just look at the ceiling and decide that you are going to teach your Grade One children addition or your first year students letter writing. Yes, you may ask your students about their previous lessons, but where do you go from there? Obviously, you need a written guide that will tell you what you are expected to teach. This guide is your curriculum plan. This is now the BEC. There are certain elements that you have to look for when you examine the curriculum. You need to know the scope of the work or the lessons for a particular grade or year level and for a particular learning area. The scope tells you the coverage of the lessons. You also need to know the sequence of the lessons. What comes first, what comes next and so on. The sequence tells you when to teach a particular competency or content. The sequence of the lessons also provides for the continuity link from one grade level to another. For example, if the curriculum plan for Mathematics Grade I covers addition of two digit numbers with a sum of 99, then the Grade II curriculum will start from there. The competencies also increase in difficulty. In other words, if everything in the curriculum plan has been learned in the previous grade, the teacher of the next grade will know where to start. If not, then you have to begin where the children are. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 16 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM ACTIVITY 1. 5 Examine your PSLC for Science, for first year high school. 1. 2. What does it cover? Are the lessons/ topics properly sequenced so there is continuity? re the Note: If you teach other subjects and grade/year level, do this activity with the subject of your choice. (See page 61 for comments) READ Why Do We Have a National Curriculum? In the Philippines, we have a national curriculum implemented nationwide in all public elementary and secondary schools. It is called the Basic Education Curriculum (BEC). The private schools have the option to enrich or modify the BEC as circumstances in their schools dictate. Why is it important that our country follow a national curriculum? Some of our students are very mobile. Sometimes in the course of the school year, they change residence and transfer to another school. Let us say two of your students transferred to two different schools in the middle of the school year. Will they have problems following the lessons in their new schools? How does having a national curriculum help the transferred pupils and their new teacher? Furthermore, the DepEd uses the national curriculum as the standard for assessing your performance and the performance of your pupils. There must be only one standard for all. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 17 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM If different curricula are followed, different standards will be set. Students in a particular grade/year level will not be developing the same competencies. Since tests are based on the standards, valid or reliable results can be generated which will apply to all the samples. If the education authorities will use the results of the tests to improve the curriculum or to design seminars and workshops for teachers, their data may not be reliable. SCQ 1. 2 You ivision also know that the DepEd administers national tests, the regional offices, their own regional tests and your own divisions, the division test. The same tests are administered to all sampled pupils. 1. Why is it possible to give the same national tests all over the country to our Grade VI and Fourth Year students? 2. Does your Division also administer division tests? What do test developers use as basis for developing test items to be included in the tests? 3. What does your school do with the results of the tests? (Refer to page 61-62 for the answers) READ How Do We Indigenize/Localize the Curriculum? Children differ in many ways in their cultural backgrounds, in their home languages, in their needs and interests. They have different ways of life too. And surely they differ in mental abilities. But it is not saying that a certain group has a MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 18 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM monopoly of the good traits. The differences among children have to be addressed through the curriculum. They are part of the EFA challenge. How can a national curriculum cater to learner differences? The answer is indigenization or localization of the curriculum. Indigenization can be done by: organizing the subject fields to make them relevant to the pupils’ culture; adopting content and learning modes, including indigenous learning systems from the community; and inviting the natives/local people (the learner, parents, laymen, local specialist and local leaders) to participate in designing and implementing the curriculum. Localization involves â€Å"adaptation of the curriculum content to the community where changes in a given curriculum are based on its peculiarities† (Abuso, et al 2002 p. 44). The study done by Abuso, et al for the Third Elementary Education Project (TEEP) mentioned the different practices of teachers to indigenize and localize the curriculum to make it more relevant and suitable to the demands of the different groups of students in our country. You may try some of them in your own classrooms. Surely you can think of other ways to respond to the needs and circumstances of your own students. Some examples of initiatives in indigenizing/ localizing the curriculum follow (Abuso, et al 2002 p. 54): Citing examples from the local culture related to the topic Using indigenous knowledgelocal songs, stories, poem, etc. Using indigenous aids such as artifacts Incorporating community resources in teachingvisit to scenic spots, inviting local people as resource persons, etc. Putting up learning resource centers (LRCs) where local artifacts are displayed MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 19 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM Discussing local problems and issues Preserving local songs, dances and games through co-curricular activities Using the local language in teaching Participating in local celebrations SCQ 1. 3 How have you indigenized / localized your lessons in: A. Sibika at Kultura or Araling Panlipunan? 1. 2 3. B. Science or Mathematics? 1. 2. 3. C. Other learning area/s you are teaching? 1. 2. 3. (See answers on page 62) READ Why Do We Have a Bilingual Policy? The 1987 Philippine Constitution mandates that Filipino shall be the national language and English shall continue to be used as another medium of communication and instruction. (Art XIV. Sec. 67) Since there are other regional languages, the Constitution also provides that the vernacular can be used as an MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 20 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM auxiliary medium of instruction in the lower grades until such time that the students become familiar with English and Filipino. Following this Constitutional mandate, the Bilingual Education Policy (BEP) of 1974 was re-confirmed by DECS in 1987. The Bilingual Policy states that certain subjects must be taught in Filipino and certain subjects in English. So, if you teach in the elementary grades, what subjects will you teach in Filipino and what subjects will you teach in English? Yes, you teach Filipino as a language and also teach Makabayan in Filipino. You will teach English as a language and teach science and health and mathematics in English. If you teach in the secondary level, you also teach Filipino and English as languages and use English as the medium of instruction for Mathematics, Science, Technology and Livelihood Education, Music, Arts and P. E and Health and CAT. Filipino is used as the medium of instruction for Edukasyon sa Pagpapahalaga and Araling Panlipunan. The use of the lingua franca or the regional languages for Grade I has been recommended by the Presidential Commission for Educational Reform (PCER), but there is no clear mandate yet at present. However, during the time of Sec. Andrew Gonzales, DECS experimented with the use of Tagalog, Cebuano, and Ilocano in ten schools from Grades I III and the studies yielded favorable results. SCQ 1. 4 Are you in favor of the bilingual policy? Why or Why not? Write a paragraph of about 100 words defining your position on the matter. (See page 62 for the answers) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 21 TEACHER INDUCTION PROGRAM LESSON 1: HOW DO YOU GET TO WHERE YOU WANT TO GO? KNOW YOUR CURRICULUM POINTS TO REMEMBER After studying Lesson 1 of Module 2, did you realize the following? The Philippine Education for All 2015 Plan of Action is a document you must study and understand if you are to be a responsible teacher. It identifies the challenges, goals, and critical tasks every education stakeholder must know by heart and be prepared to follow . The curriculum is a plan that helps the teachers provide different learning opportunities for their students. It is the totality of all the learner’s experiences. It may be organized along subject matter lines, or according to competencies. The BEC may be used as a guide for choosing both subject matter and competencies for specific groups. You need the curriculum as your guide to teaching. As you prepare your lesson plans, you refer to the scope and sequence of the curriculum so that you will know what to teach and when to teach a particular lesson in a particular grade level. The country implements a national curriculum known as the BEC. While all teachers follow the national curriculum, as an individual teacher, you are given leeway to adjust the curriculum to the actual circumstances and needs of your pupils. You are not required to follow it en toto. You can make the curriculum relevant to your children’s peculiar needs. You can indigenize and/or localize the curriculum to make it more relevant and meaningful to their lives. The curriculum is not a product merely of the imagination or of the desire of our national educational officials and curriculum developers. Its goals and objectives are based on legal documents, relevant studies/researches and actual learning needs of learner. These documents help spell out the structure and content of the curriculum. Even the language policy is enshrined in the laws of the land. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 22 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY LESSON 2 WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY INTRODUCTION This lesson summarizes the findings and recommendations of some researches and studies on the performance of our learners that led to the restructuring of the basic education curriculum. OBJECTIVES After studying this lesson, you should be able to do the following: Describe the New Elementary School Curriculum (NESC) and the New Secondary Education Curriculum (NSEC). Explain the important features of these curricula. Explain why reforms in the curriculum were undertaken. Infer from the results of the evaluation of the NESC and the NSEC why the curriculum has to be restructured. Discuss the rationale for restructuring the basic education curriculum MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 23 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY READ It is not the intention of this lesson to go back before the 1980’s in discussing the basic education curriculum. But you must know that there were other education acts before the 1980’s that influenced earlier national curricula. The National Elementary School Curriculum (NESC) implemented from 1984 to 2002 and the New Secondary Education Curriculum (NSEC) implemented from 1991 to 2002 should serve as background information for you to understand the present BEC. Before the NESC and NSEC were developed, the Department of Education, Culture and Sports (DECS), reviewed the results of several researches, surveys and experimental programs conducted in the country to find out what ailed the educational system. The surveys and researches revealed the deficiencies of previous curricula implemented by the Department. The Presidential Commission to Study Philippine Education 1970 (PCSPE), the Survey of the Outcomes of Elementary Education 1975 (SOUTELE) and the Experimental Elementary Education Program 1978 (EEEP) revealed that our elementary students performed poorly especially in the 3R’s. The studies went deeper and revealed the deficiencies in the curricula themselves. One of the findings revealed that the elementary school curriculum was overloaded starting from Grade One. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum was deemed the answer to the problems revealed by the previously mentioned surveys. First, a comprehensive plan known as the Program for Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). With assistance from the World Bank, PRODED encompassed several reform measures to improve elementary education. Foremost among them was the revision of the elementary school curriculum. Thus, the NESC was developed. The NESC was considered the first researchMODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 24 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY based curriculum in the country. It had fewer learning areas in the first three grades Filipino, English, Mathematics and Civics and Culture. Science and Health was added starting Grade III. Music, Arts and Physical Education were integrated in Grades I and II and became a separate subject starting from Grade III. At the same time, the contact time for each subject was increased, thus giving both the teachers and students more time to develop the basic skills of literacy, numeracy and also values. Other subjects were gradually added beginning Grade IV, like Home Economics and Livelihood Education, a common subject for boys and girls, and Geography, History, Civics for Grade IV–VI, which was the continuation of Civics and Culture. In a series of consultations, seminars and workshops, the curriculum experts identified the different contents, skills and values that needed to be learned by our elementary students. They called these competencies. The listing of competencies came to be known as the Minimum Learning Competencies (MLC). The NESC was tried out gradually in 13 pilot schools in the country. From the results of the try-outs, the MLC’s were finalized and the NESC was fully implemented. In the implementation of the NESC, mastery learning was emphasized. The students were expected to acquire the required competencies with at least 75% mastery. In other words, a child must be able to answer at least seven (7) out of ten questions in a formative test. SCQ 2. 1 What were the reforms introduced in the NESC? 1. 2. 3. 4. 5. (See answers on page 63) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 25 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY The 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. Of course, like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized. The NSEC included the following learning areas to be taught for 400 minutes daily from First Year to Fourth Year: Values Education Filipino English Mathematics Araling Panlipunan Science and Technology Physical Education, Health and Music Technology and Home Economics Evaluation of the NESC and NSEC A curriculum is never a permanent document. It continually undergoes evaluation which becomes one of the bases for revising or restructuring it. So while the NESC and the NSEC were still being implemented, they were simultaneously undergoing some minor revisions or changes. Indeed, curriculum development is a never-ending process. Some of the studies and researches that were conducted to evaluate the performance of students using the NESC and the NSEC revealed some of the shortcomings of these curricula. These are all cited in the document. The 2002 Basic Education Curriculum–Bawat Graduate Bayani at Marangal (DepED, April 5, 2002). MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 26 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY The studies and the findings follow: Studies/Researches Findings/Recommendation 1. National Elementary Achievement Grade VI students were able to answer Test (NEAT) correctly less than 50% of questions asked in science, mathematics and English. 2. National and Secondary Assessment A mean percentage score of only 50% Test (NSAT) was achieved. 3. Committee on Information An’’ overcrowded curriculum† especially Grade I-III resulted in poor Technology, Science, Mathematics, in Education other Technology. performance of pupils in the elementary grades. Students needed longer time in science and mathematics 4. Aurora Roldan, â€Å" Present Realities in Reading Education† Our students are deficient in reading ability. They have not developed the higher order thinking skills even at Grade V. There is the danger of reverting to illiteracy if the students dropped out before completing Grade VI. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 27 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY 5. Third International Science Mathematics The Philippines ranked 39th out of 42 countries which participated in the study, Study (TIMMS) 6. Allan B. I. Bernardo, â€Å"The Learning Process: Phenomenon The in Neglected In comparison with other countries, the Science and Philippine â€Å"science syllabus contained topics† suggesting that the curriculum is still congested. Reform in more Mathematics Education the Philippines† SCQ 2. 2 What do the findings of the studies/researches mentioned suggest to you? Cite at least two (2) or three (3) studies and their findings. 1. 2. 3. (Refer to page 63 for answers) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 8 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY The formal review of the NESC and NSEC was started during the incumbency of Secretary Andrew Gonzales (1998-2001) and continued during the incumbency of Secretary Raul S. Roco (2001–2003). A Committee on Curriculum Reform was formed with the partic ipation of officials from the academe, the private sector and civil society. Teachers, parents and students were likewise consulted and their inputs considered. While this was done on a limited basis, inputs from previous consultations were considered. The Committee on Curricular Reform came out with the 2002 Basic Education Curriculum (BEC), which had to undergo a national pilot test in SY 2002. READ The Rationale for the 2002 Basic Education Curriculum (BEC) The 2002 Basic Education Curriculum (DepEd, Apr. 5, 2002), cited several reasons why the basic education curriculum should be restructured. 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. The Four Pillars of Education in Jacques Delors’ Report to UNESCO (1996,pp. 2-24) was one of the documents that influenced the restructuring of the curriculum. The third and fourth pillars, Learning to Live Together and Learning to Be, which emphasize using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant. The emphasis on learning-to-learn skills has long been a featur e of the curriculum. But it seems that it got lost in implementation. Thus, the new BEC gives it greater impetus, along with the development of functional literacy which involves the development of the essential skills such as â€Å"linguistic fluency and scientific – numerical competence. Lifelong learning is possible only when our people become functionally literate,† (David Kemp as mentioned in the 2002 Basic Ed. Curriculum). MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 29 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY To further decongest the curriculum and to provide more contact time for the tool subjects, the restructured curriculum emphasizes the enhanced teaching of the four (4) core subjects Filipino, English, Mathematics and Science. A fifth subject called Makabayan, which is envisioned to be a â€Å"laboratory of life† or practice environment, integrated the other non-tool subjects. ACTIVITY 2. 1 Discuss the findings of the studies with a partner. Are there really reasons for the education sector to be alarmed about the state of Philippine education? Why do you say so? Study the results of the recent tests given in your school (national, regional, division, and district). What do the results show? Based on the results, do you agree that the curriculum must be restructured? Why or why not? (Refer to page 63 for comments) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 0 TEACHER INDUCTION PROGRAM LESSON 2: WHY RESTRUCTURE THE CURRICULUM: A LITTLE BIT OF HISTORY POINTS TO REMEMBER From this lesson, remember the following: Prior to BEC, the DECS then implemented research and reformed-based curricula known as the NESC and the NSEC. Both curricula were in response to the needs of those times and emphasized features that were designed to respond to the adverse findings of researches and surveys on the performance of our students using the previous curricula. No curriculum is permanent. It undergoes revision and restructuring in response to changes in people and society. Any curriculum should undergo try-out or pilot testing before it should be implemented. The evaluation of the NESC and the NSEC still found the curriculum wanting. Test results showed that students performed on the average only at the 50% level. Before the formal review was done in the 1990’s when a Curriculum Reform Committee was formed, the curriculum revision process was going on. Small but crucial changes were being effected during implementation as part of the formative evaluation process. Aside from results of the evaluation of the NESC and NSEC, other developments nationally and worldwide were considered in developing the BEC. Foremost was the UNESCO Report on the Four Pillars of Education. It gave new impetus to the development of functional literacy and lifelong learning, and the decongestion the curriculum. Emphasis was given to interactive and integrative learning. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 31 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? LESSON 3 I KNOW THE BEC: HOW DO I MAKE IT ALIVE? This lesson is the soul of the Basic Education Curriculum. It focuses on the different features of the BEC and how you can operationalize the same in your own classrooms as you implement and make the curriculum alive. OBJECTIVES After finishing this lesson, you should to be able to; describe the structure of the BEC in terms of the different learning areas in the elementary and secondary levels; identify the general and intermediate goals of particular learning areas; examine the Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC) according to your level of assignment; explain the relationships between the learning goalsgeneral, intermediate and specificas outlined in the different BEC documents; and operationalize the features of the BEC in your own classroom. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 32 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? The first two lessons aimed to familiarize you with the EFA Plan of Action and the more general ideas about the curriculum. This lesson will explain in greater detail the features of the BEC. Once you have internalized these ideas, you can be more proactive in your daily interactions with your students and give more life to your teaching. You can then become a more effective teacher. READ The Features of the BEC 1. Greater emphasis on helping every learner become a successful reader. Several studies mentioned earlier (PCSPE, SOUTELE) showed that our students are weak in the 3R’s. If our students do not know how to read, it will be very difficult for them to learn the other subjects. Let us take for example the learning of mathematics. It has been shown that most children can do the computational skills, but when the equations are put into word problems, they cannot solve the problems correctly. The culprit is their lack of ability to comprehend what they read. Thus, under the BEC, the emphasis is for every child to become a successful reader by Grade III. You must have heard of the program Every Child a Reader Program or E-CARP. This program of the Bureau of Elementary Education (BEE) provides materials and training for teachers to become effective reading teachers. If you are teaching Grades I-III, it is your main responsibility to see to it that your students learn how to read. Modules 6. 1 and 6. 2 on the Teaching of Communication Arts – English and Filipino will show you how. If you are to teach in the higher grades/years, it does not mean that you will no longer be a reading teacher. You must continuously help your students to develop their reading ability further. In all subjects, children read in order to learn; thus, all teachers must be reading teachers. The BEC includes the reading competencies/skills that your students should master. Your job is to develop those competencies. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 33 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? ACTIVITY 3. 1 Study the sample page of the PELC in Appendix 1. It shows you samples of the reading skills that Grades I- III children should master. Give some of the reading skills that should be developed from Grades I–III. 1. Why is it important that these reading skills be mastered? 2. What do you think will be the problems in the later grades if these skills are not developed in the early grades? (See page 64 for comments) 2. Emphasis on interactive/collaborative learning approaches. Teachers have a tendency to lecture. They seem to feel that they have all the questions and all the answers. Try to tape one of your lessons and compare the length of time you talk and the amount of time pupils/students do the talking. And if they do talk, what do they say? Do they simply say â€Å"Yes, Ma’am or ‘No, Ma’am? If this is the case, your class is very much teacher–dominated or teacher-directed. Nothing much happens in your classroom except for your children to affirm what you are saying. Do you think they are becoming robots in the process? Interactive learning is like playing basketball. The teacher interacts with the pupils and the pupils interact among themselves. They work togethe r to achieve the lesson objectives for the day. They can work together as a whole class or work in small groups. The teacher does not direct but merely facilitates the learning process. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 4 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? SCQ 3. 1 How can you make your lesson more learner–centered instead of teacherdominated? What interactive activities have you tried out with your students? Were you satisfied with the results? Why? List at least five and comment on the outcome. (See pages 64 for answers) 3. Emphasis on the use of integrative learning approaches. The child learns as a whole individual. While for convenience in scheduling, class time is blocked into periods for the different subject areas, the integration of learning takes place within the individual. This is called covert integration. It is not done deliberately but it happens in the life of the individual learner. On the other hand, you as the teacher can employ strategies that will show students how to relate learnings in one subject to learnings in other subjects or how to integrate elements within a learning area. This is overt integration. If you are the English or Filipino teacher, you can use science topics or Araling Panlipunan topics, respectively, as vehicles for teaching the skills of listening, speaking, reading and writing. Thus you are integrating within and across learning areas. You will find many good examples of integrative lessons in Module No. 6. 4. Teaching of values in all learning areas. In the implementation of the BEC, every teacher is considered a values education teacher. You cannot separate values from what you do. Values are those that you consider of most worth. Values permeate everything that you do. Whatever lesson you teach, be very conscious of the values that can be infused or integrated in the lesson. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 35 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? Let’s listen to these children talking about one of their teachers. First Child: There is Miss Reyes, my favorite Grade I teacher. She was the one who first taught me the value of being honest. She helped me tell my mother the truth about how I lost my book. Second Child: She was my favorite Grade I teacher, too. Remember the stories she told us about little heroes and the good things they did to help others? First Child: Oh, yes. And I remember also how well she treated us even when we were a little bit naughty or noisy. If ever I become a teacher, I’ll be like her. Second Child: I bet she is a good mother, too. As a teacher, you not only teach values but also exemplify values in your person. Some say that values are caught rather than taught. This means that you are the model for the values you want your children to learn and live by. You cannot say one thing and do another thing. 5. Development of self-reliant and patriotic citizens. Recall the legal bases of the Philippine BEC. When parents were asked during the time of PRODED what values they would like emphasized in schools, many mentioned patriotism. They said that many values can be learned at home and can be taught in the church, but it is only the schools that can do a good job of teaching the value of patriotism. You may not fully agree with them, but our schools are mandated to teach the values of love of country, patriotism, and nationalism. In what learning areas can you exemplify the value of patriotism? The very name itself of the learning area MAKABAYAN is a give -away. We would like to erase the culture of mendicancy from our people. Let us teach our students how to stand on their own two feet. While the government is there to help, they should not always rely on the government to do things for them. You can start them early on the trait of self-reliance. You can always look for activities MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 36 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? and experiences in the curriculum that will enhance your students’ resourcefulness and ingenuity, from our common historical heritage or from the arts and sciences which highlight the Filipino traditions and way of life. There will be plenty of these experiences that can be provided when you implement the curriculum, so you can produce self-reliant students and, consequently, self-reliant citizens. SCQ 3. 2 A. Put a check on the activities that will help develop patriotism and self reliance. ________1. Discussing the meaning of the lyrics of the National Anthem. ________2. Visiting historical places ________3. Listening to the teacher lecture on heroism. ________4. Waiting to be told what to do. ________5. Preparing a skit or short drama on the rich culture of the early Filipinos. B. Can you add some more activities to help develop patriotism and selfreliance from your own experiences? 6. Development of creative and critical thinking skills. Earlier, you learned that the BEC is an interactive curriculum. Children learn not only from you or from the books that the DepEd provides, or from experiences in the classroom. They bring with them the stock knowledge they gain from life outside the school. The formal knowledge from the school and their own personal experiences are ingredients for further learning in the restructured BEC. As the teacher, you will be greatly responsible for developing creativity and critical thinking among your students. Refrain from dominating the classroom interaction. Guide the students to create and construct their own knowledge. Do not be satisfied with just the correct answer, but probe the thinking processes that MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 37 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? helped them arrive at the correct answers. The curriculum has provided you a wealth of opportunities to engage students in reflecting on their own learnings, to find new answers to old questions and to work out problems cooperatively among themselves with you as the facilitator. Never dictate to your students how they should organize their own learnings. Be dutifully alert to opportunities that will help them synthesize their own learnings and apply them to real life situations. Provide the challenge to make them think critically. ACTIVITY 3. 2 The features of the BEC that were described above reflect the intention of the curriculum developers to attune the BEC to the times. But they will remain just that–intentions, if you cannot make them alive in the classrooms. As you study the BEC and as you implement it, always be alert to create opportunities that will operationalize these features. You may start this activity in your notebook. Features of the BEC Lesson Activities Provided 1. List the features of the BEC in the first column. 2. Put the particular lesson in the second column. 3. List the specific activities that you can provide to operationalize the feature. READ (See page 65 for comments) MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 38 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? The Structure of the 2002 Basic Education Curriculum The objectives of elementary and secondary education serve as the â€Å"official learning goals† of basic education as stated for a particular population of learners; that is, the elementary and secondary education learners. The Bureau of Alternative Learning System (formerly Non-formal Education) likewise has a set of official learning goals for its particular set of target learners – the out-of-school youth and adults. The Education Act of 1982 or Batas Pambansa Blg. 232 provides the general objectives of elementary, secondary, and non-formal education. The objectives of elementary education are as follows: 1. Provide the knowledge and develop the skills, attitudes, and values essential for personal development, a productive life, and constructive engagement with a changing social milieu; 2. Provide learning experiences that increase the child’s awareness of and responsiveness to the just demands of society; 3. Promote and intensify awareness of, identification with, and love for our nation and the community to which the learner belongs; 4. Promote experiences that develop the learner’s orientation to the world of work and prepare the learner to engage in honest and gainful work. The objectives of secondary education are threefold: 1. Continue the general education started in elementary. 2. Prepare the learners for college. 3. Prepare the learners for the world of work. The objectives of non-formal education are as follows: 1. Eradicate illiteracy and raise the level of functional literacy of the population; MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 39 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? 2. Provide an alternative means of learning and certification for out-of-school youth and adults; 3. Develop among the learners the proper values, attitudes, and knowledge to enable them to think critically and act creatively for personal, community, and national development. To operationalize the official learning goals, the BEC, was organized into four (4) learning areas, considered as the core or tool subjects and one (1) non–core subject. The core subjects for both the elementary and secondary levels are the following: Filipino English Mathematics Science The fifth subject, called Makabayan, was designated as the â€Å"practice environment for holistic learning to develop a healthy personal and national selfidentity†. BEC, 2002) Makabayan has several components as follows: Elementary Level Sibika at Kultura (SK) (I-III) Heograpiya, Kasaysayan, Sibika (HKS) (IV-VI) Musika, Sining at Edukasyong Pangkatawan (MSEP) (Integrated in Grades I-III; Separate subjects in Grades IV-VI) Edukasyong Pantahanan at Pangkabuhayan (EPP) (IV-VI) Edukasyong Pagpapakatao (EP); Separ ate subject from Grade I-VI Secondary Level Araling Panlipunan Technology and Livelihood Education (TLE) Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan Edukasyon sa Pagpapahalaga SCQ 3. 3 MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 40 Review the objectives of elementary education which are continued in secondary education and the structure of the BEC. Do the objectives relate to the TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? READ The Philippine Elementary Learning Competencies (PELC) and the Philippine Secondary Learning Competencies (PSLC) If you are an elementary school teacher, the PELC is your â€Å"bible†. If you are in the secondary schools, the PSLC is your â€Å"bible’. They are the documents that you have to study religiously because they are the sources of your objectives and they prescribe the contents of your lessons as well as the strategies and assessment procedures to use. The PELC and the PSLC define the intermediate and the specific learning goals that your pupils are expected to learn and that you, as a teacher, are expected to achieve. You will base your daily lessons on the PELC or PSLC. MODULE 2: THE PHILIPPINE BASIC EDUCATION CURRICULUM 41 TEACHER INDUCTION PROGRAM LESSON 3: I KNOW THE BEC: HOW DO I MAKE IT ALIVE? The PELC and PSLC are organized according to learning areas so you have a list of objectives and competencies from Grades I-VI and from first year to fourth year for English, Filipino, Mathematics, Science and Health and for all the Makabayan Components. They are issued under separate covers, that is, there is a handbook for each learning area. It is now your turn to become more familiar with the PELC or the PSLC. Get the Handbook for the learning area that you are teaching and go through it. ACTIVITY 3. 3 As you examine your Handbook for your learning area, answer the following questions: 1. What are the parts of your Handbook? . What information do you get from each part? 3. Why is it important that you familiarize yourself with each part of your Handbook? You may want to team with another teacher and compare the features of your Handbook. (See comments on page 65) READ Study the PELC/PSLC and look at the sample expectations and or learning outcomes for the learning areas. For th