Robert Frost Theme on Death

Throughout Frost's poetry it is clear to envisage that Frost himself had experienced great loss. His poem’s take you through some of the stages of grief he had experienced at various points in his life. There is a certain cathartic quality to his poems, it is obvious Frost used the medium of creative writing as a release from his grief, enabling him to process his losses, to accept and heal from them. His own father had died when Frost was just a boy himself and during his married life Frost found himself a father also to six offspring.His life was touched by tragedy again as he and his wife lost two of these children. One child was still born the other died at three years old. The echoes of grief can be found in the poem Home burial. â€Å"Tell me about if it's something human. Let me into your grief. I'm not so much unlike other folk as your standing there. This sections comes as the husband is pleading with the wife to communicate with him. The wife is inconsolable and is trying to flee and says to her husband â€Å"There you go sneering now!†Frost breaks this line in the middle to suggest how profoundly at odds they are, how much psychic as well as literal space separates them. (Kilcup 1988. ) Again he pleads with her â€Å"A man can't speak of his own child that's dead. Any rhetorical question demands, expects, the hearer's automatic agreement; there is nothing it expects less than a particular, specific denial. The man's â€Å"Can't a man speak . . . † means â€Å"Isn't any man allowed to speak . . . ,† but her fatally specific answer, â€Å"Not you! † makes it mean, â€Å"A man cannot—is not able to—speak, if the man is you, (Jarrell 1999.)â€Å"She then implies how insensitive he has been over the child's death and repeats the words to him that he had said after burying the child† Three foggy mornings and one rainy day will rot the best birch fence a man can build. † Amy's interpretation o f her husband's words in the kitchen reveals, ironically, that her husband may be far more subtle and sophisticated in expressing himself than she understands. Her question is really an accusation, and she believes not only that he would not care but that he is fundamentally incapable of caring (Faggen1997.)The husband through his wife Amy’s eyes has lost the ability to interact with his wife, also his wife fails to see that in fact he was referring to the child's death by his comment. As a farmer close to nature he was referring to the unfairness of it all, that no matter how hard you try fate plays a part in everything. The fence being a metaphor of how a perfectly strong structure can be taken by bad weather. In the case of the baby's life it taken by death. In the case of this poem both the husband and wife had misinterpreted each other's grieving.Failing to appreciate each other's pain in that process. In the poem â€Å"Death of a Hired Man†, there are four charac ters. Mary and Warren, partners or married it does not actually state this in the poem. Harold a young farm hand and the hired man Silas who seems to be the main character of the poem. In comparison to the couple in Home Burial and the obvious lack of empathy they seem to have for each other, Mary and Warren seem close and communicate effortlessly with each other. This is reflected in the opening verses of â€Å"death of A Hired Man†.It seems they have a relationship of mutual understanding between them. â€Å"When she heard his step, Mary was obviously familiar with Warren enough to know it was his foot fall without first seeing him. This is the opposite in Home burial obviously the wife is trying to flee from her husband a marked comparison between the two relationships. Silas has returned to this couple to die, when Mary comes across him he is â€Å"Huddled against a barn door fast asleep. † In the middle of winter this must have appeared strange to Mary.She goes o n to describe his appearance to Warren, â€Å"a miserable sight, frightening too â€Å"I didn't recognize him-I wasn't looking for him-and he's changed, â€Å"This describes a change in Silas's appearance enough to shock Mary who has known him a number of years. May be he has grown thin and worn looking. The verse paints a mental picture, you can visualize poor withered Silas curled up in the doorway of the barn and the look on Mary's face on finding him there. Warren asks Mary if he said anything she replied â€Å"but little,† Mary describes his speech to Warren almost in-coherent.This symbolises the demise of Silas as he its unable to string a sentence together. Warren is confused by this and refers to a disagreement between Silas and Harold Wilson. Wilson a young boy and Silas were good work colleagues. Harold had other ideas and went into education Silas tried everything to coax Harold back to working the farm but with little success. Silas frowned upon formal educatio n this shows through in this verse, â€Å"He said he couldn't make the boy believe He could find water with a hazel prong-which showed how much good school had ever done him.Warren says at one point â€Å"well those days trouble Silas like a dream. † Maybe Silas had regret in his life, he cut a lonely person roaming the land looking for work. His own family were well to do and educated, his brother is quoted as a Director of a bank. They are shades of Silas not been good enough in some way in his family’s eyes. Maybe he viewed Warren and Mary as family at one point Warren states† he won't be made ashamed to please his brother. † The simile between Silas and the stray hound that came from the woods and given a home on their farm paints the couple as empathetic and caring of nature.Maybe this is the reason why Silas chose them to die with rather than alone. With all the problems that arose between Silas and Harold while working for Warren and Mary. Mary stil l found it in her heart to give him a bed for the night. Mary asks Warren to check on Silas while she sits a watches the night sky. Mary is particularly watching the clouds and says to warren â€Å"I'll sit and see if that small sailing cloud will hit or miss the moon. † â€Å"It hit the moon. † This line symbolises the point as Warren looks in a Silas and realises Silas has died in his sleep.Frost reflects the mood of the poem with this short line, you can almost hear the cloud exploding off the moon as warren realises Silas is dead. Warren returns to Mary â€Å"Dead†, was all he said. The ending of the poem also shows the impact of death, as Warren silently sits beside Mary and he only gives a one-word answer of â€Å"Dead†. This emphasizes the impact of Silas’ death and what it means to the couple. The bluntness of his reaction gives a feeling of grief and disbelief (Study Mode, ND) In both these poems Frost deals with death in an intimate way, you can tell by the style of each verse he is writing from experience.The mood and tone of each poem is dramatic and it is as though you are a fly on the wall actually witnessing the events that unfold in each verse from beginning to end. Again in the poem â€Å"Out Out†, there is a comparison between the disbelief of the wife in her reaction towards her husband, at his perceived lack of care towards the child’s death in the poem, â€Å"Home Burial,† and the reaction of the gathered crowed after the poor boy perishes.As it states in Out Out, â€Å"And they, since they, (the gathered crowd,) Were not the one dead, turned to their affairs. Certainly there was sorrow, mourning and a tearful funeral, but none of that pertains to the poet’s message. The living have lives to lead (Wood 2008. )This is the last line of the poem after the poor victim, 16yr old Raymond Fitzgerald dies in the accident of horrific injuries caused by a buzz saw. The poor child bleeds to death after his hand is severed by the saw.Robert Frost clearly accomplished great things as a poet. After a long and successful career as a professor teaching poetry, he went on to win The Pulitzer Prizes twice for his literary works. This gentle farmer-poet† whose platform manner concealed the ever-troubled, agitated private man who sought through each of his poems â€Å"a momentary stay against confusion. † (Burnshaw. S 2000. ) Frost became the voice of the ordinary American and to this day is still held in the highest regard even after his death.

Past Movements in Education and Analysis of Curricuar Reforms

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

Stakeholders Essay Example | Topics and Well Written Essays - 2500 words

Stakeholders - Essay Example Goodjik (2003) point out to the fact that management needs to build relationships with different stakeholders including shareholders, employees, customers, and society at large. This is only possible with increased transparency and accountability in practices on the part of the organizations and increased involvement or participation of the stakeholders in management decisions. The need to mobilize a sense of responsibility among stakeholders could help create an organizational context for participation and involvement and stakeholder arguments and opinions could be used to shift the balance of decisions in the interest of stakeholders. Active stakeholder participation is thus useful for any management perspective as considering stakeholder opinions and arguments could help create and strengthen partnerships between stakeholders and management at the corporate level. The stakeholder model assumes constructive partnership and dialogue between the management and the stakeholders includ ing the employees and is thus useful for promoting a beneficial relationship at the corporate level. This discussion focuses on the contributions of the stakeholders in business success and business performance of companies and emphasizes on the beneficial relationship between stakeholders ... The Role of Stakeholders: Stakeholders play an important role in an organization and affect corporate social performance and financial performance and Neville et al (2005) point out that a company's reputation could determine the corporate social performance and financial performance or CSP-FP relationships. Corporate social performance is related the stakeholders' resource allocation to an organization and how much stakeholders are ready to invest in or trust a company would in turn determine the performance and success of a company. In this context the stakeholder would trust or invest in a company based on the existing reputation of a company thus company reputation would determine stakeholder assessments and would also be relative to stakeholder expectations. Neville (2005) thus suggests that reputation of a company plays a key role in determining the CSP-FP relationship. Strategic management principles and competitiveness also change the CSP-FP relationship. Considering that corporate branding and reputa tion are important in achieving stakeholder trust, the role of marketing could be important for strategic advantages of any company as it helps build brand reputation. Maintaining stakeholder interests and stakeholder benefits is the major concern of companies and forms a major part of corporate social responsibility or CSR. Whitehouse (2006) used qualitative data from semi-structured interviews with representatives of 16 UK companies from different sectors and traced CSR policy development from identifying the meaning attributed to CSR to factors that help to implement CSR agenda. CSR objectives and policies are

Describe your program of study, you goal or expectations for the Assignment

Describe your program of study, you goal or expectations for the practicum - Assignment Example While some employers have large, mature mobility programs with hundreds of expatriates in dozens of countries, others have small, newer programs. Yet all want to attract the right employees and send them on the right type of assignment for the right amount of time, all while controlling costs and the amount of effort it takes to administer their programs. One of the most interesting elements about Human Resources is the fact that it allows me to understand employee motivation. I find employee motivations as a pinnacle of Human Resources. Another major point that I find intriguing in my course of study is leadership. They are keen developing on employees by performance management systems leads to a better job improvement because employees are invested in the program itself and are willing to work hard. Most employees feel that they are happy with the goals of the organization as tuition is covered, work from home is a flexibility, and goal is inevitable. However, many employees also felt that growth is limited over short-term is not feasible. Additionally, larger organizations are known to segment its work in smaller departments, which can ruin personal development. Overall, the consensus was clear that larger organizations have a difficult time keeping the employees happy according to this theory. Senior executives are keen on the management practices rather than training employees on technical training. The vision of the organization is to be the key innovation while harnessing employees. These factors can be: job security, flexibility, future for themselves, and pay scale. These factors can be measured to truly understand the quality of employees because these are the qualities that measure job importance. This is detrimental to overall growth of the company that is trying to achieve new goals, especially in sales. Employees can often lose interest with the workplace when they feel as though their hard work isn’t being recognized and there

The Glent case study report Essay Example | Topics and Well Written Essays - 1750 words

The Glent case study report - Essay Example HP understands this through both it training program, benefits and bonus incentives.2 The key notion that Weber developed in order to balance out the inherent inequalities is that of the rationalizing of the organizational structure where those who benefit the company and follow the rules and procedure enjoy incentives; whereas those who break these rules are punished. Hence if the values of the company's structure and the goal's of the employee can be rationalized and de-mystified then a satisfied and motivated workforce can be instituted to achieve the best organizational structure. In order to do this there needs to be a structure which ensures that at the higher the level of management there is a higher the standard of care and duty, which can be seen in the transparent structure of managers for specified organizational roles. However, this cannot be limited to following a set of rules, because rules do not Weber sees it as an important factor that has shaped society and importan t to understanding the development of societal structure and management. Therefore this brings the marrying of the different key elements of the individual and rationalization that Weber focuses on, but it cannot limit the company to rules without consideration of the individuals. Although rational management of individuals is important, to limit the emotions and interests of the management in respect to the rights and goal of company, as a whole, there has to be consideration of each individual in order to create a system of fairness, transparency and accountability for the employee. Hence, there cannot be a focus on a pure bureaucratic approach as the following examination of employee diversity approaches will illustrate. Therefore the first problem with the Glent case study is that there is not enough one on one employee treatment; rather there is a rule book which is not dealing with the problems. Diversity not only refers to race, gender, religion and culture it also refers to the type of employees that are in the structure. There are those employees that work through initiative, which will be limited by a bureaucratic approach, there are those who enjoy following a strict structure that this bureaucratic approach is essential and finally there are those who will slack without proper supervision, which the bureaucratic approach lacks. Therefore the company has to take upon the different diversity approaches and work it into the company, where the most important factor is an efficient and flexible manager. Diversity in the workplace is becoming increasingly prevalent with persons of different backgrounds, cultures, sexes, social and political choices.3 This creates a more interesting scene, but makes it harder for management because it is easier to oversee a homogenous group than that of a diverse group. It is essential that the manager is seen as both objective and empathetic to all employees without discrimination or bias. This is difficult because it is normal for a manager whose demographics are the same as a certain cleavage in the workplace to emphasize with that group; however personal feeling cannot overtake their position of authority and obligations as a manager.4 Therefore it is essential that a manager does not judge on the basis of difference, rather uses this difference and diversity to create a more cohesive group through communication of personal experiences and ideas. This is a learning

000 Essay Example | Topics and Well Written Essays - 250 words

000 - Essay Example Moreover, this thesis looks more like a fact which cannot be argued. Yes, new power sources for cars appear, such as electric batteries and hydrogen fuel cells. But no one can argue that, this statement won’t cause a debate. The author could have restated the thesis and make it more debatable. For instance, â€Å"the appearance of these new power sources in the auto industry generates a number of questions concerning safety, effectiveness and convenience of their usage†. And then the author would continue his/her essay, describing pros and cons of these new sources. In this essay there are some good justifications that using electric engines and hydrogen fuel cells might be inconvenient and even dangerous. 2) The author’s counterarguments are the disadvantages of new power sources for cars. Throughout the author’s main point is that gas energy won’t be used in the near future, because it is expensive and pollutes the nature. He/she argues that electric engines and hydrogen fuel cells are better choices. There are some counterarguments, but they are scattered throughout the essay. The author claims, that despite the benefits of new sources, some problems may arise. With electric cars the problem is, firstly, the exorbitant price, and secondly, the need to charge it all the time. In the case of hydrogen fuel cells, the gallons might be explosive, so there is a need for a proper tool to fuel a car. The counterarguments are real – they are stated facts. 3) According to Joining Academic Conversations, there are several types of arguments: arguments from the heart, arguments based on value, on facts and reason, on character, proposals, stylish and humorous arguments. On the whole, I would say that his essay does not deserve the highest mark. It does not meet the standards of MLA format. Moreover, the thesis needs some revision, because it is simply restating a fact. And I would change the

The Problem of Induction by David Hume Essay Example | Topics and Well Written Essays - 1750 words

The Problem of Induction by David Hume - Essay Example I however, do not believe this response is an argument, and the problem of Induction maintains it’s force as a theoretically worry to serious philosophers. Furthermore Hume offers a solution to theoretical skepticism by distinguishing between the type of skepticism inquired about by philosophers, and the skepticism you should engage in in everyday life. In other words, Hume admits this problem is theoretically unanswerable, but practically speaking, is unlivable. By making this distinction, I believe that Hume makes the skeptical problem of induction less worrisome, while preserving its theoretical significance. Before going into any solutions Hume provides, we should first explain the basics of Hume’s argument from induction. The conclusion of Hume’s argument about the limitations of inductive reasoning, is that we have no basis to conclude that the future will resemble the past. The idea of cause and effect is not grounded in experience, because we cannot see c ause and effect. For example, Hume points out that we cannot conclude that fire causes burns simply from putting our hand in the fire and noticing that it burns. We only are brought to believe this through repeated attempts, and a hypothesis that we should not try it in the future. Nor are our conclusions from experience based upon human understanding or reason, because that would rely on the false implicit assumption that nature always continues uniformly. That is, we cannot legitimately conclude that things in the past will continue to follow that path out of necessity. Hume comes to these conclusions through a complex explanation about how humans come to understand things through experience. A beginning point in Hume’s skepticism about empirical and inductive reasoning, is that forming any argument about experience relies on the assumption that the future will resemble the past. He states, â€Å"In reality, all arguments from experience are founded on the similarity which we discover among natural objects, and by which we are induced to expect effects similar to those which we have found to follow from such objects (Hume, 27). In other words, arguments from experience require that we assume what we have seen in the past will happen similarly in the future. However, this premise could never be proved deductively, because that would require believing any event is absolutely necessary, but it is always possible for things to happen otherwise. It also cannot be proved causally, because that would beg the question. In other words, such an argument would assume the existence of causality, which cannot be proved, because it is the very thing in question. Hume further points out that what we immediately learn from the senses does not always lead us to discover the true underlying properties of nature. For example, simply by observing and tasting bread, we do not arrive at the conclusion that bread nourishes. The only way we know bread nourishes, is by consu ming it, and realizing that effect: Should it be said that, from a number of uniform experiments, we infer a connexion between the sensible qualities and the secret pow- ers; this, I must confess, seems the same difficulty, couched in different terms. The question still recurs, on what process of argument this infer- ence is founded?...It is

Teaching and Learning Issues within a Cognitive Context Research Paper

Teaching and Learning Issues within a Cognitive Context - Research Paper Example It can also include delay in language development and inability to start conversations or participate in them properly Restricted and repetitive patterns of interests, thoughts and physical behaviors including making repetitive physical movements such as twisting or hand tapping and getting easily upset when these routines are disrupted. Autism is a major concern in education as approximately half of those suffering from ASD have learning difficulties that vary from one individual to another. Children with this condition may experience problems in understanding or communicating their needs to fellow students and their teachers. They can experience difficulties in understanding some classroom instructions and directions, along with facial and vocal cues of their teachers. Lack of appropriate social interactions my cause challenging behaviors, ostracizing and bullying. Problems with creative or imaginative play inhibit interactions with other students, and this means that most teaching strategies will not be effective. Sensory issues mean that the student may not cope well with noisy surroundings, maintaining eye contact or being touched by others. This incapacity to fully decode the world around them usually makes learning stressful for the student, and teachers commonly report that they find it challenging to satisf y the needs of students with autism. (Dunlap & Fox, 2003) This type of hearing loss interferes with the sound conducting paths of the middle and outer ear. The degree of loss can be minimized by use of hearing aids or through surgery. Individuals with this kind of hearing loss usually speak softly, hear better in noisy environments than individuals with normal hearing, and often experience ringing in their ears (Disability.illinois.edu, 2014) This type of hearing loss interferes with the auditory nerves and the inner

Important Models of Justices' Behaviour at the Supreme Court Research Paper

Important Models of Justices' Behaviour at the Supreme Court - Research Paper Example There are three models that are mostly displayed by the justices and the judges of the Supreme Court when deciding cases in the supreme courts. These are strategic, attitudinal and the legal orientations. Strategic behaviour refers to the justices’ actions to maximize their overall benefits in light of their expectations concerning their choices of other actors involved in the decision making process. Others are legal and the attitudinal models that aid explain the legal verdict arrived by the justices at the supreme courts Though the attitudinal models of justice behaviour was initially establish in the US, students and other legal practitioner have found the strategic models of behaviour alluring. This dissent of behaviour focuses on the interpedently nature of judges and justices’ behaviour in their decision making, which does not shun the policy preferences of the justices’ .This a strategic begins with assumption that justices are motivated by their policy p references, but further acknowledges that realization of those preferences is a function of other relevant actors. As notes by (Epstein and Knight) Justices may be primarily seekers of legal policy, but they are not unconstrained actors who make decisions based only on their own ideological attitudes. Rather, justices are strategic actors who realize their ability to achieve their goals depends on a consideration of the preferences of other actors, the choices they expect others to make, and the institutional context in which they act. (10). This implies that whole a justice acting on the basis of his attitudes, another justices acting on the same preferences may be expected to behave differently based on strategic considerations. For instance, for justice behaviour‘s preferences mat depend on the other justice and judges reactions and opinions (08-956 wood v. Allen. (01/20/10) Recent literature provides that strategic concerns of behaviour go beyond attitudinal as they tend t o explain further other reasons that attitudinal approach may not offer.(Wood v. Allen, Wood v, state and Alabama, US, 1998) In recent findings, attitudinal concerns have challenged by judges who tend to adopt strategic orientation towards and it was evidenced in a variety of contexts. First, when setting their agendas (Rice v. Collins, 546 US 333,339), second, when writing majority opinions (Wood v. State, 715 819 (1998)) and lastly issuing separate opinions, even on the same case(s) (Williams v. Taylor, 529 US 362,462). Several studies undertaken by Brace and Hall at the aggregate (Brace and Hall; Hall and Brace, 147-162) and individuals (Brace and Hall; Hall and Brace) provides explanations on the dissenting behaviour. They note that when making judicial decisions, justices and judges decide not to follow their ideological differences in certain circumstances in anticipation of decisions by exogenous factors such as electoral constituency, in order to keep job . Other evidence th at pursue a strategic line of inquiry as is vital in the decision making process. This is because the strategic models of supreme court justices takes into account other factors more

Michael Porter's 5 Forces for Target Research Paper

Michael Porter's 5 Forces for Target - Research Paper Example As Labrador states, â€Å"the lower the barriers are, the easier it will be for competitors to come in†. Future competitors of Target include both local and international retailing companies. Therefore, to remain on the top positions in the country, the company continuously monitors its business strategy of providing best quality products to customers in the lowest prices. The bargaining power of suppliers is neither very strong nor very weak. Although Target provides good support to suppliers’ businesses, suppliers have been able to retain the power to control products’ prices because of increased competition between the discount stores operating in the United States. Along with increased competition, lowering of import barriers and low cost international labor are some of those factors, which have directly affected the bargaining power of suppliers. â€Å"The ability of consumers to buy substitute goods leads to the buyer power force† (Vitez). Buyers have a strong bargaining power in the United States. Although Target is operating a number of discount stores all over the United States, but the ever increasing number of other discount companies has strengthened the bargaining power of buyers. Customers can move to some other store if they find that store offering low prices as compared to Target. Target needs to keep the prices low and competitive in order to maintain its market share. Target has low threat of substitute products. The reason is that discount stores of Target and all other companies offer low prices to the customers as compared to general stores. Customers always want to buy products from the stores, which offer low prices. Although used products’ stores also offer low prices, but customers prefer to buy new products with the same prices that used products’ stores offer. Therefore, Target is far away from the threat of

Body Piercings Essay Example for Free

Body Piercings Essay In this ever fast and changing world, body piercings are evolving quickly. We see more people wearing body jewelry. The question is how did they make their decisions? Did they do the research and look at the risks associated with it? Do they know what the piercings symbolize? Or where they are from? Where they pressured into piercings? Do they know exactly what they want in their lives? The decision of body piercing depends on how one was brought up or if one was peer pressured in to it. Body piercing is a decision that one person makes on their own based on ones beliefs, and feelings as well as cultural differences. There are many facial body piercings that can be worn, and many that have been used throughout history. The nose piercing is the most popular of the piercings historically. Tongue piercings are now commonly seen everyday. â€Å"It is originally said to be a Ritual form by ancient Aztecs, Mayas of Central America and the Haida Tribes.† (1998)(Morrison, C) Ear Piercing was common among many cultures throughout history. Ear Piercing is the most common piercing performed in America, and the one society accepts the most. The first recorded body found with ear piercings was said to be over five thousand years old and it was found in Austria. During different periods of time, it was common for men to wear fashionable earrings, for instance William Shakespeare wore elaborate earrings for more attention. The labret piercing is also something that is performed on many people. This is the piercing that is below the lip and above the chin. The eyebrow piercing is also something that was used in India as well. One of the most popular piercing with teens is the navel piercing. The navel piercing became a big fad in 1953 when the bikini was invented. The Nipple piercings is something that has been around for many years. Both men and woman have participated in having their nipples pierced. Nipple piercings dates back to the times of, Roman Centurions who had their nipples pierced for the armor that they wore. Many cultures have used nipple piercings as well, in Paris many women had their nipples pierced because it is said to make them larger, and more sensitive. There are many kinds of body piercings particularly set for both women and men, some piercings can better ones love life. The genitals piercings are a part of the body that gets pierced and is a growing in trend. The most common male genital piercing would be the Prince Albert Piercing; this particular piercing was named after Prince Albert, husband of Queen Victoria of England. This piercing was created because Prince Albert’s pants were to snug in the groin area so they created a hook per say for the piercing to be connected to as to keep from having an unsightly bulge in the pants. This particular piercing can also increased sexual stimulation for both men and women. There are many several other male genital piercings, most are very similar. Fraendulum, foreskin, palange, and apadrauya, guiche, and hafada are all other male genital piercings. The piercing that women can get would be called the Clitoris hood, this piercing is said to increase sexual stimulation. There are many important things to think about when deciding to get ones body pierced. Where is one going to get it? Is it important to go to a licensed professional? What would the risk be if deciding on having a friend do it? There are many other factors to consider when one decides on getting ones body pierced. Dose one think that getting ones labret or nose pierced might interfere with ones career goals? Or as a parent would one want his/her children to grow up thinking it was alright? Some people also stop to think about what it is going to do to their body, and how it will affect them when they get older. Making the decision is important for one to make based on the facts, not from the opinions of others. There are many religious views when it comes to body piercing and each one is a little different. The views in the Bible about body piercings are very interesting to many people. The Bible Speaks of many different things throughout its scriptures. I found a few interesting scriptures in my research I felt were important to include. â€Å"Ye shall not make any cuttings in your flesh for the dead, nor print any marks upon you: I am the Lord.† (1998) (Miller, B) that particular scripture was found in 19:28 Leviticus. The Bible also speaks about self mutilation being against the fifth commandment. The fifth commandment is based on the Catholic views. Religion is something that many people should think about when deciding on getting their body pierced. Taking care of ones piercing is very important. Piercings are considered open wounds until they fully heal, and healing can take a lengthy amount of time depending on the particular piercing. Healing time differs for many of the piercings available; however there are many things that a person can do to prevent one from getting an infection. Practicing good hygiene is a must; this is something that everyone should practice every day. There are some things that one should not do after getting a new piercing. Avoid contact between anyone else’s open wounds or body fluids around the pierced area. Smoking can be a problem if one decided to get an oral piercing. Cleaning a piercing several times a day is always essential to keep it from getting infected. Infections can be very painful and could cause one to have to remove the piercing as well. There are many risks associated with body piercings; one could possibly have an allergic reaction to particular metals which most body jewelry is made from. When one gets initial body jewelry it is almost always going to be a metal jewelry. Infection is a huge risk that can cause one to have to remove the piercing in order to get the infection out. People can get a viral infection from the misuse of body piercing tools. Piercing guns are capable of spreading HIV, hepatitis A, B, and C. This is why it is extremely important to go to a licensed professional body piercing studio. The licensed professional knows the proper cleaning and piercing techniques to keep this situation from happening. Making sure that one keeps their body jewelry clean is very important even once the piercing has healed, because one could still get an infection. Sharing body jewelry could possibly lead to spreading both bacterial and viral infections, which could lead up to something as bad as Hepatitis. This is also something that one might want to think about before making an ultimate decision on getting their body pierced. There are many reasons in which a person should weigh the pros and cons before making a quick and rash decision. Body piercings are not forever, but they can leave scars both physically, and emotionally. Taking ones time is important when making the decisions that include so many big health risks. Piercings are perceived as both an art form and a mistake depending on the different people who one might talk to, and their knowledge of the subject. Peer pressure can be hard to work through, Try to make ones own choices. It is ones own life as an adult to make any life altering or body altering decisions.

Which Citrus Fruits Remove Stains The Best Environmental Sciences Essay

Which Citrus Fruits Remove Stains The Best Environmental Sciences Essay Nowadays, most of people prefer to use biodegradable product or green product. Especially in current downturn economy, many people change to less expensive products. Using citrus fruits as an alternative ways to remove stain is the good choice. Is it very useful to know which of the citrus fruits is best used in removing stains? Significance of the Study Sodium hypochlorite (chlorine bleach) and hydrogen peroxide (oxygen bleach) are extremely popular in the market to whiten the fabrics. However, there are some disadvantages using oxygen and chlorine bleaches. Most of them are hazardous if ingested or inhaled and should be used with care. Lindsay Evans (2009) also explained the chlorine can cause negative health effects. Besides, they are costly and give a bad impact to our environment especially rivers and lakes ecosystem. Chlorine that flowing into rivers or lakes will combine with other chemical to form a stable compound where it will remain unchanged in groundwater for many years (Wisconsin, 2010). On the other hand, citric acid best uses as natural bleaches because it does less harm to ecology of rivers and lake. Limitation of the study All of the experiment will conduct in the Mara College Serembans laboratory. Most of the material such as citrus fruits; lemon, lime, navel oranges and pineapple and table salt are obtained from Carrefour Cheras in Cheras, Selangor, Malaysia. So, all of the fruits are not in the same level of freshness due to different condition during storage that may affect the freshness of the fruits. Besides that, the fruits might not come from same tree and this will affect the concentration of acid in the fruits. Research Question The focus of study is to investigate the ability of citrus fruits as natural bleach to remove stain from fabric. The main objective of this study is to identify which of the citrus fruits; lime, lemon, pineapple, and navel oranges is best used as bleaching agent. So the research question of the study is How does the type of citrus fruits used affect the rate of reaction of stain removable with influence of sodium chloride? The study uses 4 different types of citrus fruits which are lime, lemon, pineapple, and navel oranges that will extract into juice and add with table salt (sodium chloride). Hypothesis The research question of the study is How does the type of citrus fruits used affect the rate of reaction of citric acid to remove stain from fabric with influence of sodium chloride? The rate of reaction of citric acid is the highest at the most acidic solution.So the hypothesis is the most acidic fruit in this case is lime or lemon as both contains high concentration of citric acid. Variables Independent Variable The independent variable is the different types of citrus fruit juices. The citrus fruit juices that will use are lemon, navel orange, lime and pineapple. Dependent Variable Rate of reaction to remove the stain from fabric will be the dependent variable. The time taken will be record by stopwatch for the stain to decolorize. Then use formula to calculate the rate of reaction. Fixed Variable The fixed variables are type of cloth (cotton), volume of juice (5oml), temperature (100ËÅ ¡c) and volume (100ml) of water bath, quantity of sodium hydroxide (3 teaspoon) and type of stained( syrup solution). All of this material will be use in same quantity throughout of the experiment. 4.0) Procedure and Analysis Preparation of an approximately 0.1 M Sodium Hydroxide Solution followed by the Standardization of the Sodium Hydroxide Before testing the concentration of citric acid, the standard sodium hydroxide solution needs to be prepared. In order to prepare 0.1 M of NaOH, 9.0 cm3 of 1.0M sodium hydroxide solution was diluted with 100.00cm3 of distilled water. Then the sodium hydroxide solution was standardizing to determine its concentration by titrated it with KHP. This acid base reaction is shown in Equation 1(M.L.Gillette,1999); KHP(aq) + NaOH (aq) NaKP(aq) + H2O(l)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦(eq1) Two portion of 0.5g of dried potassium hydrogen phthalate (KHP) was weighed and dissolved with 50ml distilled water in conical flask. The Phenolphthalein solution was added for 2-3 drops into KHP solution to indicate the end point of titration. Phenolphthalein is used because the products pH range between .The sodium hydroxide was titrated with KHP solution until pale pink color was produced. The volume of NaOH solution added was recorded. Extraction of juices from citrus fruits. The lemon was cut into small pieces and blend with blender. The juice released was putted into the beaker and labeled with A. First step was repeated again until half of the beaker filled. Then, the extracted juice was filtered through muslin cloth. The whole procedure were used again with another type of fruits, lime, navel orange and pineapple and labeled with; Citric acid Determination The concentration of citric acid is determined by titrate the fruit juices with NaOH. The approximately 10 mL of lime juice be prepared by using pipette and was transferred into a conical flask. Then, the lime juice was diluted with 20ml of distilled water and three drops of phenolphthalein was added into solution. The solution with 0.1M sodium hydroxide (NaOH) was added from burette to the juice sample while swirling the mixture until the reaction mixture turned into faint pink color. The end point was reached when the pink color persists for thirty seconds. The volume of NaOH added was recorded. The processes were repeated again to increase the accuracy. Then, the procedure was used again with different type of juice; lemon, orange and pineapple. By using the formula, the molarity of citric acid in the fruit juice was calculated. Qualitative Data The colour of solution in conical flask change from white colour to faint pink colour. Data Analysis- calculation for determining the citric acid concentration through sodium hydroxide added. The citric fruits consist of citric acid. Citric acid contains carboxyl acid group and reacts with hydroxide ion as indicate in equation 2 (Dr. Ewa Thomas, 2007). The sodium hydroxide will ionize to form sodium ions and hydroxide ions (eq 1). NaOH (s) Na+ (aq) + OH (aq) (eq 1) C3H5O (COOH)3 (aq) + 3 OH- (aq) C3H5O(COO)33- (aq) + 3 H2O (l) (eq 2) The purpose of this experiment is to determine the concentration of citric acid on the citrus fruit by titrating the citrus juice with standard sodium hydroxide solution. The concentration of citric acid can be calculated by measuring the volume of sodium hydroxide used (eq 3). Molarity,M= (eq 3) M1V1 = M2V2 (eq 4) Based on the equation, the molarity of the OH- ions equal with sodium hydroxide as the molecular ratio is 1:1. So, the molarity of hydroxide ions can be known. By using equation 4, the concentration of citric acid can be determined. Calculating the concentration of citric acid By using the data given above, I had calculated the concentration of citric acid in citrus juices. The citric acid C6H8O7 is a triple basic acid that consists of three carboxylic acids and react with one hydroxide ion ,eq 1(Ewa Peter Thomas M Moffet, 2007). In this experiment, I assumed that the citric acid is sole acid found in the citrus fruits. C3H5O(COOH)3 (aq) + 3 OH- (aq) C3H5O(COO)3 (aq) + 3 H2O (l)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.(eq 1) However, according to experiment conducted by Law.C Solak.E(2009) the citric acid does not always have the 3 carboxylic acid. So, in this experiment I will assume that the citric acids only have 1 carboxylic acids but its less accurate. The following reaction takes place in the titration; C6H8O7 + OH- à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ H2O + C6H7O7- (eq 2) Based on the equation(eq 2), the molarity of the OH- ions equal with C6H8O7 as the molecular ratio is 1:1. By using equation below, the concentration of citric acid can be determined. M1V1 = M2V2 where : m1 = molarity of Sodium hydroxide, NaOH v1 = volume of Sodium hydroxide Solution, NaOH m2 = molarity of dilute citric acids, C6H8O7 v2 = volume of dilute citric acids Solution, C6H8O7 Procedure for process of stain removable The white cloth cotton was cut into3cmÃÆ'-3cm size for 20 pieces and each pieces of cloth were stained with syrup solution. Then the stained clothes were dried for about 1 hour. 20 cm3 of lime juice was prepared and the initial pH of juice was recorded by using pH meter. For the first trial, a stained cloth was held under the running water and was soaked in the lime solution for more than 30 minutes (diagram 4.1). After that, the stained cloth was put into100ËÅ ¡c hot water bath and the time taken for the stained decolorize was recorded. However, the stained took longer time to decolorize where the results recorded were inaccurate. So I used another method by adding 3 teaspoon of table salt (sodium chloride) into lime juice. The pH value of juice was recorded. The stained cloth was rubbed with salt before soaked into the solution for an hour. Then, the stained cloth was putted into 100 °C hot water bath and the time taken for the stained decolorized was recorded. In order to identify the best fruit best use to remove the stain, the whole step was repeated again with another type of fruits; lemon, navel orange, and pineapple. The results from different type of fruits were compared. Besides that, I also used the different type of stain to test which one is more effective been bleached by citric acid. In this experiment I used vegetable based stain which is tomato stain. The first method is used; without adding the table salt (sodium chloride) and the result was recorded and be compared with synthetic stain (syrup). Qualitative data For synthetic stain: The pinks colour of stain turns into colourless. Fabrics become white Fabric cloths smell fruity. The juices become more slippery when added with sodium chloride. For organic stain The brown colour of mud decolorize The fabric colour turn into brownish The fabric become smelly The juices become more slippery when added with sodium chloride. Data Analysis According to the data collected, the different type of fruits and different type of stain will affect the time taken for the stain to decolorize. For the syrup stain, there must be influenced by sodium chloride (cooking salt) as it is hard to remove by citric acid alone. Adding the cooking salt involved the osmosis concept where when the solution become more saturated, the water will moving from the cloth to the salt and taking the stain together. When the cooking salt is added into the juice, the pH of juices drop and become more acidic. However, chemically the cooking salt does not affect the acidity of citric acid. The drop in pH value may be due the presence of water in the juices which react with the salt and release the hydrogen ions which might cause this to be happened 8.0: Conclusion and Evaluation 8.1- Conclusion Based on the results of the experiments carried out in this essay, its show that the type of citrus fruits used does affect the average time taken to remove the stain. The hypothesis that average time taken would be fastest in the most acidic fruit (lime) which consist high concentration of citric acid, is also supported based on the data collected. The main objective of this essay is to identify which of the type of citrus fruits; lime, lemon, pineapple, and navel oranges are best used as bleaching agent. As mention above, the type of citrus fruit does affect the average time taken to remove the stain. However, it also depends on the type of stain. Test on fabric with synthetic stain without adding sodium chloride (salt) required a long time where the average time taken cannot be collected. Meanwhile, citrus fruits are best used on fabric with vegetable based stain as there in no influence with sodium chloride. In addition, the time taken to remove the stain for vegetable based stain is fastest compare than synthetic stain. Besides that, the citrus fruit only react as bleaching agent in hot temperature only. It is possible that the stain can be removed under room temperature. Thus it can be concluded that, the lime is the best used as bleaching agent but with certain condition; type of stain and temperature. 8.2- Evaluation Some error and limitation occurring during the experiment which causes the result collected imprecise. The limitation and errors in these experiments can be divided into several parts. For the first part is problem in procedure A. Initially, the sodium hydroxide prepared had been assumed exactly 1.00M. However, to test the accuracy of the concentration, the sodium hydroxide had been standardized using KHP solution. After calculating the concentration of the sodium hydroxide, the concentration of sodium hydroxide is approximately 0.1M with 0.2% of percentage error. There is a limitation occur when calculating the concentration of citric acid by titrate it with sodium hydroxide solution. One problem is the assumption that the citric acid is the sole acid in citrus fruits. The citric acid should been standardized to know the exact concentration. Besides that, some common mistake occurred in the experiment such as improper position of burette and parallax error in taking the measurement. To overcome this, there is no other solution except reduce the parallax error by positioning the eyes straight to the scale reading needed and position the apparatus used at the smooth surface. Moreover, it was hard to determine that the colour of the solution turned to faint pink colour because if the titration of NaOH was titrated without care the solution will become too red. So the result of the first faint pink colour come out should be observed and detected properly so it needs a particular partner in doing that job. In the last part(procedure D), most of error occurs is during taking the average time taken to remove the stain from fabric. When the stained fabric is place into hot water, it is difficult to identify whether the cloth decolorize or not because it is possible for fabric to turn into white without be rub. To improve this, the experiment must be repeated for several times to increase the accuracy. There is also a limitation where the removable of stain cannot be seen clearly when test conducted with coffee at first. So, to overcome this problem, the stain was changed into syrup which the red colour can be seen clearly. 8.9: Recommendation for further research More work could be done on the use of sodium chloride (cooking salt) in removing stain, is it effective used and how it will increase the effectiveness of citric acid in removing stain. The effectiveness of citric acid should be compared with commercial bleach and color safer bleach. Which one is best used? Besides that, the uses of citric acid can be extending more into the cleaning process; such as kitchen utensils and rusting. The investigation should be carried on how does cold water remove stains? The method of soaking cloth with cold water to remove stain is quite effective and the chemistry behind this should be expose.

Analyzing A Selection Of Childrens Literature English Literature Essay

Analyzing A Selection Of Childrens Literature English Literature Essay With the birth of the field of childrens literature over two centuries old, Carnegie Medal winners represent only a small part of the history and tradition of childrens literature. The Graveyard Book (2009), the most recent addition recipient of the award, follows some of the traditions of the field, and differs in others. In my attempt to discuss how The Graveyard Book fits into the history and tradition of childrens literature, I will be comparing it with other notable works in the field, specifically, Robert Louis Stevensons Treasure Island (1883), J. K. Rowlings Harry Potter and the Philosophers Stone (1997), and Philippa Pearces Toms Midnight Garden (1958). As a fellow Carnegie winner, Toms Midnight Garden, offers a comparison of fantasy fiction, and when considered with Harry Potter and the Philosophers Stone provides an interesting view of the changes that have occurred in the genre over the years. Treasure Island is structured similarly to The Graveyard Book, and both novels are good examples of the bildungsroman genre. In the course of this essay I will be referring to a range of critical material relevant to my discussion. The effect of childrens literature on children, and the reverse, is circular; as childrens attitudes to the world around them change, so too does the literature written for them, and as that literature changes, it again affects childrens attitudes. Furthermore, the evolution of adults understanding of childhood has affected which books are deemed suitable for publication. Childrens literature commonly exemplifies the beliefs and context of the culture in which it is written, however, since the majority of childrens literature is written by adults, it often reflects issues that concern adults, and not the intended audience. Adult-authors must make assumptions about the reaction of a child-reader or the behaviour of a child-protagonist, and in doing so, can sometimes offer a poor representation of a childs perspective. This difference between the adults and childs attitude to childrens literature can often be seen in the contrast between best-selling books, and those books that win lit erary prizes. Contrary to this, The Graveyard Book has won the Newbery Medal, Hugo Award for Best Novel, and the Locus Award for Best Young Adult novel in 2009, and the 2010 Carnegie Medal (Wikipedia contributors, 2011), spent fifteen weeks on the New York Times best-seller list for childrens chapter books (Rich, 2009), and has a film adaptation currently in production (Wikipedia contributors, 2011). Gaiman himself recognized the unusual nature of a book being both popular and prestigious, saying that typically there are books that are best sellers and books that are winners (Gaiman quoted in Rich, 2009). The popularity and prestige of a childrens book is dependent on a number of different elements; instruction and/or delight, and social, cultural and historical contexts (Maybin, 2009, p. 116). Maybin states that prizes signify a books prestige in the eyes of the critics, but they are not necessarily an indication of its appeal to children (Maybin, 2009, p. 118). The division between the childrens books awarded literary prizes, and those that are popular with children is significant. An example of such division can be seen when comparing Philip Pullmans Northern Lights (1995) and Rowlings Harry Potter and the Philosophers Stone; Northern Lights was the 1995 Carnegie Medal winner, while Harry Potter and the Philosophers Stone only reached the shortlist for the 1997 Medal, but went on to win the Nestlà © Smarties Book Prize, The British Book Award for Childrens Book of the Year and the Childrens Book Award, all of which, suggestively, have involved children in the judging process. Like The Graveyard Book, both books are fantasy-adventure novels featuring a young protagonist. All three novels are read an enjoyed by adults and children, but while Northern Lights is considered by adults to be quality literature, Harry Potter is criticised being not literature but a phenomenon (Zipes, 2009, p. 289). Nicholas Tucker (2009) argues that the criteria for judging the quality of childrens books varied according to conceptions of childhood; for those with a romantic conception, the emphasis is on an exciting, imaginative storyline, whilst those who view childhood primarily as preparation for adulthood favour books that are truly representative (Tucker, 2009, p. 153). If compared to earlier childrens books, it appears that modern childrens literature reflects the development of a clearer concept of childhood. The debate surrounding instruction and delight in childrens literature is one that has occupied scholars for centuries. The first childrens book to combine the two concepts was A Little Pretty Pocket-Book (1744), published by John Newberry, and featuring the motto, deluctando monemus instruction with delight. (Montgomery, 2009, p. 13) Prior to A Little Pretty Pocket-Book, the majority of childrens literature was Puritan in nature, and advocated childrens conversion to Christianity in order to save their souls from eternal damnation. Their concept of original sin resulted in explicitly didactic literature intended to educate children both religiously and morally. Newberys childrens book was, according to Jack Zipes, the first childrens book in which amusement rather than religious indoctrination is the central concern (Montgomery, 2009, p. 13). In contrast to the clearly religious books generated by the Puritans, Newberys books appealed to parents more interested in social and financ ial improvement; Letter to Sir declares that learning is a most excellent thing and can raise a boy from a mean State of Life to a Coach and Six (Montgomery, 2009, p. 14). A Little Pretty Pocket-Book marks the beginning of an evolution of the purpose of childrens literature into a concern more for the moral development of a child; with an emphasis on becoming a good person for the sake of ones emotional well-being rather than for fear of eternal damnation. The Bildungsroman novel, considered to have begun with the publication of Johann Wolfgang von Goethes The Apprenticeship of Wilhelm Meister in 1795-6, emphasizes this psychological development. The genre is generally distinguished by a number of topical and thematic elements (Iversen, 2009), and narrates the protagonists maturation over the course of the novel. The protagonist is usually young, and, following early unhappiness leaves home on a long and demanding journey, along the way maturing into a self-aware, socially-responsible young adult. Structurally, a Bildungsroman will often favour inter-character dialogue over extensive plot development, which causes the readers attention to be centered firmly on the protagonist. Whilst a Bildungsroman is deemed to be a German novel, many scholars use the term (spelled without a capital) to refer to other novels of a similar style that have been published elsewhere. With this in mind, it can be reasoned that The Graveyard Book follows the traditions of a bildungsroman novel. The Graveyard Book incorporates a number of the elements present in other coming-of-age novels indeed, Gaiman himself has admitted that the novel was greatly influenced by Kiplings The Jungle Books (1894), which may be considered one of the best-known of such novels (Horn, 2010). Gaiman described the idea as, something a lot like The Jungle Book and set it in a graveyard (Gaiman quoted in Rich, 2009). The similarities between the two books are clear; in the book titles, the protagonist, even in individual chapters, for example the comparisons between the third chapter in The Graveyard Book, The Hounds of God and the second chapter in Book One of The Jungle Books, Kaas Hunting. Gaimans ability to take the premise of a popular book over a hundred years old and develop it into an enjoyable childrens book that is both modern and relevant, demonstrates how the traditions of childrens literature can be transformed to meet the demands of a new audience. A further example of the on-going tradition of the coming-of-age novel is the Harry Potter series, specifically Harry Potter and the Philosophers Stone. The protagonists in both the Harry Potter novels and The Graveyard Book are orphaned as babies when their parents/family are killed by a murderer who, after failing to kill them, continues to hunt them until the two meet in a final show-down. This premise features in numerous books for children throughout the history of childrens literature, from the already mentioned Jungle Books to Lemony Snickets A Series of Unfortunate Events (1999-2006). The similarities between Harry Potter and Voldemort and Nobody Owens and the man Jack extend further than the latters desire to kill; the plots of both novels build from the murder of the protagonists family, and in both cases these murders are prompted by a prophecy that the protagonist would be the downfall of the antagonist. This concept of the child-hero is a popular one in childrens fiction and features throughout the history of childrens literature, from Wart in T. H. Whites The Sword in the Stone (1938) to Percy Jackson in Rick Riordans Camp Half-Blood series. Orphaned (whether literally or figuratively) protagonists appear frequently in childrens literature, from folk tales to contemporary fiction. A valuable literary device, an orphan provokes sympathy and can generate a perceived alliance between protagonist and reader. An orphaned child protagonist can also be convenient for the author since without parents, the budding child hero has more freedom to experience the, sometimes life-threatening, adventures that encourage his maturation. This can be seen in Toms Midnight Garden, the 1958 winner of the Carnegie Medal, and one of the Carnegie Medal 70th Anniversary top ten (The CILIP Carnegie Kate Greenaway Childrens Book Awards, 2007). Tom is able to visit the garden partly because of the absence of his parents whilst he is being cared for by his aunt and uncle, it is clear from the novel that neither adult is accustomed to caring for a child, and Tom takes advantage of this to pursue his nightly visits to the garden. Whilst Tom can be c onsidered a temporary orphan in a figurative sense, Hatty is literally an orphan, having lost both of her parents at a young age. Their status as orphans is not the only thing that Hatty and Bod share; as Hatty grows up, she ceases to see Tom, in the same way that Bod ceases to see the residents of the graveyard. Alison Waller (2009) argues that in young adult fiction the ending is always presumed to be a realisation of adulthood and maturity. (Waller, 2009, p. 54) This idea of maturation is reminiscent of Barries Peter Pan (1911) and Wendys realisation that she and her brothers cannot stay in Never Land, but must return home to grow-up. Humphrey Carpenter (1985) compares Tom and Peters attitudes to their ageing, arguing that the storys conclusion describes Toms acceptance of what Peter Pan can never accept: that Time must be allowed to pass, and growth and even old age must be accepted as necessary and even desirable facets of human nature (Carpenter, 1985). Like his predecessors in the traditions of the coming-of-age novel, Nobody Bod Owens is a likeable character, intriguing, and often contradictory in his behaviour; obedient, yet always questioning, determined, yet often managing to find trouble, courageous, yet sensitive. Happy as he is with his adoptive family in the graveyard, at the end of the novel, when he has become a young man, Bod declares that he want[s] to see lifeà ¢Ã¢â€š ¬Ã‚ ¦ I want everything (Gaiman, 2009, p. 286). While this journey of maturation shares a theme with Treasure Island, Bods declaration is in contrast to Jims final words which, rather than being optimistic at the possibility of future adventure, are fearfully reminiscent of the accursed island (Stevenson, 2008, p. 191). Structurally, The Graveyard Book and Treasure Island share some similarities; both novels centre around the adventures of a single, male protagonist, both novels can be described as being coming-of-age stories, and both novels have resolv ed endings. The novels differ in their point of view; where The Graveyard Book is generally narrated in the third-person, Treasure Island is narrated in the first-person, by Jim Hawkins. However, both novels do deviate from their standard narrative form there are several parts of The Graveyard Book where the events are recounted by either the man Jack or by Scarlett, and in Treasure Island, for chapters 16-18, Stevenson shifts the control of the narrative from Jim to Doctor Livesey. In an illustrated talk, Kim Reynolds suggests that childrens literature in its current state has been moulded by practices that began in the nineteenth century, and that whilst the content of books today differs significantly from those of the nineteenth century, there were still the same kinds of divisions then, that we have now in terms of what we might call good literature (Reynolds, EA300 DVD1, no. 5). A recurring theme in childrens literature across the years is the idea of home. Central to the domestic and school stories popular with girls in the nineteenth century, and to adventures stories popular with boys during the same period, home is either the setting for such novels, for example in Little Women, or a place of safety that the protagonist can return to after his adventures, like in Treasure Island. The Graveyard Book parts from this traditional notion of home; what should have been Bods place of safety became the place where the man Jack murdered his family, so home beca me a place that does not follow the traditional domestic image. When he leaves the graveyard as a young man, he realizes that if he does return, it will be a place, but it wont be home any longer (Gaiman, 2009, p. 286). Contrary to many earlier childrens novels advocating the traditional correlation of home and safety, in The Graveyard Book Bod is in fact safer among the dead in the graveyard, a place that is stereotypically considered scary or even dangerous. In the last two centuries, there has been a significant change in how ghosts are portrayed in childrens literature; early literature saw ghosts that were frightening, and used to teach children morals, while in contemporary literature they are just as likely to be friendly or even amusing. Both interpretations can be seen in the Harry Potter series, with the Bloody Baron representing the fearsome ghost, and Nearly Headless Nick representing the friendly. The tradition of friendly ghosts in childrens literature, such as those in The Graveyard Book, appears to have begun with William Pà ¨ne du Bois book, Elisabeth the Cow Ghost (1936) (Pearce, 1995). The appearance of ghosts in childrens fiction increased during the 1970s and 1980s, with a numb er of novels that used ghosts to teach their readers about historical events, and others that a child protagonist helping a ghost to accept his fate and move on. This is in direct contrast to The Graveyard Book, where it is Bod that has to move on into the world of the living, while the ghosts are left in the graveyard. The publication of The Graveyard Book follows a recent rise in the popularity amongst children and young adults of paranormal fiction. Fantasy fiction as it is today has been developing since the revival of folk and fairy tales in the early 1800s, advancing particularly during the First Golden Age of childrens literature. Modern fantasy tends to reject traditional sentimentality, exploring instead complex moral and sociological issues. In a similar way to modern realism, modern fantasy fiction has broached a number of taboo subjects, the most significant in The Graveyard Book, being death. In the early history of childrens literature, when death occurred in a book, it was often as a punishment, used to illustrate where the wrong path could lead. In contrast, in The Graveyard Book death is treated as a natural part of life not to be either welcomed or feared. However, unlike other childrens fiction that handles the subject, death in The Graveyard Book is largely regarded light-hearte dly, unlike for example in The Other Side of Truth, where their mothers death acts at the catalyst for Sade and Femis subsequent ordeals. The acceptance of subjects that have previously been considered taboo is, according to Rachel Falconer (2009) a result of changing conditions of contemporary childhood (Falconer, 2009, p. 373). The Graveyard Book encapsulates some of the major traditions of childrens literature and is reminiscent of some of the most noteworthy works in the history of the field. At the same time, the novel pushes the boundaries of what is accepted, unmasking a taboo subject and treating it positively but tastefully. A best-seller, the novel continues the current trend of paranormal fiction, and bridges the gap between the popular and the prestigious by winning numerous literary awards. Neil Gaimans description of his book as a book about life and childhood and the value of childhood (Gaiman quoted in Horn, 2010), places it firmly amongst the fields traditions, and the books double-win of the Newbery Medal and the Carnegie Medal gives it a significant role in the continuing development of the field of childrens literature.