How to Say to Teach in French

How to Say to Teach in French The French verbs apprendre, enseigner, instruire, and à ©duquer all mean to teach but have different uses and nuances. Learn how to recognize and use these four verbs correctly with this lesson. Teach a Technique or Something Apprendre means to teach a technique. It can only be used in the following constructions: apprendre quelque chose quelquun  - to teach someone somethingapprendre quelquun faire quelque chose - to teach someone (how) to do something Chantal apprend la guitare mon fils. -  Chantal is teaching my son (to play the) guitar. Il apprend aux enfants skier. -  He teaches children to ski. Pouvez-vous mapprendre lire? -  Can you teach me to read? Apprendre also means to learn and can be used in two constructions: apprendre noun and  apprendre infinitive Mon fils apprend la guitare. -  My son is learning (to play the) guitar. Les enfants apprennent skier. -  The children are learning to ski. Je veux apprendre lire. -  I want to learn to read. Teaching a Subject Enseigner means to teach in general or to teach a subject. It is used in the following construction: enseigner [quelque chose] [ quelquun] The items in [brackets] are optional. Jenseigne le franà §ais aux adultes. -  I teach French to adults. Mon mari enseigne la chimie en France. -  My husband teaches chemistry in France. Nous enseignons depuis 5 ans. -  Weve been teaching for five years. Teach Someone Instruire  means to  teach someone. It cannot be used to specify what is being taught and is used only in the construction  instruire quelquun: Elle instruit les à ©tudiants à ©trangers. -  She teaches foreign students. Il faut instruire les enfants par exemple. -  You have to teach children by example. Teaching Éduquer  is used just like instruire, except that it is very  general: it can refer to vague  concepts, particularly morals and manners. Là ©glise doit à ©duquer son peuple. -  The church must educate its people. Ces enfants sont bien à ©duquà ©s. -  These children are well educated (well-mannered).

“Out of area treatments in mental health” the Leeds experience The WritePass Journal

â€Å"Out of area treatments in mental health† the Leeds experience Introduction â€Å"Out of area treatments in mental health† the Leeds experience ) ‘Out of area treatments in mental health: the Leeds experience’, mentalhealth Today, May/June 2012, pp. 19-21

Macro-3 Essay Example | Topics and Well Written Essays - 750 words

Macro-3 - Essay Example because aside from transportation costs, and other costs that are related to international trade which are included in the price of goods when they enter another market is not present when it is bought where it is produced. Second, the prices in the United States are affected by stiff competition, which is influenced by information about book prices on the internet, which causes book prices to drop. While I cannot assume that this is not happening in the Philippines, the fact that the United States is one of the countries that utilizes the internet heavily as for the information regarding prices, in order to regulate competition can be one of my solid bases. Thus, generally, I could expect that book prices in other countries such as the Philippines would be higher. This case proves to be inconsistent with the purchasing-power parity. While the theory assumes that the purchasing power parity can equalize the prices over the long-run, during the years because of market influences such as competition in one country which lowers down the price, or economic influences such as trade costs in another country which increases the price can cause divergence in prices. This purchase situation therefore, is inconsistent with the purchasing power parity if gauged for many years before prices generally equalize. 2. What is the importance of trade agreements and how is international trade related to the standard of living of the United States (as opposed to that of a small industrial nation or to a developing nation)? What significance do trade agreements have to your own company? Trade agreements are important in such a way that dealing with other countries regarding trade has significant economic impacts to a firm conducting the agreement. Different countries have different restrictions and economic policies as regards trade, which can impact the firm’s operations in that country. Trade agreements are made depending on the restriction of the country and the chosen mode of

Marketing of Services Term Paper Example | Topics and Well Written Essays - 1250 words

Marketing of Services - Term Paper Example Research has shown that the design of a services cape influences a customer’s expectation, choice, satisfaction and other behaviour. The four strategic roles service scopes are as follows: Package The service scape and other physical evidence wrap the service so that it conveys a clear message to the consumers of what is inside. It is just like packaging a tangible product. The physical setting of a service essentially does the same thing through the interaction of the complex stimuli. The service scape is essentially the outward appearance of an organisation and hence it is critical in forming the first impression of customer expectation. Facilitator The service scape can aid in the performances of the persons in the environment. The design of the services cape can enhance or inhibit the efficient flow of the activities in the service setting. Thus it makes it easier or harder for the employees and the customers to accomplish their respective goals. A well designed functional facility can make a customer experience pleasure while an inefficient and poor design can frustrate both the employees and the customers. Socializer The design of a service scape can help in the socialization of both the employees and the customers. ... Any changes in the physical environment can be used to signal reposition a firm or to target new market segment. Question 2 Global business environment has become highly competitive as several organizations within the global business environment are implementing unique business operation strategies in order to gain potential competitive advantages. Several service providing organizations always try to ensure high quality customer service in order to develop potential customer base. It is true that high engagement service providing organizations need not have to concern about the issues of customer loyalty. Now-a-days, consumers always demand effective customer service from the organizations against their money. Satisfied customers always intend to stick with the brand or the organization. The do not try to take the risk of switch over another brand. Several service engagement organizations used to focus on strong and effective customer relationship management practices in order to re tain its existing potential customer base. However, these organizations have to focus on developing new client base as the business environment in this world is becoming competitive and saturated. People are becoming loyal to particular brands due to high satisfaction from the offered services. Therefore, it is highly important for the organizations to attract the new customers who have never experienced about the services of other service providers. It is quite easy for an organization to gain customer loyalty of a new and inexperienced customer about different service. If the customer chose another brand then it will be difficult for that organization to attract the particular customers. High service engagement firms should not

Character, Dignity, and Self-Respect Essay Example for Free

Character, Dignity, and Self-Respect Essay This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. Alina Campbell This paper will summarize the movie Glory and relate one or two characters to Aristotle, Epictetus, and Saint Augustine on character, dignity, and self-respect. The movie Glory is based on a true story about the Commander of the 54th Massachusetts Volunteer Infantry which was the first black regiment to be listed in the service of the United States. It is based on the letters by Col. Robert Shaw. Col. Shaw felt he was involved in something that he was not completely sure about, considering he had previously lost a lot of soldiers to battle. He was now faced with survivor’s guilt which he knew would heal in time. Shaw later became a mighty leader that lead the black regiment to take on the battle in Fort Wagner. Aristotle Character is mental and moral qualities distinctive to an individual. Aristotle believed character to be neither a feeling or a capacity or a mere tendency to act in certain ways (Sommers amp; Sommers, 2010). He believed instead that character was a settled condition we are in when we are well off in relation to our feelings and our actions. The virtues of character are dispositions to act in a certain way in response to similar situations. Good conduct arises from habits that in turn can only be acquired by repeated action and correction. Col. Robert Gould Shaw fits Aristotle’s view of Character best in my opinion. He was not only the commander of the 54th Massachusetts Volunteer Infantry, their voice. The black men that fought with Shaw were slaves that wanted to fight for their freedom. When Shaw was told of the United States Government planning to form this regiment of black soldiers he agreed to take the Commanding position. He then asked his best friend Major Cabot Forbes to fight along with him and Forbes accepted. At one point Shaw fights for these men to get the proper uniform and boots. He also refuses pay along with them after finding out that they are paid less than the white soldiers. Both Shaw and Forbes strongly connected with this group of men: the angry Private Trip (Denzel Washington); Private Jupiter Sharts (Jhine Kennedy); Corporal Thomas Searles (Andre Braugher), a very smart and educated man that grew up with Shaw and worked for Shaw’s father, and Sgt. Maj. John Rawlins (Morgan Freeman), a runaway slave who speaks with the voice of wisdom and reason. Dignity is the state of quality of being worthy of honor or respect. Aristotle’s view on dignity consists of the consciousness that we deserve honors, not in processing them. You cannot earn dignity through external awards; instead it is something you bestow upon yourself. â€Å"Dignity consists not in possessing recognition from others, but in consciousness that we deserve recognition from others† (Sommers amp;Sommers, 2010). The character played by Morgan Freeman, Rawlings, knew that being a slave was not worth much, so he decided to help Shaw fight the battle at Fort Wagner. Forbes also displayed dignity in the movie. Forbes was Col. Shaw’s best friend and is who told Col. Shaw of this regiment. Due to the type of relationship the two had, Col. Shaw asked Forbes to come along with him to prepare the black slaves. Forbes agreed and stood by Col. Shaw and these black men through the name calling, getting the proper shoes, and receiving their uniforms like the white soldiers had while fighting in the Civil War. Aristotle describes the position of character, dignity and self- respect as character being a state concern with choice, lying in a mean relative to us, that this is determined by reason and in such a way that a man of wisdom would determine it. It is a mean between two vices that depends on excess that depends on defect (Sommers amp; Sommers, 2010) Aristotle feels neither a feeling nor a capacity nor a tendency to behave in specific ways. It is the settled condition we are in when we are well off in a relation to our feelings and actions when we are in a mean or intermediate state in regard to them. Meaning we have a vicious character that we are badly off in relation to feeling and actions, and we fail the means in regards to them. The character that I felt showed this type of role would be Denzel and Andre’s characters, known as Trip and Thomas. Trip was a runaway slave that was very angry. He didn’t have anybody and had been previously beaten several times. Trip had specific thoughts of the white man and they were that the slaves were seen as monkeys. He thought that the slaves should be dressed up in uniform and fight, since the white men would only get themselves killed and wouldn’t be able to win. Andre Braugher played Thomas. He was an educated man that had worked for Col. Shaw’s father. He believed that black men should know how to read and have pride within themselves. In the movie Glory, Thomas had learned to take a lot. Thomas assumed that since he and Col. Shaw were close friends that he would be treated a bit differently, but to his surprise, he was called out by his best friend to train a lot faster than he was and then yelled at. Thomas learned much at the end of the movie, including self-respect. Thomas had been shot in a previous battle and he asked Col. Shaw to promise that he wouldn’t send him back, which Shaw didn’t allow Thomas to continue in battle. Later in the movie, Col. Shaw asks who would be willing to standin the place of the flagman, should something happen, and Thomas stated that he would and did. Epictetus Epictetus held the Orthodox Stoic view that everything in the universe is directed by divine will. Epictetus was different from the early stoics in that he believed happiness was found in maintaining one’s moral character as opposed to striving for moral excellence. He emphasized self-knowledge and keeping one’s moral character in order as the way to achieve a happy life. Epictetus warned his students to expect persecution since their actions and attitudes would be different from those around them. He encouraged them to view life as an athletic challenge, a festival or a short military service, where success would come from a combination of correct choices and skill. Epictetus believed that â€Å"grief was the most offensive emotion; he considered the suffering of grief as an act of evil. It was a willful act, going against the will of God to have all men share happiness† (Stockdale, 1995). Col. Robert Shaw, through his personal growth and internal realizations fulfilled his leadership duties on the battlefield, as well as beyond. He chose to take the beliefs he had from his life prior to war to another level. Shaw struggled with the question of equality among the races yet he recognized the character and desires of the Black Americans and chose to act on their behalf as well as the Unions. Shaw felt that his soldiers, regardless of color, deserved respect just as much as the white soldiers. Shaw was willing to not take pay to make a point that his soldiers deserved the same pay as their fellow white soldiers. He stuck his neck out to make sure they received the proper gear in order to fight. Shaw had finally decided to not let the grief from the prior battle to control him, he chose to help in the happiness of the slaves and continue to fight for their freedom. Saint Augustine Augustine’s approach was not just brilliant, it was practical. His insight is intellectually credible and emotionally satisfying in that it gives hope and offers meaning to the Christian trying to make sense out of life in a fallen world (Sommers amp; Sommers, 2010). To Augustine, anything that had being was good. Good as the ground of being was perfectly good, along with everything he brought into being. This goodness was a property that came in varying degrees. The obstacles that Col. Robert Gould Shaw had to overcome is the fact that he failed in battle another time. He had to pick himself back up, and he then led the black regiment in the Civil War and was refused to let these black soldiers be treated with any less respect than the white soldiers. Another hardship that Col. Shaw and his black soldiers had to endure was the fact they were getting under paid, they were not given the proper shoes to march in, and the fact they were not given the proper uniforms like the other soldiers. Col. Shaw had shown a life of character, dignity and self- respect by being the honorable Commander that he was. Col. Shaw never let others views get in the way of his personal view of his soldiers. Col. Shaw had self- respect even though he had been defeated, prior to leading the 54th Massachusetts Volunteer Infantry soldiers with dignity and never gave up on them.  He was a man that believed in faith and that the black soldiers were no different than any others.

Probleme de la Predication: Noeud Central du Sophiste de Platon Essay

Probleme de la Predication: Noeud Central du Sophiste de Platon ABSTRACT: Some scholars have found the dealing of the problem of predication, or attribution, in the Sophist (251a-e), a "digression," or a treatment of "a trivial question" and "an insignificant example." We propose to reconsider the importance of Plato’s doctrine on the subject from the point of view of the epistemology- ontology relationship in Plato. This leads to a replacement of the passage inside the whole dialogue. Beginning with the definition of the sophist, Plato goes on to treat the "mimetic" art and finds himself confronting a perplexing difficulty: how to understand falsehood, either in thought or in discourse. This is an epistemological difficulty, which raises the central difficulty of how to attribute non-being to being. So, the heart of the matter is the possibility of predication, as Plato states very clearly (238a). The solution arises from the doctrine of the community of species, making possible any attribution of one thing to another. In looking carefull y to the dialogue as a whole, we find that the passage 251a-e, dealing with the general problem of predication, occupies a central position, in all meanings, even numerically (between 236e and 264a). Dans le passage 251 a-e du Sophiste, Platon pose d'abord le problà ¨me de la prà ©dication, ensuite celui de la "communautà © des genres". Quel est le lien entre ces deux problà ¨mes? et quel est la place de ce passage (I) dans l'ensemble des dà ©veloppements du Sophiste? (I) "Expliquons ... comment il se peut faire que nous dà ©signions une seule et mà ªme chose par une pluralità © de noms ... Nous à ©nonà §ons "l'homme" ... en lui appliquant de multiples dà ©nominations. Nous lui attribuons couleurs, formes, ... ... borne pas à   nommer (cf. 251 bl: "nous ne disons pas seulement de l'homme qu'il est homme", mais effectue un achà ¨vement, en entrelaà §ant les verbes avec les noms). (22) Là ©on Robin (Les rapports de l'à ªtre et de la connaissance d' aprà ¨s Platon, Paris, 1957, p. 100), et Joseph Moreau (Realisme et idà ©alisme chez Platon, Paris, 1951, p. 38) à ©taient arrivà ©s, de leurs cotà ©s, à   une position analogue. (23) Si l'on considà ¨re que le và ©ritable dialogue commance à   236 e (position du problà ¨me de la faussetà ©) et se termine à   264 a (fin de la solution), ou mà ªme qu'il commence à   231 c (rà ©capitulation des dà ©finitions) et se termine à   268 d (dà ©finition du sophiste et fin rà ©el), on trouvera que le texte de notre problà ¨me occupe une position matà ©riellement centrale: il est prà ©cà ©dà © de 15 pages et suivi par 13 dans le premier cas, et vient aprà ¨s 19 et prà ©cà ¨de 17 dans le deuxià ¨me.

Hemingway Indian Camp

â€Å"Indian Camp† Essay In Hemingway’s short story â€Å"Indian Camp†, the use of light and dark symbolism is apparent throughout. Two different races are seen in the story, the white man, and the dark skinned Indians. The white man seems to be living the life, while the Indians live in a life of oppression and despair. The white man is clearly â€Å"superior† to the Indians, however Hemingway’s greater purpose of this symbolism is seen in the enlightenment of Nick Adams.When Nick Adams begins the story on his way to this camp he is already taken into the dark upon his initial journey along with his father and Uncle. Led by an Indian guide, Nick has no idea of what to expect or where he is being led. Upon their arrival to the camp several symbols of light and dark are seen quite clearly. Hemingway touches on a few characteristics including the Uncle’s cigar, and Indian guide leading them with his lantern. In the cigar, it burns and sheds lig ht in a dark world, a world these white men are not accustomed to and have no knowledge on.He then attempts to share his cigars with the Indians, perhaps showing he is willing to share his knowledge with them as well. Later, Hemingway describes how the Indian guide uses his lantern during their journey to the camp, however once they reach the road, he blows it out signifying how that road built by the white man now sheds light on where he is, and that is the Indian Camp. Upon their arrival, Nick’s father finally finds Shanty, the pregnant Indian he must perform surgery on. The Indians in this scene, step away from the lit road, and sit in the dark.Perhaps they are more comfortable in the dark and have no desire to be under the white mans light. Or in this case watch the white man perform surgery. Later, the woman’s husband is found dead, and Nick’s father tries to hide this harsh reality from his son, but Nick experiences it all in one night. At the beginning of their journey, Nick was led to the camp by the Indian guide with the lantern. Upon his departure, he reaches enlightenment on life in the light of a new day. He found a new understanding thanks to a dark skinned Indian guide with a lantern.Symbolically he was guiding Nick to his new perceptions and understanding, at least in my opinion. The metaphors are quite apparent in Hemingway’s writing. Two opposing cultures, races, and people contrasted throughout in â€Å"light† and â€Å"dark†. Nick had to take the darkness to eventually receive the light. He had to see a different side of life to reach clarity and understanding. Hemingway displays the racial differences and thoughts of both the Indians and white men with his symbolism in this story.

Enhancing the Quality of Education in the Philippines Essay

Enhancing the quality of basic education in the Philippines is urgent and critical. Due to that, one of the discussions of DepEd which incurred last October 2010 is to enhance the basic education program of the country in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice through the K-12 policy. The poor quality of basic education is reflected in the low achievement scores of Filipino students. Many students who finish basic education do not possess sufficient mastery of basic competencies. One reason is that students do not get adequate instructional time or time on task. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. High school graduates also do not possess the basic competencies or emotional maturity essential for the world of work. 1 While the availability of economic opportunities contributes to this, it also illustrates the mismatch in the labor and education markets. The World Bank Philippines Skills Report in 2009 reveals, based on a survey of employers, serious gaps in critical skills of graduates such as problem-solving, initiative and creativity, and, to a lesser extent, gaps in job specific technical skills. The enhanced K-12 program, or the Department of Education’s (DepEd) proposal to overhaul the basic and secondary education curriculum by adding two more years to the system is arguably one of the most drastic and controversial programs of the Aquino administration. The program is proposed to start in school year 2012-2013 for Grade 1 and first year high school students with the target of full implementation by SY 2018-2019. According to SEAMEO Innotech 2011, which is considered as the preferred education solutions provider in Southeast Asia and also an ISO 9001: 2008 Certified, the Philippine is the last country in Asia and one of only three countries in the world with a 10-year pre-university program. The K-12 model to be implemented in the country is an educational system for basic and secondary education patterned after the United States, Canada, and some parts of Australia. The current basic education system is also an archetype of American schooling but with a 10-year cycle. DepEd reasons that it is high time to adopt a K-12 system, attributing the low achievement scores and poor quality of basic education to the present school setup. Following wide protests over the proposal, the department released its official position defending K-12. 2 â€Å"We need to add two years to our basic education, those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding. † quoted from the statement of His Excellency President Benigno S. Aquino III. K-12 has been met with criticism from youth and student groups, teachers, parents and the academic community. The DepEd, for its part, appears determined to enact the program with its proposed budget catering mostly to preparing the grounds for its eventual implementation. The DepEd argues that the K-12 program will be the solution to yearly basic education woes and the deteriorating quality of education. Critics, however, counteract that the education crisis needs to be addressed more fundamentally and adding more school years would only exacerbate the situation. With the proposed policy K-12 program, various arguments and criticisms were formulated. Different conditions generate different assumptions, which in turn create different policies. The success of any policy depends on the correctness of its policy assumptions. 3 Taking this fact into consideration, questions take place, should policy assumptions be made based on current realities? Or should policy be based on policy conditions as expected to happen, but which may not exist by the time the policy implementation was started? The below mentioned problems are just some of the queries where necessary answers are in need to be sought in order to satisfy uncertainties with regards to the implementation of this educational changes provided in K-12 Policy. PROBLEMS 1. What is the status of the country’s educational resources as to: * teaching force; * facilities and equipments; * learning materials; and * budget? ; 2. What are the provisions of the policy to the following direct entities? * family; * manpower;? and instructional apparatus**? ; 3. What is the level of preparedness of the concerned implementing stakeholders e. g. DepEd, CHED as to the execution of this educational reformation? and 4. What is the level of acceptance of the following affected stakeholders: * teaching staff; * parents; and * students? 5. What is the level of capability of the following affected stakeholders? * teaching staff; * parents; and students? OBJECTIVES The formulation of policy for the K+12 Education System requires rigorous systems analysis. Many patchworks of issues, opinions and statistical analysis have already been presented by so many sectors in so many meetings and consultations. But what is more important to see now is the entire picture, the whole tapestry of Cause-Effects and Costs-Benefits that the policy, if adopted, will create. The following are the main objectives of the K-12 policy as stated in their guiding principles4: 1. To enhance the curriculum of the Enhanced K+12 Basic Education Program as the central focus. The curriculum enhancement will be designed in line with the desired competencies and skills of a K+12 graduate. The Department of Education will constitute a body to review the current basic education curriculum and detail the implementation plan. 2. To develop tracks based on different competencies and/or student interest as an integral component of the program. Basic education program should develop tracks based on competencies to meet the country’s varied human capital requirements, and to prepare students for productive endeavor. The SHS curriculum will offer areas of specialization or electives. 3. To enhance the basic education curriculum being undertaken hand in hand with the vigorous efforts to ensure adequacy of inputs as part of the bigger basic education reform,  Expanding the education program (additional years of schooling) will be pursued mindful of the need to address the input shortages – teachers, classrooms, desks, water and sanitation, and quality textbooks. DepEd already included a provision for substantial physical requirements for 2011 budget, and is looking to introduce in subsequent years a budget that will constitute a significant increase not just in nominal terms but also in real terms. 4. To alter change in two-fold: curriculum enhancement and transition management. The intention of K+12 is not merely to add two years of schooling but more importantly, to enhance the basic education curriculum. DepEd is preparing a carefully sequenced implementation plan to ensure smooth transition with the least disruption. 5. To have an open and consultative process to be adopted in the promotion of the Enhanced K+12 Basic Education Program. In accordance with the â€Å"Tao ang Boss† principle, an open and consultative process will be adopted to ensure the successful development and implementation of the K+12 program. REVIEW OF RELATED LITERATURE. Many of us believe that in order for a person to achieve his success, he must have a good background in education and the attitude of a survivor. A great education begins with the desire to learn (Osterberg, 2004). Education is important in everybody. It gives us knowledge about the world around us, strengthens our perspective in life and helps build opinions and have points of view in everything about life. Education is really important in bringing our dreams to reality. It opens up doors to every opportunity that would give success in one’s life (Oak, 2010). In our country’s case, the Philippine government offers only 10 years in basic education (6 years for elementary and 4 for high school years), which is the lowest as compared to 12 years in many countries in the world (PCER, 1999). The poor mastery of lessons is common due to the congested curriculum and to the great number of population in public schools. High school graduates of 10-year basic education curriculum are also believed to lack basic competencies and maturity. They cannot legally enter into contracts and are not emotionally mature for entrepreneurship / employment (DepEd, 2010). According to the National Framework Plan for ICTs in Basic Education (2010), the poor performance of students across our country shown in recent national and international achievement tests, and the great number of dropouts both in elementary and secondary levels, pushes the government to add 2 more years in the basic education curriculum or also termed as the K+12 education program. The K+12 program means Kindergarten and the 12 years of elementary and secondary levels. Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum. Elementary education refers to primary  schooling that involves six or seven years of education. Secondary education refers to high school (DepEd, 2010). According to the official gazette by the Department of Education (DepED, 2010), the model that is currently being proposed by DepEd is the K-6-4-2 Model. This model involves Kindergarten, six years of elementary education, four years of junior high school (Grades 7 to 10) and two years of senior high school (Grades 11 to 12). The two years of senior high school intend to provide time for students to consolidate acquired academic skills and competencies. By the time that the issue in K+12 program was once again brought up to public, there has been lots of comments and opinions made by those who agree and disagree about it. The pro-K+12 said that the need for enhancement of the quality of education is urgent and critical and that the congested curriculum only burdens the students by the time they pursue their tertiary level. The government also stated that by adding two more years in our curriculum would increase the GDP growth by 2%. While those who disagree said that the families would have to shell more money for transportation, food and education of their children. Many have also stated that the government does not have the money to spend for another two years in education since it does not have the money to fully support today’s ten years (Cruz, 2010). METHODOLOGY The paper presented elucidates what the K-12 policy is all about, the rationale of formulating it, the target stakeholders and beneficiaries. Further, it tackles also the current situation and the adaptation scenario as it was going to be implemented this coming school year. Various facts, criticisms and assumptions from different reliable sources were asserted in order to substantiate details needed for the best understanding. The presenters wanted to obtain information as to the queries being questioned in the above stated problems in order to have a bird’s eye view to the content and specifications of the said policy. Since the policy is soon to be implemented, the discussion presented is more on the assessment of the provisions and guidelines stipulated in the educational reform in relation to the affected stakeholders. The come up of the following options were based from the personal assessments from the presenters out from the ideas and thorough discussions gained from the varied reliable sources. Further, some contents of this part contain documentation of issues and problems base from the current news and information cited from different reliable sources. Moreover, the views and opinions of the presenters do not necessarily reflect the contents or discussion of the neither class nor stand point of the subject instructor, thus all the generated opinions are purely coming from the presenters. 1. Eradicate and impede the implementation of the policy. Constraints and limitations are highly contradicting the concerned K-12 policy, not to mention the unwillingness to embrace the pro’s and con’s brought by this. 2. Suspend the realization of the policy and reschedule for the next succeeding years. Government and direct implementing agency are not well prepared for the changes to be incurred. Further trainings and seminars, strengthening of the workforce are hereby in need as well as deep penetration to the students and parents for the better understanding and acceptance. 3. Put into practice the K-12 policy this coming school year. The country needs to improve the standard of the educational system in order to keep in line with the paces the other country is pacing. The long term outcome of the said implementation would serve as a positive outcome that will uplift the morale of the society thus bringing noticeable growth to the citizens specifically and to the country as a whole. ANALYSIS AND DISCUSSION 1st Option: Eradicate and impede the implementation of the policy. It is remarkable and inspiring to see that Philippines is now progressing economically and as such, to sustain and possibly prolong this stream, targeting the Education sector of the country is a must. But, unpreparedness, poor educational participation and development will surely yield to negative outcomes. The biggest issues the K-12 Education System must address are its requirement educational inputs and processes. If these are not given solution, the K-12 Education System policy is already ruined from the very start. In view of Sarah Katrina Maramag’s idea, â€Å"the crisis of the Philippine education system, in all levels, is stemmed not on the superficial, in this case the number of schooling years, but rather on the conditions and foundation on which it subsists. Unless the government addresses in earnest poor public spending, high costs of schooling, the predominance of a colonial curriculum, lack of transparency and accountability amid widespread corruption within the sector and the development of the country’s science and technology for domestic development, all efforts will remain on the surface and neither 10 nor 12 years would make much of difference. † To relate with the statement of President PNOY â€Å"to achieve something out of this move to K-12, we need to have a realistic set of plans† and reality check, the plan doesn’t coincide as to the current situation. Though implementing K-12 would be possible, these paradigm changes would be harder for the public system for them to cope up with the rapid changes. Why? Let us settle to the article of Junifen F. Gauuan, firstly, the budget for the education sector of the Philippines is, compared to other Newly Industrialized Countries (NICs), relatively low (for example, difference of almost 5% GDP with Malaysia and Brunei – 3. 1% GDP Philippines). Secondly, the infrastructure of the state schools are not conducive enough to admit more students (picture students taking double-shifted school time i.e. 7am-1pm + 1pm-7pm – is that good for students to not meet in a one-off-one-time schedule? OR even cram 50 students in one class? ). To correlate demand and supply, more demand = more supply. With the current shortage of teachers, as claimed by ACT (Alliance of Concerned Teachers) there is no capacity for the public system to admit more students, even more to prolong the year of study. Finally, financial constraints, millions of people in the Philippines (to be exact 23 million under the Asia-Pacific poverty line) are still living below the poverty line. Are those parents belonging to that line can really afford another 2 years extra in education? Ideally, the long term goal which can be brought by the policy is good, but reality wise, the road in reaching the target is under construction, not yet completed thus so far behind. 2nd Option: Suspend the realization of the policy and reschedule for the next succeeding years. It is the belief of some educators that the K+10 Education System failed because it lacked 2 more years of study. We can consider that as one reason. But to the idea of the presenters, the bigger reason why K+10 Education System failed is because of poor educational resources such as classrooms, lack of teachers, facilities and equipment in short budget. Now, though greater budget is allocated to the reform of the educational system in the country but unfortunately what hinders most is the present situation of the affected stakeholders such as parents, students and teachers not to mention the unavailability and lacking of the educational resources. There is a need of empowerment to the part of the teaching force since it is a great change which requires greater understanding and preparation. It can’t be denied the fact that the country has great teachers worth to be proud of, but with the change of educational pattern which they will experience, a further training and seminar is indeed a need for them to be fully equipped. Aside from that, the acceptance of pursuing the reformed educational system must have to start from them since they are considered to be the initial medium that will mediate and enlighten the process of the changes both to the students and the parents. To the part of the parents, it would be a sudden change that will greatly affect their economic standing in terms of the added financial obligations added also the uncertainties and queries about the changes wherein not all of them are aware. Further enrichment for them to have a better understanding about the policy is a must and it will surely take some time. It is a considerable way to enlighten the parents since they are the first in hand who can motivate and guide their children. To the implementing agency, the country cannot attempt a trial and error outcome out of this policy. They must have to consider this not an experimental thing to be tested and evaluated. Beforehand, all of the possible consequences and preparations to counter any of those must be well handled and planned already. An evaluation of the educational resources, a budget plan for the teaching force – a long term plan of all of these including the construction of some additional facilities and equipment must be comprehended. To the part of the presenters, they assumed that those implementing agency are not well interacted to the possible instances that may come up and the way to respond in case any unhanding occurrences will arise. As will as the parents and students, together with the current situation of the country connotes unpreparedness for the implementation of the policy. Pursuing the policy without having some intervention with the direct stakeholders and considering the factors affecting the outcome of the policy would obstruct sustainability. 3rd Option: Put into practice the K-12 policy this coming school year. The government is in to it, the policy was recommended to be implemented, government agencies relating to the educational reform took already an action and somewhat due to the media interaction the society can be said as informed about it. The vision is to uplift the educational standards of the country, the mission is to implement procedures and processes provided in the policy, regardless of all the comments and criticisms since government already spent money for it, then like it or like it very much it should be implemented. CONCLUSION AND RECOMMENDATION. Initially, the DepEd justifies the K-12 model by saying that the present short basic education program affects the human development of Filipino students. Ultimately, regardless of whichever â€Å"model†, what the youth and country direly needs is for the development and establishment of an education system that caters to the needs of the Filipino youth and the society in general. Unfortunately, data shows the current situation that the country is facing in terms of the educational system that might obstruct the implementation of the said policy. But then, the policy is soon to be implemented this coming school year. To make a recommendation as to the presented options is a mind boggling duty that the presenters could ever come up. But just to satisfy the means of having this paper the end is, the presenters chose the second option, 2nd Option: Suspend the realization of the policy and reschedule for the next succeeding years. The presenters select option two as the best option not due to the fact that the Philippines is the last country in the region to adopt a K-12 basic educations system because it is not all about the trending basis but checking in accordance to the â€Å"reality†. During the assessment done by the prestigious organization Trends in International Mathematics and Science Study (TIMSS), they conclude that the problem about the present curriculum in squeezing 12 years of basic education into just 10 is that students are overloaded with subjects which resulted to poor quality of basic education as reflected in the low achievement scores of Filipino students. International tests results like 2003 TIMSS rank the Philippines 34th out of 38 countries in HS II Math and 43rd out of 46 countries in HS II Science; for grade 4, the Philippines ranked 23rd out of 25 participating countries in both Math and Science. In 2008, even with only the science high schools participating in the Advanced Mathematics category, the Philippines was ranked lowest. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. It is not the question of teaching force because internationally we can say that the country is equipped of well trained educators capable enough for the learning needed by the students in our country. In fact, teachers in our country are highly demanded and most preferred to be hired and work in other country. But it is the matter of the educational system that we have which is designed to teach a 12-year curriculum, yet it is delivered in just 10 years. Though some criticizing it as a way only to realigned as to what is the trending educational system to must have, then why not follow it if it will sustain the development of the educational system of our country and there is nothing wrong with it. As to the question of the consequences that will be brought by the policy, surely there will be many of those and it’s a part of the changes. Better because the government exists to uplift the standard of education in the country and not just sitting down to their respective offices and waiting what will happen to the future of the students experiencing the current system. The policy exist with provisions of program to be administered for the sustainability of it, thus to relate it with economic hindrances it should be another story that is worth to be reflected and should not serve as a hindrance for the development of one system in our country (education). To reach the development wherein the citizens are wanting, admitting the fact that it couldn’t be happening simultaneously is the first step. But, out of the advantages that can be given by the policy, what is now to be considered as constraint is the time. There is a need to develop to the part of the teaching force, the facilities and the equipments the country presently have, further evaluation and thorough analysis as to the whatever outcome that can be brought by it. Implementing programs that will lead to the positive realization of the policy and usage of media is a help to penetrate the minds of the parents and making them realized the long term output that the policy can give by. In short, a more prepared country is in need for the advancement to incur in the educational system. REFERENCES PDF files: Batomalaque, Antonio. Basic Science Development Program of the Philippines for International Cooperation. University of San Carlos. ; Marinas, Bella and Ditapat, Maria. Philippines: Curriculum and Development. UNESCO International Bureau of Education International Engineering Alliance. The Washington Accord. http://www. washingtonaccord. org/Washington- Accord/FAQ. cfm (Accessed 11 September 2010) Mullis, I. V. S. , Martin, M. O. , Robitaille, D. F. , & Foy, P. (2009). Chestnut Hill, MA. Trends in International Mathematics and Science Advanced 2008. National Center for Education Statistics. Highlights from the Trends in International Mathematics and Science Study 2003. December 2004 Seamo-Innotech. Additional Years in Philippine Basic Education: Rationale and Legal Bases. Presentation to the Department of Education on 25 August 2010. Presentation notes of Dr. Isagani Cruz, 28 September 2010. Articles/ Journals: Jane Uymatiao. Why we need DepEd’s K-12 Program, Sunday, 22 January 2012. Retrived from http://www. thepoc. net/commentaries/14612-why-we-need-depeds-k-12-program. html (Accessed 15 March 2012) Joe Padre. Pros & Cons in the K+12 Basic Education Debate, October 14, 2010. Retrived from http://mlephil. wordpress. com/2010/10/14/pros-cons-of-the-k12-debate/ (Accesed 14 March 2012) Jonathan Plucker. Problems as Possibilities: Problem – based  learningforK-12education. Retrievedfrom http://findarticles. com/p/articles/mi_hb6470/is_1_22/ai_n28742235/ (Accessed 11 March 2012) Junifen F. Gauuan. K+12 Policy Framework: Pessimistic, Optimistic or Realistic? , March 26, 2011. Retrieved from http://www. aldersgate-college. com/news/high-school/k12-policy-framework-pessimistic-optimistic-or-realistic/ (Accessed 6 March 2012) K-12 Challenge to Philippine Tertiary Education. Retrieved from http://rodrigo75. wordpress. com/2011/04/19/k-12-challenge-to-philippine-tertiary-education/ (Accessed 29 March 2012). Sarah Katrina Maramag. Proposed K12 Basic Education System in the Philippines, Is the K-12 model good for the Philippine Education System? , via Philippine Online Chronicles. Retrived from http://blogwatch. tv/2011/05/proposed-k-12-basic-education-system-in-the-philippines/ (Accessed 10 March 2012) Virnads. K12 in the Philippines: A Reform or Deform. Manila Philippines, June 13, 2011. Retrieved from http://www. allvoices. com/contributed-news/9379822-k12-in-the-philippines-a-reform-or-deform (Accessed 12 March 2012).

Siddhartha Quotes From His Spiritual Journey

'Siddhartha' Quotes From His Spiritual Journey Siddhartha is a novel by Hermann Hesse, an award-winning Swiss-German poet and novelist. A Western novel that takes place in India, the storyline follows Siddharthas spiritual journey during the time of Buddha. Exploring themes of enlightenment, the balance between opposites, love, and indirection, the episodic book reflects Hesses own pacifist outlook and Eastern influence.   Here are a few quotes from the work on the quest for self-discovery and nirvana.   Chapter 1 Was Atman then not within him? Was not then the source within his own heart? One must find the source within ones own Self, one must possess it. Everything else was seeking- a detour, error.When all the  Self was  conquered and  dead  when all passions and desires were silent, then the last must awaken, the innermost of Being that is no longer Self- the great secret! Chapter 2 Siddhartha was silent. He dwelt long on the words which Govinda had uttered. Yes, he thought, standing with a bowed head, what remains from all that is holy to us? What remains? What is preserved? And he shook his head. Chapter 3 You have renounced home and parents, you have renounced your own will, you have renounced friendship. That is what the teachings preach, that is the will of the Illustrious One.The teaching which you have heard...is not my opinion, and its goal is not to explain the world to those who are thirsty for knowledge. Its goal is quite different; its goal is salvation from the suffering. That is what Gotama teaches, nothing else.I, also, would like to look and smile, sit and walk like that, so free, so worthy, so restrained, so candid, so childlike and mysterious. A man only looks and walks like that when he has conquered his Self. Chapter 4 I, who wished to read the book of the world and the book of my own nature, did presume to despise the letters and signs. I called the world of appearances, illusion. I called my eyes and tongue, chance. Now it is over; I have awakened. I have indeed awakened and have only been born today.That was the last shudder of his awakening, the last pains of birth. Immediately he moved on again and began to walk quickly and impatiently, no longer homewards, no longer to his father, no longer looking  backward. Chapter 6 She taught him that lovers should not separate from each other after making love without admiring each other, without being conquered as well as conquering, so that no feeling of satiation or desolation arises nor the horrid feeling of misusing or having been misused.Siddharthas sympathy and curiosity lay only with the people, whose work, troubles, pleasures, and follies were  more unknown  and remote from him than the moon. Although he found it so easy to speak to everyone, to live with everyone, to learn from everyone. Chapter 7 He rose, said farewell to the mango tree and the pleasure garden. As he had not had any food that day he felt extremely hungry, and thought of his house in town, of his room and bed, of the table with food. He smiled wearily, shook his head and said good-bye to these things. Chapter 8 The wheel of appearances revolves quickly, Govinda. Where is Siddhartha the Brahmin, where is Siddhartha the Samana, where is Siddhartha the rich man? The transitory soon changes, Govinda, you know that.Now, he thought, that all transitory things have slipped away from me again, I stand once more beneath the sun, as I once stood as a small child. Nothing is mine, I know nothing, I possess nothing, I have learned nothing.As a  child,  I learned that pleasures of the world and riches were not good. I have known it for a long time, but I have only just experienced it. Now I know it not only with my  intellect  but with my ears, with my heart, with my stomach. It is a good thing that I know this. Chapter 9 Nothing was, nothing will be, everything has reality and presence. Chapter 10 It was true that he had never fully lost himself in another person to such an extent as to forget himself; he had never undergone the follies of love for another person.Siddhartha realized that the desire that had driven him to this place was foolish, that he could not help his son, that he should not force himself on him. He felt a deep love for the runaway boy, like a wound, and yet felt at the same time that this wound was not intended to fester in him, but that it should heal. Chapter 11 Had not his father suffered the same pain that he was now suffering for his son? Had not his father died long ago, alone, without having seen his son again? Did not he expect the same fate? Was it not a comedy, a strange and stupid thing, this repetition, this course of events in a fateful circle?All of them together was the stream of events, the music of life.From that hour Siddhartha ceased to fight against his destiny. There shone in his face the serenity of knowledge, of one who is no longer confronted with conflict of desires, who has found salvation, who is in harmony with the stream of events, with the stream of life, full of sympathy and compassion, surrendering himself to the stream, belonging to the unity of things. Chapter 12 Seeking means: to have a goal; but finding means: to be free, to be receptive, to have no goal.Therefore, it seems to me that everything that exists is good- death as well as life, sin as well as holiness, wisdom as well as folly. Everything is necessary, everything needs only my agreement, my assent, my loving understanding; then all is well with me and nothing can harm me.He saw all these forms and faces in a thousand relationships to each other, all helping each other, loving, hating, destroying each other and become newly born. Each one of them was mortal, a passionate, painful example of all that was transitory. Yet none of them died, they only changed, were always reborn, continually had a new face: only time stood between one face and another.

buy custom Development of Academic Audience essay

buy custom Development of Academic Audience essay This is an exploratory essay on how academic audiences develop. In a learning environment it is essential for the students to enhance their audience development throughout the learning processes. The tone and styles on how the students need to develop their audience skills differ on the mode of study. There is class based training and online courses / distance learning which the students are meant to read the learning materials from the website or they are set to them as printed instructions. The main aim objectives of developing the audience of the students are to broaden participation. Unlike other type of audience which is one way means of communication as in a conference. The students are encouraged to participate by asking questions and clarifications in areas which they did not understand and they also contribute in to the training which makes them understand even better. The other reason is to increase concentration as they are being taught and such increase on concentrations would make be able to grasp more. For online coursesthe materials which are placed online should be well organized and easy to be accessed by the students and other resource people in the academic fraternity to encourage them to read through. Audience participations could be done by having weekly discussions based on the materials which are meant to be read that week. With such participations there will be enough audience development. Diversification of participation is another form of audience development in which the audience will be required to change point of view on how they listen to what they are being taught such could be achieved through changing the point of view and involve the audience in group discussions. Groups improve on development of audience as those who are shy to participate when in class they can make their contributions when they are in smaller group. Buy custom Development of Academic Audience essay

The concept of natural laws vs. human laws in the Decameron Essay - 1

The concept of natural laws vs. human laws in the Decameron - Essay Example The stories are concerned with a lot of things but it is the everyman hero which comes out on top rather than a Christian knight or a great king. Topics such as love, practical jokes, the hypocrisy and corruption of the clergy are all covered and often the hero of a tale comes from the mercantile class which was coming up at the time (Barolini, 1983). Since the audience itself was largely composed of individuals from this class, their notion of natural law being more important than human laws is certainly reflected in how the tales take shape. For example, in the very first tale a sinner is canonized as a saint which not only shows the fallacy of human law created by clergymen but also the power of natural law as the man who did wrong in his life was not appreciated by anyone expect the foolish priest who came to see him. In the same series of tales of the first day (sixth and ninth tales), we see examples of how disputes can be better resolved by words amongst individuals rather than resorting to the proper application of the law which might have resulted in the detriment of all concerned parties. It must be noted that Boccaccio does not seek to eradicate laws or even consider them bad since many laws are good for protecting the people. However, laws which make no sense to him or those which he considers archaic traditions are ridiculed extensively. As a replacement of those laws, Boccaccio shows us that natural laws are not only their equal but perhaps an improvement since they result in more equitable answers. The tales of the second day directly connect with this since they all deal with an individual losing his fortune and then through the workings of natural law is restored to his fortune while winning out over those who oppose him. In fact, to take it a step further, it can be said that the relationship between natural law and human law in the

Reflection Essay Example | Topics and Well Written Essays - 1500 words

Reflection - Essay Example A conclusion to the essay will then be given which will discuss my reflection skills, acknowledge my teaching skills and show my personal and professional development. The first stage of Gibbs (1988) model of reflection requires description of events. I was placed into a group with four members. I will refer to my group members as A, B and C due to confidentiality (NMC 2004). As a group, we discussed the topics that we had chosen to teach our fellow colleagues. After discussing our options, we finally agreed as a group to teach Anorexia Nervosa. We chose this disorder as we found the subject to be challenging and we wanted to become more knowledgeable about it. At this time, it was necessary to research the topic that was selected and then section the topic into parts. Member C chose to be responsible for the ethical portion of the project. Member B wanted to work on the legal aspect of the project. Member A and I therefore investigated care management followed by a discussion concerning our group meetings. The group meetings consisted of the group discussing its plans for the teaching session, sharing ideas as well as sharing research. The group had several meetings. On many occasions, there was no progress on our group work. The teaching plans were conducted on an individual basis. After discussing teaching plans in our group meetings, we agreed to combine the teaching plans in order to create one comprehensive teaching plan. The teaching plan that we developed as a group involved member A putting the plan together. It is noteworthy to mention that Member C spent a good bit of time discussing another topic which was unrelated to the plan. It was not unusual for member C to interrupt member A. Member C would then begin work on an entirely different and unrelated project. This consistently disrupted the group and caused unnecessary hardship to the group. As a group, we had only one