What Is an Exclamation and How to Use it Properly

An exclamation is a sudden, forceful expression or cry. Adjective: exclamatory.  The rhetorical term for an exclamation is ecphonesis. Also called a response cry. Although many exclamations are single-word interjections  (including a number of taboo words), some exclamations take the form of phrases and clauses.   Examples and Observations What a Great Exclamation!Some exclamation begin with the words what and how which are also interrogative words. Examples of their use in exclamations are What a lovely baby that is! and How prettily it gurgles! But these are not interrogative sentences.Antiquated ExclamationsBefore the governor had time to answer this question, Pallet broke forth into an exclamation of By the Lord! that is certainly fact, egad!...  Gadzooks; youre in the right, sir.Tom Wolfes ExclamationsOne of the signature devices of [Tom] Wolfes style is his periodic bursts of enthusiastic endorsement or identification--But exactly! Of course! Just right! While these interruptions are perhaps too playful and ironic to qualify as expressions of what Longinus calls vehement and inspired passion, they do imply the intensity of Wolfes involvement in the actions he is describing. They contribute to the effect of hypotyposis: its as if Wolfe is re-experiencing his initial enthusiasms in the present of the essay.The Li ghter Side of ExclamationsBlackadder: Sir, might I let loose a short violent exclamation?Prince George: Certainly.Blackadder: [Blackadder moves discreetly sideways, then shouts] Damn! Pronunciation ex-kla-MAY-shen Also Known As ejaculatioe Sources James R. Hurford,  Grammar: A Students Guide. Cambridge University Press, 1994 Tobias Smollett,  The Adventures of Peregrine Pickle, 1751 Chris Anderson,  Style as Argument: Contemporary American Nonfiction. Southern Illinois University Press, 1987 Rowan Atkinson and Hugh Laurie in Dish and Dishonesty.  Black Adder the Third, 1987

Struggle between Freudian Personalities in Joseph Conrads...

Heart of Darkness, is not only an intense tale of pursuit, but also a psychological roller coaster as, through the characters of the story, Joseph Conrad shows us a powerful struggle between the Freudian personalities of id, ego and superego. The main characters of the novel, Marlow and Kurtz are mainly identified with the id and the super-ego type of personalities, and throughout the novel, these characters are placed in intense situations which makes them question their own beliefs and reactions, and ultimately their human personality. Hence, in between the characters, not only is there a battle in the physical sense, but also on the meta-physical level. This leads to a psychological imbalance between the human personalities of both the†¦show more content†¦This part of our mind is responsible for our civilized behavior in the society, and our judgments based on what our parents or our society has taught us to be good or bad. The superego is essential to lead a civilized l ife, but also inhibiting excessive superego can be harmful as it is not good to always hold back your needs or wishes. The id is the ‘forbidden’ component of our psych. It deals with our innermost wants and fantasies. It comprises of all our immediate and ‘non-sensible’ wants, and mostly, one feels anxious or tensed if a person is ruled majorly by his id, and his needs are not met at once. The id is the morally unacceptable part of our mind, and thus, it isn’t the part of our psych that we exhibit in public. In this story, the Europeans, who believe in the White Man’s Burden are initially identified with the superego, as they are known to be the civilized race, whose main goal is to ‘civilize the backward races of the world’. They live in the clutches of stringent societal rules, where their behavior is completely mechanized and controlled by their superego and where even the slight hinting of their inner wishes or wants in public is regarded as preposterously rude. But on complete contrast, the tribal’s from the African jungles are identified majorly with the id, as they are completely immune to having a civil code of conduct, and instead follow thereShow MoreRelated A Freudian Perspective of Marlow in Conrads Heart of Darkness1975 Words   |  8 PagesA Freudian Perspective of Marlow in Heart of Darkness      Ã‚  Ã‚   On the surface, Heart of Darkness is the exploration of the African Congo where the explorers are trying to conquer the natives and make a profit in the ivory business. However, there is much more to the short novel written by Joseph Conrad than just the surface. It is also the exploration of the unconscious where the goal is to conquer the unknown. At the same time when Heart of Darkness was surfacing in the 20th century society,Read MoreVictorian Novel9605 Words   |  39 Pagesfor the middle-class was a mixture of old values and images seen now through the prism of science: psychology, evolution, sociology. â€Å" Spiritual and temporal worlds are darkened by the shadows of change† and the country was something compared to the heart of revolutions, which referred to the English heydays in terms of urban, social and cultural changes. What were the most significant signs of progress? Firstly, it is worth mentioning the importance of the expansion of railways. In a short time it

Modern and Globalized Working Community †Free Samples to Students

Question: Discuss about the Modern and Globalized Working Community. Answer: Introduction: The essay here discusses and explains concepts put forward in two articles provided. The concepts include cross cultural competence and barriers to cross cultural interactions. There is also two case study mentioned in the essay that illustrates cross cultural competence and barriers to cross cultural interactions and at the same time also describes why they are considered relevant case studies. According to the article Cross-cultural competence in international business: toward a definition and a model by Johnson, Lenartowicz and Apud, cross-cultural competence is dependent on three factors that include knowledge, skill and attitude. Based on these factors the article proposes a procedure for intercultural communication competence that not only involves skills and knowledge but also awareness (Rehg, Gundlach Grigorian, 2012). In this article, the researchers argues that one can teach intercultural competence but there personality factor that has an impact on the attainment of intercultural competence levels. Thus, to gain cultural competence, one must have a strong personal identity and at the same time have knowledge about the values and beliefs of the culture. The researchers also argued that one must also display sensitivity towards the affective cultural process and undertake clear communication on the language of the mentioned cultural group. Further, argument provide d on the delivery of sanctioned behavior and at the same time tries to maintain active social relations within cultural group. Negotiation must also take place with the institutional structures of the culture. The researchers also argues that in addition to assessment of the knowledge it is also important for accessing the individual ability for stepping outside his familiar cultural boundary and to accordingly act on the change of perspective (Matsumoto Hwang, 2013). According the article, though cultural awareness and knowledge is necessary but is the researches does not consider it adequate for performing in a cross-cultural setting since the individual requires a motivation factor for using the available knowledge. The article also puts forward Black and Mendenhall concept of cross-cultural training that mainly deals with cross cultural skill, adjustment and performance. The article also puts forward descriptions on knowledge dimension defined by the knowledge of culture, language and rules of interaction. In this context, there is a mention of two different types of cultural knowledge defined by cultural general and cultural specific. Culture general knowledge focuses mainly on the knowledge and awareness of the differences in culture, includes an analysis of the mental state of a participant, and varies from others. On the other hand, culture specific knowledge focuses mainly on specific knowledge regarding a different culture (Kratzke Bertolo, 2013). This might include information about economics, geography, politics, law, history, hygiene and things that need done and not to be done. There is also argument provided in the article that deals with the cognitive aspects of the acquisition of knowledge. The process however provides insight into three aspects of knowledge acquisition that includes person aspect, task variables and strategy variables. The task variables refer to the nature of the information acquired whereas the strategy variables refers to procedures implemented for using acquired knowledge. The article also puts forward an argument about the importance of skill dimension. This is a behavioral component of cross cultural competency that not only includes various aptitudes and abilities like competence in foreign language, adaptation to behavioral norms for a different cultural ambience, resolution of conflict and effective stress management(Hays, 2016). The key points of the article Barriers of Cross-cultural Interactions by Rozkwitalska defines cultural barriers as the factors that pose as an obstacle in the effective running of transnational corporations. These particularly include cultural contingencies and factors that impede interactions cross-culturally. However, a cross-cultural interaction defined as a persons reciprocal influence belonging to one organizational or national culture on a person belonging to an organization with different culture (Volet Ang, 2012). The concept of cross-cultural barrier based on various elements. The first element is national culture bonded that includes cultural shock, cultural distance, cultural stereotypes and auto-stereotypes, national ethnocentrism and prejudices. The second element represents an organizational factor that includes the characteristics of the headquarters, institutional ethnocentrism, subsidiary characteristics and cultural gap. The third element however deals with individ ual rooted factors like perception barriers, low international experience of the individual employees and the characteristics, ethnocentric attitude and insufficiency in cultural competency and cultural intelligence. Case Study Illustrating Cross Cultural Competence and Barriers to Cross Cultural Interactions include In Pursuit of Social Competence in Social Work Practice and Cross Cultural Communication Barriers in Work Place In the case study In Pursuit of Social Competence in Social Work Practice Cultural competence has become one of the prominent aspects of social work profession. Thus, in order to be a social worker professional cultural competence has now become a mandatory aspect (Gambrill, 2012). However, the aspect of cultural sensitivity was coined in response to the need for working in a culturally appropriate manner that aligns with the ethnic minority group. The Cultural Competence has also become an important consideration for social workers working in Singapore multicultural environment. This is important because Singaporeans interacting across culture might take for granted the importance of being cultural component in an intentional manner. Therefore, social workers need to adopt cultural competence in order to avoid racism. There is a constant flux of cultures and social workers must instantly address any kind of one-dimensional views for cultural identity. This seems to be a perfect example of cross cultural competence as described by Johnson, Lenartowicz and Apud as the cultural competency mentioned in the case study aligns with the factors proposed in the article which defines cross cultural competence as a procedure for intercultural communication hat not only involves knowledge but also skills. In the case study Cross Cultural Communication Barriers in Work Place misunderstanding considered as the ultimate hindrance to communication in a multicultural environment in Singapore. This is common because people come from different cultural backgrounds whose beliefs and values vary (Barak, 2016). Sometimes the variation amongst the different culture leads to a certain level of anxiety and uncertainty that finally ends in misunderstanding. These misunderstanding seem to persist and thereby continue with entire tenure. However norms and role norms remains culturally defined rules used for determining the appropriate and acceptable behavior. This is a common fact that individuals not only set rules for themselves but also expects others to follow. However, every culture is defined by some norms that people in determining the appropriate and acceptable behavior. This has been seen that people working in multicultural environment often fail to realize the norms that other culture have on offer and thereby act accordingly. This often leads to cross cultural barriers. Then roles which are set of norms applicable for specific group also vary across culture which leads to miscommunication which can again be considered as cultural barriers in work place (Garon, 2012). Then again, in a modern and globalized working community the belief of every person depends on his/her culture therefore awareness of cross cultural value and belief is necessary otherwise it will lead to barrier. Thus, the case study chosen is an apt one because according to Rozkwitalska here also cultural barrier here also depends on various elements that include cultural shock, cultural distance, cultural stereotypes, prejudices and ethnocentrism. The essay thus ends with discussion on two relevant case studies. The first case study deals with the cultural competence and the second one elaborates on cross cultural barriers. References: Barak, M. E. M. (2016).Managing diversity: Toward a globally inclusive workplace. Sage Publications. Gambrill, E. (2012).Social work practice: A critical thinker's guide. Oxford University Press. Garon, M. (2012). Speaking up, being heard: registered nurses perceptions of workplace communication.Journal of Nursing Management,20(3), 361-371. Hays, P. A. (2016). Addressing cultural complexities in practice: Assessment, diagnosis, and therapy. Kratzke, C., Bertolo, M. (2013). enhancing students'cultural competence using cross-cultural experiential learning.Journal of Cultural Diversity,20(3). Matsumoto, D., Hwang, H. C. (2013). Assessing cross-cultural competence: A review of available tests.Journal of cross-cultural psychology,44(6), 849-873. Rehg, M. T., Gundlach, M. J., Grigorian, R. A. (2012). Examining the influence of cross-cultural training on cultural intelligence and specific self-efficacy.Cross Cultural Management: An International Journal,19(2), 215-232. Volet, S. E., Ang, G. (2012). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning.Higher education research development,31(1), 21-37.

Killer Whales Essays (1353 words) - Baleen Whales, Oceanic Dolphins

Killer Whales Killer whales are an important subject of mythology for many indigenous peoples, especially the Native Americans of the Pacific Northwest. The whales have not been hunted extensively by humans, although they have been hunted by some shore whaling operations, and some individuals have been taken as aquarium show animals from the waters around the Pacific Northwest and Iceland. Killer whales are perceived by many near-shore fishermen to be in competition with human fishing activity (Anheiser Busch 1). The killer whale, or Orcinus orca can be found worldwide in all seas from both tropics to Arctic and Antarctic oceans. They are one of the most well known whales because of the captivity of Shamu at Sea World and the other studies that are widely publicized (2). The male killer whale has an average length of 6.7 to 7.0 meters and can weigh between 4,000 to 5,000 kilograms (Knight 5). The female killer whales are smaller having a length of 5.5 to 6.5 meters and weighing 2,500 to 3,000 kilograms. They have 10 to 12 pairs of large conical teeth in each jaw (Evans 12). Their coloration is very striking. They have black on the back and sides and a white belly that extends as a rear-pointing lobe up the flukes and less markedly near the head, and around the throat (15). They are also white on the chin and underside of their flippers with a distinctive, conspicuous white oval patch above and behind each eye. This coloration varies depending on regional variations. Killer whales can have indistinct gray saddles over their backs just behind their dorsal fin (Evans 16). This is called countershading. Countershading enables the whales to be camouflaged from their prey (Wolfe lecture). They have a stout torpedo-shaped body with a conical-shaped head. Their flippers are large rounded and paddle-shaped with a centrally-placed dorsal fin. The dorsal fin is sickle-shaped in adult females, but very tall and erect in adult males. There are some variations in morphology between regional populations but vocal dialects vary more between pods than geographically. There is no exact known population size. But the largest numbers are in the Antarctic where the population is estimated at more than 160,000 (Wheelock Colege 1). Killer whales may be solitary or live in groups of 2 to more than 50 animals. Food items include squid, fish, skates, rays, sharks, sea turtles, sea birds, seals, sea lions, walrus, dolphins, porpoises, and large whales such as fin whales, humpback whales, right whales, minke whales, and gray whales. They are even known to attack the sperm whale and blue whale. On the Atlantic coast of South America, as well as on islands of the Indian Ocean, killer whales have been observed lunging through the surf and coming right onto the beach in pursuit of elephant seals and sea lions (Holt 17). After such an attack the whales have to wriggle and slide back into depths adequate for swimming. In captivity, killer whales eat about 45 kg of food per day but free ranging animals probably require much more. Although these are obviously proficient and voracious hunters, killer whales are not known to have ever attacked a human (Evans 123). At sea they are usually seen in "pods" of 5-20, although up to 150 have been seen together at one time. Large groups probably consist of several pods which have temporarily aggregated. Pods themselves appear very stable for many years, with little emigration or immigration (124). They are highly cooperative and the group functions as a unit when hunting, making these delphinids extremely efficient predators. Groups usually contain adults of both sexes but sometimes females with young will form their own groups (125). Although much research has focused on killer whale pods around Vancouver Island and on the mainland coast, very little is known about the whales often found in the Queen Charlotte Islands, known as "offshore" killer whales. This separate population of killer whales appears to share similar behaviors and the fish-eating lifestyle particular to resident whales but appear to maintain an offshore distribution and are unique in their vocal dialects ? indicating they're unrelated to any transient or resident pod. Offshore whales tend to be seen in large groups of 30 to 60, and are seldom seen in protected coastal waters. At present, there are limited details concerning the offshore population's range, social organization or life history. However, we hope that it will be possible to fill in many of these gaps in the future, and to determine if and how these offshore whales might be related to the

Free Essays on The Greek War of Independence

The Greek War of Independence began in 1821. The Greek fighters overtook the Ottomans, who had been in power for hundreds of years, in many parts of the country. In many repeated attempts, the Ottomans, who allied with the Egyptians, tried to gain back control of the cities that were freed, but they could not defeat the Greeks or end the revolution. On October 20, 1827, France, Russia, and Britain destroyed the Ottoman and Egyptian fleet. Russia declared war on the Ottoman Empire, and the Ottoman left Greece. The Egyptians then withdrew, and in 1829 Greece became independent. King Otto, who was only 17, then took the throne. In 1843, a peaceful revolution forced Otto to accept a constitution that established Greece as a constitutional monarchy. A revolt in 1862 forced Otto to give up the throne. Replacing him was George I. George I gave Greece a much more democratic government. In 1864, a new constitution limited royal power and gave much power to a Parliament. During the 1880's and 1890's, Greece made great progress. Roads and railroads were built and education and other social services were improved. In 1909, a group of young Greek army officers called the Military League organized a peaceful revolt. The league was protesting against political confusion and economic difficulties. The league called on Eleutherios Venizelo to be their advisor. The Parliament agreed to the league's demands for changes in the constitution, and Venizelos became Prime Minister in 1910. Venizelos helped organize the Balkan alliance of Greece with Bulgaria, Montenegro, and Serbia. This alliance led to the two Balkan Wars in 1912 and in 1913. In the first war, the four Balkan countries defeated the Ottoman Empire and took most of its European territory. In the second war, Bulgaria attacked its allies but was defeated. As a result of the Balkan Wars, Greece gained the island of Crete, southern Epirus, part of Macedonia, and many Aegean Islands. In 1913, an ... Free Essays on The Greek War of Independence Free Essays on The Greek War of Independence The Greek War of Independence began in 1821. The Greek fighters overtook the Ottomans, who had been in power for hundreds of years, in many parts of the country. In many repeated attempts, the Ottomans, who allied with the Egyptians, tried to gain back control of the cities that were freed, but they could not defeat the Greeks or end the revolution. On October 20, 1827, France, Russia, and Britain destroyed the Ottoman and Egyptian fleet. Russia declared war on the Ottoman Empire, and the Ottoman left Greece. The Egyptians then withdrew, and in 1829 Greece became independent. King Otto, who was only 17, then took the throne. In 1843, a peaceful revolution forced Otto to accept a constitution that established Greece as a constitutional monarchy. A revolt in 1862 forced Otto to give up the throne. Replacing him was George I. George I gave Greece a much more democratic government. In 1864, a new constitution limited royal power and gave much power to a Parliament. During the 1880's and 1890's, Greece made great progress. Roads and railroads were built and education and other social services were improved. In 1909, a group of young Greek army officers called the Military League organized a peaceful revolt. The league was protesting against political confusion and economic difficulties. The league called on Eleutherios Venizelo to be their advisor. The Parliament agreed to the league's demands for changes in the constitution, and Venizelos became Prime Minister in 1910. Venizelos helped organize the Balkan alliance of Greece with Bulgaria, Montenegro, and Serbia. This alliance led to the two Balkan Wars in 1912 and in 1913. In the first war, the four Balkan countries defeated the Ottoman Empire and took most of its European territory. In the second war, Bulgaria attacked its allies but was defeated. As a result of the Balkan Wars, Greece gained the island of Crete, southern Epirus, part of Macedonia, and many Aegean Islands. In 1913, an ...

Understanding Informal Speak Gonna and Wanna

Understanding Informal Speak Gonna and Wanna Wanna and gonna are two examples of informal spoken American English. Wanna means want to, and gonna means going to. Youll hear these phrases in movies, pop music and other forms of entertainment, although you are less likely to hear them in more formal shows, like the news. These two expressions are not generally used in written English but in spoken English. Wanna and gonna are examples of reductions. Reductions are short, commonly used phrases that are spoken quickly. These reductions tend to be used for function words such as auxiliary verbs. It is important to remember that there are  differences in American English and British English pronunciation. British English also has its own exceptions in pronunciation.   There are different views on whether students should use this type of pronunciation. In my opinion, students who live in North America should at least be familiar with these forms as they will hear them every day. If students decide to use this pronunciation, they should remember that it is appropriate only for informal spoken English and should not be used (except for texting, perhaps) in written English. Reductions in Questions The most common reductions are found at the beginning of questions. Heres a list of important reductions with the pronunciation written out to help you learn to recognize them in everyday American English. To begin with, listen to this reduction pronunciation sound file of the most common questions. Are you ...? aryaCan you ...? kinyaCould you ...? kudjaWould you ...? wudjaDid you ...? didjaDo you ...? dojaDont you ...? donchaWill you ...? wiljaDo you want to ...? doyawannaAre you going to ...? aryagonnaDo you have to ...? dijahafta Focus on the Main Verb If you choose to use reductions, it is important to focus on the main verb in the question to correctly pronounce using reductions. In other words, we quickly speak over the reduced forms (are you, could you, etc.) and stress the main verb. Listen to these example reduced questions to hear how the main verb is stressed. Are you ...? arya Are you enjoying yourself?Are you going to help me tonight? Can you ...? kinya Can you say that again?Can you understand me? Could you ...? kudja Could you help me?Could you visit next month? Would you ...? wudja Would you like to have dinner?Would you answer my question? Did you ...? didja Did you see him?Did you buy it? Do you ...? dija Do you play tennis?Do you eat fish? Dont you ...? doncha Dont you love it?Dont you understand? Will you ...? wilja Will you come with me?Will you finish tonight? Do you want to ...? diyawanna Do you want to have fun?Do you want to eat out? Are you going to ...? aryagonna Are you going to leave?Are you going to have lunch? Do you have to ...? dijahafta Do you have to stay?Do you have to work today? Gotta and Wanna Two of the most common reductions are gotta and wanna. Gotta is the reduction of got to. Its rather strange because its use means have to. In other words, in informal American English I got to get up early means I have to get up early. This is then further reduced to I gotta get up early. Wanna means want to and is used to indicate the desire to do something. For example, I wanna go home. means I want to go home. A synonymous expression is also I would like to go home. However, this form is much more formal.

Comprehensive review of OSHA standers 29 CFR 1910. 103 Hydrogen Essay

Comprehensive review of OSHA standers 29 CFR 1910. 103 Hydrogen - Essay Example Commonly, ethylene glycol is used as a sterilizing compound of medical equipment and medical supplies. It is also used as a fumigant in some agricultural products. According to the department of labor, (which regulates the use of ethylene oxide through its OSHA standards) : â€Å"Unfortunately, EtO possesses several physical and health hazards that merit special attention. EtO is both flammable and highly reactive. Acute exposures to EtO gas may result in respiratory irritation and lung injury, headache, nausea, vomiting, diarrhea, shortness of breath, and cyanosis. Chronic exposure has been associated with the occurrence of cancer, reproductive effects, mutagenic changes, neurotoxicity, and sensitization† (Labor). a safe working environment for their employees. This, according to the statute includes but is not limited to increased safety when working with hazardous chemicals, to wit, chemicals that could cause permanent harm or death. Within the regulations, are definitions which delineate the considerations and precautions that must be taken by those using ethylene glycol. One of the most jarring definitions was â€Å"Catastrophic emission†. This term is defined as an event that could cause an explosion which may result in death. Clearly, it does not take much to mishandle this chemical and one cannot help but wonder if the OSHA standards are indeed protective enough. Furthermore, the standards require that employers provide written safety information to employees handling this type of chemical but there is nothing that specifically calls for onsite training or any testing methods by which an employer may assure themselves that their employers and the facility are in fact understandi ng of the directives and therefore adequately protected. Section 1910.119(d)(1)(vii) of the regulations only briefly discusses â€Å"Hazardous effects of inadvertent mixing of different materials that could foreseeably occur.†

Contract Disputes Paper Term Example | Topics and Well Written Essays - 1250 words

Contract Disputes - Term Paper Example I will give an example of a contract dispute that occurred between the Government Printing Office (GPO) and Microform Data Systems, Inc. between 1980 and 1981. In a letter written by the Acting Controller General of the United States to Mr. McClosky, House of Representatives in Microform Data Systems, he explained the correspondence made by Microform Data Systems, Inc. for their contract appeals and dissatisfaction with the processes and composition of GPO board. Microform Data Systems, Inc was not happy at all by the steps taken by the GPO board in dealing with their Contract dispute and claims concerning a business contract between the two associates (Government Operations: Contract Dispute Involving Government Printing Office, 1981). The facts about the Contract Dispute Involving Government Printing Office and Microform Data Systems The statement from the acting controller General clearly indicated that Microform criticized a couple of actions taken by GPO board against their comp any. They claimed that the administration of the GPO was too harsh by handing over their contract dispute to a new board to rehear. They expressed their concern that the GPO board in question is not a full time working board characterized by unqualified staff members and lack of consistency. Microform Company was not amused about this step taken by GPO administration. The question in their mind was that, how can a new board, handle a case like that without the prior knowledge and deeper understanding of what they were claiming. Microform believed that the act used by GPO administration to delegate their contract issue is not a direct application required by legislative branch agencies. The controller General office directly disagrees with Microform claim about a contractor shopping immediately after receiving an administrative ruling from the board. Microform required the GPO Board to satisfy a Contract Disputes they claimed in the first matter (Government Operations: Contract Dispu te Involving Government Printing Office, 1981).

The problem and its background Essay Example for Free

The problem and its background Essay Education is the process of learning and knowing, which is unending. It is so significant in the lives of every people living in this world and it would not be an exaggeration to say that the existence of human being is fruitless without this. Education helps us to gain knowledge, think scholarly and apply knowledge into logical action for us to cope up with the problems, issues and challenges that our country is encountering in this present time, hence it is a holistic process and it continues through our life. The Philippines is facing various problems including high unemployment and low economic rate and at the same time the Educational System in the Philippines. Thus, the government is trying their best to improve the quality of education because they believe it is one of the solutions to solve this problem that is why Department of Education tries new strategies to improve the quality of education delivered to the students. The Department of Education had done so many surveys and reports so that they will be able to deal with the needs of the people and society. In 1925, the Monroe Survey was passed to Department of Education stated that the secondary education cannot prepare students for life that is why they suggested students to have training in agriculture, commerce and industry. In 1930, the Prosser Survey was passed to recommend improving vocational education such as 7thgrade shop work, provincial schools, and practical arts training in the regular high schools, home economics, p lacement work, gardening, and agricultural education. In 1970, the Presidential Commission to Survey Philippine Education (PCSPE) suggested the implementation of 11-year program to improve the state of education in our country. They recommended the program to have a compulsory 6 years for elementary education and 5 years for secondary education or for high school. In 1991, the Congressional Commission on Education (EDCOM) Report (1991) was passed  suggested if one year would be added to our education program, it would either be 7 years for elementary and 4 years for secondary education or 6 years for elementary and 5 years for secondary education. This report supported the survey of Presidential Commission to Survey Philippine Education (PCSPE). In 2000, the Presidential Commission on Educational Reforms suggested the establishment of one year pre-baccalaureate system. In 2008, Presidential Task Force on Education discussed our education program should add two more years that other countries are implementing it and because of this discussion the K-12 Education Program was formed. In 2012, the government is now implementing this program offered to Grade 1 and Junior High School Students. K to 12 means Kind ergarten and the 12 years of elementary and secondary education. 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 (DepEd, 2010). The study was designed for readers to cope up with the current issue and to have a clearer understanding on the implemented K-12 Education Program. This study is important for readers to have a knowledge why the DepEd implemented this program and to compare it with the previous program consisting of 10 years. Fortunately the researchers have come up with this study because this is the latest issue and many editors and writers argue about the effectiveness of K-12 on the newspapers and magazines. This study intends to know the Awareness, Knowledge and Attitude of the parents of Pedro E. Diaz towards the K+12 program Implemented by the Department of Education recently. Background of the Study Nowadays Philippines is considered as one of the countries that has already low standard of education. Lack of budget and resources are the primary reasons on why the education system in our country was considered poor. Among other reason why a group of public school teachers remains critical of K+12. Due to this phenomena DepEd pursued a program that is believed to put the Philippines’ education system to higher grounds the K+12. The K+12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of seniorhigh school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. (Retrieved from discussion paper on the enhanced k+12 basic education program.pdf) The K+12 curriculum aims to enable every child â€Å"to achieve mastery of core competenci es and skills† and develop tracks based on the student’s interests and competencies. The focus of K+12 is twofold: curriculum enhancement and transition management. With the K-6-4-2 model, the 2 years for senior high school is aimed to giving the student time to strengthen competencies and academic skills. The curriculum will also provide specializations in the following: science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship, etc, depending on the occupation or career that they intend to pursue. These two years will build on skills that are essential to their chosen field. DepEd is preparing a carefully sequenced implementation plan to ensure smooth transition with the least disruption in the current program. (Retrieved from discussion paper on the enhanced k+12 basic education program.pdf) Every graduate of the enhanced K+12 basic education program is an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous critical thinking, and the capacity to transform others and one’s self. (Retrieved from discussion paper on the enhanced k+12 basic education program.pdf) The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals in other countries that view the ten-year education program as insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle. (Retrieved from Official Gazette of the Republic of the Philippines.htm) The K+12 education system is the public education system that most of us are familiar with today. Comprised of thirteen grades, kindergarten through 12th, the K+12 education system refersto all school system in the Philippines. It is difficult to pinpoint the exact history of education, as educa tion has been occurring in some from for centuries in all parts of the world. For the purposes of this article, we will explore the history of K+12 education system we know today as it applies primarily to the Philippines. Also, we would like to know the sides of the parents who are financing their children’s education. And in accordance to this the researchers expect that by the end of the study they could produce an instrument for the awareness of people in this K+12 project. Thus, this study gives importance on education, specifically on the part of mostly parents regarding on their awareness, knowledge and attitude on the k+12 program of the Department of Education. Theoretical Framework This study entitled â€Å"A Study on the Level of Awareness, Knowledge and the Attitude of the Parents of Pedro E. Diaz High School on the K+12 Program of the Department of Education† will be using Input Process Output. Input Process and Output Model is defined as the graphical representation of all the factors that make up a process. An input-process-output diagram includes all of the materials and information required for the process, details of the process itself, and descriptions of all products and by-products resulting from the process. Elements of Input Process and Output Model * Input- The information, ideas, and resources used. * Process- Actions taken upon/using input * Output- Results of the processing. Input Process Output Model Conceptual Framework This study entitled â€Å"A Study on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program of the Department of Education† will aims to quantify the Awareness, knowledge and attitudes of the respondents. Moreover, in order to have a deeper indulgent in this study the researchers logically applied the study on the Model – Input Process and Output Model. To meet the researchers objectives cited here, a step-by-step procedure would be first considered: First is the Input Element. The Input of this study are the following: Demographic Profile of the respondents, Respondent’s Socio-Economic Profile, Level of Respondent’s Awareness, Respondent’s Knowledge, Attitude(s) of the respondent and the relationship of the respondent’s Educational Background, Family Background and Socio-Economic Profile to their Identified Attitude(s) regarding on the k+12 Program of DepEd. These Inputs would be process, in the process. Second is the Process Element. This element or the process element processes the said input(s) of this study. In the process the researchers will conduct survey and analyze the collected data in order to come up a reliable and productive result. The last one is the Output Element. The output of the study would come from the processed data. The outcome of the processed data would be the Awareness, Knowledge and Attitude of the respondents. Application of IPO – Input Output Process Mode Statement of the Problem The researchers designed this paper to know the Awareness, Knowledge and Attitudes of the Parents of Pedro E. Diaz High School regarding on the K+12 Program of the Department of Education. The main problem of this study will focus on in the question: What are the level of awareness, Knowledge and the Attitude of the parents of Pedro E. Diaz High School on k+12 Program of the Department of Education? Objectives of the Study General Objective: To know the level of awareness, Knowledge and the attitude of the parents of Pedro E. Diaz High School on the k+12 program of DedEd. Specific Objectives: 1. To lay down the Demographic Profile of the respondents, in terms of their: a) Respondent’s Profile a1) Name a2) Age a3) Gender a4) Civil Status b) Respondent’s Educational Background b1) Elementary Graduate b2) High School Graduate b3) College Undergraduate b4) College Graduate 2. To know the respondent’s Socio-Economic Profile; in terms of their: a) Monthly income of parent(s) a1) 5000-10000a2)10001-15000 a3)15001-20000a4) 20001-25000 b) Respondent’s State of work or source(s) of Income: b1) Employmentb2) Business Owner 3. To determine the Level of Respondent’s Awareness regarding on the K+12 Program of the Department of Education. 4. To know the Respondent’s Knowledge on the K+12 Program of DepEd. 5. To identify the Attitude(s) of the respondent toward K+12 Program of DepEd. Hypotheses: 1. The researchers hypothesized that most of the respondents are married and ages 45-55 years and most of them are college undergraduates. 2. The researchers hypothesized that most of the respondents are unemployed since on the first hypothesis of the researchers is that most the respondents are college undergraduates so that they weren’t able to have a work whether Private or Government. 3. The researchers also hypothesized that most of the respondents of this study are living on apartment type or boarding house as their nature of occupancy since it is really hard to have or to own house and lot especially in commercial or in urban places. 4. The researchers hypothesized that most of the respondents have monthly income which ranges from P5000-10000 because most of them are college undergraduates. Even though they’re belonged on the lower part of the social strata their children are still studying. It is because that Filipinos believed on education that is the only key to success. 5. The researchers hypothesized that most of the respondents are aware on the K+12 program of the Department of Education due to the easy access on the information from TV, Radio, Internet or Newspapers. 6. The researchers hypothesized that a big number of respondents are insufficient on the knowledge about the k+12 Program of the Department of Education though there is an easy access to information that information is inadequate to give knowledge on the part of the respondents, the researchers believed that face-to-face communication is better than mediated means. 7. The researchers hypothesized that a great number of respondents are unfavoured on the k+12 program of DepEd because the researchers believed that the respondent’s capability such on financial state on the sudden implementation of this program is not enough. Significance of the Study K to 12 Curriculum is an innovative education system. This area of education has a dominance over the usual educational systems as it puts more weight on thinking and reaching own self-explanatory conclusions. To the Readers This study is primarily for the concern of the readers especially the parents who will shoulder most of the saddles of this new education program. But parents should be motivated of what this K to 12 education plan could offer to their children’s future. This is important because parents play a major role in providing for their child’s allowances, supplies and other fees in school. Add to that, the support and effort of teaching and guiding their children. Since K to 12 offers a more balanced approach to learning that will enable children to acquire and master lifelong learning skills, therefore, K to 12 graduates will have higher earning potential since they will be more competent and skilled compared to graduates of the current 10-year system. Aside from the parents, it will be the students who will benefit a lot from this new education system. Students will be free to pursue their passion. They will be given enough attention and will be given the chance to choose ele ctives that will suit their needs. Students will be more equipped, enriched and ready enough to face reality – the career world. To the Researchers As researchers, we get to be aware of the advantages of this program on how it can help and improve the quality of life of the country as a whole. Through having this research, it can change your wrong intuition about K to 12. And this will serve as a future reference. To the Educators Educators will also take a big part on this program. They will be playing bigger roles towards the students. Primary need of teacher education programs is to design and implement powerful uses of technology that will provide the students with more effective and challenging experiences. Educators would undergo different seminars and programs in relation with the K to 12 education system. It will help teachers to be more equipped in teaching and it will be a professional development tool that boosts their confidence to integrate the latest technology in the classroom. To the Filipinos Once this new program succeeds, it is best hoped that Filipino students would be more literate, capable, and competitive to be able to find jobs more easily and contribute to the countrys pride as well as the countrys economy. The Philippine education system will be at par with international standards. K+12 will facilitate mutual recognition of Filipino graduates and professionals in other countries. Lastly, a better educated society provides a sound foundation for long-term socio-economic development. The Enhanced K+12 Basic Education system will contribute to the development of emotionally and intellectually mature individuals capable of pursuing productive employment or entrepreneurship or higher education disciplines. To the Department of Education This would be a great assist on the institution with the data and results that would be gathered and prepared by the researchers, the Department of Education would have an information based material that will be useful in developing the said program. Scope and Limitations The researchers limit the study on the level of awareness, knowledge and the attitude(s) of the Parents of Pedro E. Diaz High School about K+12 education program. This study looked into the discernment of parents regarding the issue of K+12, as well scrutinizes the benefits they assumed to be develop from this issue. The researchers limited its study into 50 respondents via random sampling technique. Only parents from Grade 7 students of Pedro E. Diaz High School were involved. The study will be conducted from the month of July to the month of October year 2012-2013. Definition of Terms *Attitude- it is a manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or orientation, especially of the mind: a negative attitude; group attitudes. Position or posture of the body appropriate to or expressive of an action, emotion, etc.: a threatening attitude; a relaxed attitude. (Retrieved from www.attitude.org.nz/) Awareness -is the state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns. In this level of consciousness, sense data can be confirmed by an observer without necessarily implying understanding. More broadly, it is the state or quality of being aware of something. In biological psychology, awareness is defined as a humans or an animals perception and cognitive reaction to a condition or event. (Retrieve from en.wikipedia.org/wiki/Awareness) * Curriculum-In formal education, a curriculum is the set of courses, and their content, offered at a school or university. As an idea, curriculum came fr om the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfil in order to pass a certain level of education. (Retrieved from www.ibe.unesco.org) * Dominance-superior development of one side of the body, the power or right to give orders or make decisions. (Retrieved from dictionary.reference.com) * K+12-are a designation for the sum of primary and secondary education. It is used in the United States, Canada, Philippines and Australia. P–12 is also occasionally used in Australia. The expression is a shortening of Kindergarten (K) for 4–6-year-olds through twelfth grade (12) for 16–19-year-olds, the first and last grades of free education in these countries. (Retrieved from wikipedia.org) Knowledge- it is Human faculty resulting from interpreted information; understanding that germinates from combination of data, information, experience, and individual interpretation. A information that changes something or somebody—either by becoming grounds for actions, or by making an individual (or an institution) capable of different or more effective action. ( Retrieved from www.businessdictionary.com/definition/knowledge.html#ixzz21sSOrnbY) * Motivation- is a process that elicits, controls, and sustains certain behaviours. Motivation is a group phenomenon that affects the nature of an individuals behaviour, the strength of the behaviour, and the persistence of the behaviour. (Retrieved from dictionary.reference.com) Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter includes some related literature and studies of foreign and local researchers which are presented in the following paragraphs. Foreign Literature Regarding knowledge, Palmer (1998) emphasized that people should acquire appropriate range of knowledge, understanding, and concepts about the environment so that critical judgment can be achieved. Further, experiences and reflection in the environment should be allowed to refine â€Å"environmentally focused skills, further relevant knowledge, and development of appropriate attitudes and environmental awareness† (p.146). Orr (1992) reflected upon the concept of forming attitudes in order to build on ecological literacy. This ecological literacy should not be interpreted as the knowledge of facts and concepts only, but â€Å"the knowledge necessary to comprehend interrelatedness, and an attitude of care or stewardship† (p.92). Therefore â€Å"knowledge, the attitude of caring, and a practical competence are the basis of an ecological literacy† (Orr, 1990, p.51). Madsen (1996) emphasized the concept that awareness is the ultimate driving force that stimulates know ledge. The acknowledgement that an environmental problem exists entails being more cognizant of the facts about the state of the environment. â€Å"This degree of environmental awareness involves a personal commitment to work to solv/e environmental problems† (p.72). He emphasized the power behind the awareness factor by categorizing three levels of awareness as: basic belief of an environmental problem, factual and scientific knowledge, and a commitment to solve environmental problems. Athman and Monroe (2000) stated that awareness and knowledge of environmental processes and systems play an important role in EE. However, these are not the only factors affecting the behavior outcome. Behavior is what people do, whether it is environmentally appropriate or inappropriate (Hernandez Monroe, 2000).Behavior in general is supported by knowledgeand attitude but there is not a direct cause-and-effect progression from knowledge to attitude to behaviour (Monroe, Day, Grieser, 2000). Awareness was studied along with environmental knowledge and concern by Hausbeck, Milbrath and Enright (1992).In this study the authors concluded that awareness and concern scores were significantly higher than knowledge levels.They linked this result with the fact that a primary source of environmental information is electronic media (NEETF, 1998, p.14), where as awareness and concern can be picked up with little substantive knowledge (p.31). Some predictors of environmentalism using the NEP 2000 instrument were: age, education, and political ideology (Dunlap, Van Liere, Mertig, Jones, 2000). Rovira (2000) concluded in an evaluation of parents, that environmental consciousness might be influenced by social factors such as social position, age, and level of education. The awareness, knowledge, and attitude of the parents can de influenced with the socio-economic and educational factors. Morrone, Mancl, Carr (2001) included socioeconomic status (SES) as one of four factors in a stud y related to ecological knowledge. Respondents from low SES did not perceive environmental threats as seriously as did other respondents. Low SES respondents also rated themselves as more informed about the environment than did students and minorities. â€Å"Parents play a vital role in the development and education of their children. Parents and families have the primary responsibility for the development of their children’s character, with the support of their school and community. In addition, research clearly indicates that good schools become better schools when there is a strong connection with parents as part of the learning community. Thus, parents play an important role within the school community, but also through the attitudes they help to shape, and the direct supports they provide to their children.† The researchers want to conclude that the knowledge, awareness and attitude of parents can have an impact on the acceptance of K+12 Education system that our government has now implemented. Local Literature The researchers would want to focus now about K+12. It has long been a popular notion that any attempt to lengthen the required number of years in basic education will be faced with a howl of protests, particularly from parents who will bear the brunt of additional expenses and students who will have to spend more years in school. I’m really searching to actively engage them towards a consensus because it would be pointless to come up with the program that is good objectively but is not acceptable to people. â€Å"So I always feel it’s important that we engage people. I think it’s a matter of explaining to them, but also engaging them because I’ve gotten some very good inputs and suggestions from people. So I think our task is to respond to their concerns and anxieties. K+12 program pg 9 K+12 aren’t meant to be the pill that cures the illness that pervades Philippine education. The most obvious component is the additional two years that will be added to the basic education cycle (that and the inclusion of universal kindergarten). For President Aquino, k+12 will give public schoolchildren â€Å"an even chance at succeeding.† In the long run, it is the education initiative that supposed to open doors for economic advancement to young Filipinos. This envisioned becoming one of the Aquino administration’s most significant accomplishments towards producing a highly-skilled and educated citizenry and building a more robust economy. If substantial improvements in the quality of public basic education can be introduced through k+12 the department argues, our country’s gross Domestic product can increase by 2 percent. It has also been pointed out that k+12 can help spur the entrepreneurial climate in the country. Ultimately, therefore, K+12 hopes to go beyond lengthening the basic education cycle. It hopes to empower our students, allowing them to complete more effectively for jobs abroad, have their academic credentials recognized automatically in other countries without the benefit of tertiary e ducation. Among the 115 Unesco member-states, the Philippines os said to be one of only three countries (the other two being Djibouti and Angola) that maintains a 10-year pre-university education system. Proponents argue that shifting to a 12-year basic education cycle will give more time for teachers to teach a subject and for students to absorb what is being taught in school. The introduction of k+12 is thus envisioned to help solve some of the most pressing problems facing Basic education: low achievement test scores, a congested curriculum, and the inadequate preparation of high school students for work and college. Deped has pointed out that our 10-year basic education system produces graduates below the age of 18, which means they are too young to either enter the labor force or start a business on their own. K=+12 program pg.11 By 2020, the Philippines will join the APEC Trade Regime. Before these two events happen, we have to prepare our graduates to be globally competitive. There are no other alternatives but to align our degree programs with those of other countries.† This is the main reason that the members of the Presidential Task Force for Education (PTFE), particularly CHED, are rushing the addition of at least one more and even two more years to our education cycle. All other countries in the world have 15 or 16 years of education from Grade 1 to undergraduate graduation. The Philippines has the shortest education cycle in the world (only 10 years of public basic education and usually only 4 years of undergraduate education, for a total of 14). European countries have 12 years of basic education and 3 years of undergraduate education. The United States and Asia-Pacific countries have 12 years of basic education and 4 years of undergraduate education. (Myanmar is an exception because it has only 11 years of basic education before 4 years of undergraduate education. India is also an exception, because it has only 3 years of undergraduate education after 12 years of basic education.) Mutual recognition of qualifications and degrees will be undertaken by ASEAN countries and the rest of the Asia-Pacific region. Thus, HEIs [Higher Education Institutions] must prepare for it now. The qualifications of our graduates must be improved to meet our development goals. Isagani R. Cruz pg.103 A good example of how equivalencies work is the Washington Accord (1989), an international agreement that specifies that a professional engineer must have gone to school for at least 16 years if she or he wants to practise in another country. With on ly 10 years of public basic education and even with 5 years of engineering, we are still one year short. Another often-cited international agreement is the Bologna Accord (1999), which specifies that professional accountants, pharmacists, physical therapists, and so on should have at least 3 years of undergraduate education in addition to 12 years of basic education. Again, our 14-year education cycle is one year short. In fact, since most Filipinos want to live and work abroad anyway, there is no reason to think that ensuring employment abroad through equivalent local education will be met with resistance. The answer is simple: students and parents cannot afford the extra year of food, clothing, shelter, and lost income. Isagani R. Cruz pg.104-105 Fortunately,we have a Philippine best practice to guide us in this matter of length versus content. When De La Salle University shifted from a semestral to a trimestral system in 1981, teachers had to rethink their syllabi. It was not just a matter of teaching 18 weeks’ worth of material in 14 weeks. That would have been not just impossible, but pedagogically unsound. The expected learning competencies per subject, and therefore the entire curriculum, had to be revised. It is, therefore, not just a matter of saying that there should be a Grade 7 or a Fifth or Sixth Year High School or a Pre-University Year in college. Just as important as the decision on when to add the missing year or years is the decision on how to change the entire curriculum to make it rational and effective. Isagani R. Cruz pg.108-109 It is also clear that we cannot add the missing year to elementary school, because we would have to wait 7 years for a Grade 1 student to finish Grade 7, 4 more years to finish high school, and 4 more years to finish college. Isagani R. Cruz pg.111 CHED wants to solve a problem (the lack of years) of basic education through higher education. That, of course, seems inappropriate, because CHED is not supposed to worry about basic education. The second thing is to understand that the extra year should focus on subjects that will prepare the student for college work (â€Å"college† as defined by Harvard and Oxford). Isagani R. Cruz pg.112-113 The Presidential Task Force for Education (PTFE) has hit upon the correct solution to this mismatch. It recommends that we should not expect everybody to go to college. The PTFE recommends that high school graduates be streamed into either college or technical-vocational (tech-voc) programs. For tech-voc, our current ten-year basic education cycle is enough. With some improvements to be brought about by moving some college General Education Curriculum (GEC) subjects down to high school, the public school system should be able to prepare students to go into a tech-voc program that may take anywhere from one to three years. Everybody goes through six years of elementary school and four years of high school (plus preschool and kinder garten, where feasible). This is the DepEd cycle as we now have it. After high school, everybody takes an exam. Those that pass the exam may go to the university stream. Those that do not pass the exam may go to the polytechnic stream (polytechnic sounds much better than tech-voc). The Final Report of the Presidential Task Force for Education (PTFE) contains several recommendations to reform our educationalsystem. Many of these recommendations are not new, but were widely discussed and agreed upon in earlier surveys, such as the Congressional Commission on Education (EDCOM, 1992) and the Presidential Commission on Educational Reform (PCER, 2000). (Isagani R. Cruz pg.114-115) There are numerous questions concerning the issues and problems existing in the Philippine Educational System as to how we can resolve it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the building blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play significant roles, they are unable to provide the best they can, due to their numerous flaws. As I’ve gone through different readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of education, affo rdability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in according to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and understood well causing it to be a burden most especially to the students and parents. www.essays.se//Local+literature+about+educ Foreign Studies The researchers would want to focus on the outcomes of the K-12 education system to other countries. In fall 2005, 757,116 students wereenrolled in grades K-12 in Colorado’s public schools, ranking 22nd in the country in terms of total state K-12 public school enrollment (NEA 2005). Researcher Tom Mortenson of Postsecondary Education Opportunity calculates a ninth-grade student’s â€Å"chance for college† by age 19 in each state and nationwide by combining high school graduation rates with rates of student college-going. In Colorado in 2004, a ninth-grader had a 42.2% chance for college by age 19. Nationwide, the chance for college is just 38.1% Colorado ranks 15th on this indicator. Of the peer states used in this report, only Minnesota ranks higher, with a chance for college of 54.6% (Mortenson, 2006).In 2002, 57.3% of high school graduates in Colorado continued directly on to post-secondary education. This is slightly higher than the national average of 56.6%. In a study conducted for the Department of Local Affairs, researchers convened directors of Colorado’s regional Workforce Investment Boards. These officials reported difficulty finding qualified applicants for both entry-level and skilled positions, and concerns about a lack of basic skills in the workforce (Blansett and Gershwin, 2005). According to the conclusion of Learning Together: Assessing Colorado’s K-12 Education System conducted by Center for Education Policy Analysis at the Graduate School of Public Affairs and University of Colorado at Denver And Health Sciences Center, Colorado could and should be doing better in educating K-12 students. Notably, t heir state’s struggles with educating traditionally at-risk students has resulted in student achievement and high school graduation gaps that are among the largest in the country. If they were to make substantial progress on closing these gaps, their achievement statistics would quickly rise to the top. Many of their peer states face greater challenges than they do in terms of state-wide poverty and diverse student populations, yet they have managed to find greater success with closing gaps. Until Colorado finds the collective will, the leadership, and the resources to solve this problem, they will continue to be average when they could be outstanding. Local Studies The 1987 Philippine Constitution puts special premium on education and accords it with the highest budgetary priority. Article XIV, Section 1, in particular, explicitly provides: â€Å"The State shall protect and promote the right of all citizens to quality education at all levels.† Article XIV, Section 5(5) clearly mandates the State to â€Å"assign the highest budgetary priority for education.† However, despite these constitutional guarantees, current performance indicators showed a dismal picture of the quality of education in the country. Participation rates have worsened; dropout rates remain high and the Philippines continue to perform poorly in both national and international assessment tests (Policy Brief, 2011). As a response to this issue, the DepEd is pushing for the passage of a law that will implement the so-called K to 12 program, which will institutionalize pre-school and add two more years of high school in the country’s basic education cycle. However, in light of the tight fiscal situation and the mounting demands coming from all other sectors, the increasing cost of living and the additional burden that this measure will entail particularly for households, it is important to determine whether K to 12 is a viable and critical program that needs to be pursued (Ibid, 2011). Philippine Business for Education (PBEd), a group of top businessmen who are pushing for education reforms, welcomed government’s strong resolve to finally put in place a decades-old proposal for a K+12 basic education cycle. â€Å"The K+12 gives to the masses the extra years of schooling that for many years has only been available in private elite education institutions. Studies have shown that every additional year of schooling improves the income potential of a student as she/he enters the world of work† (Malipot, 2010). The government wants to improve the quality of education not only for private education institutions but also for the public education institutions in the Philippines and as a result of that, the country will have higher employment rate. However, the problem that can arise from the implementation of K+12 education system is the acceptance of the parents. It has long been a popular notion that any attempt to lengthen the required number of years in basic education will be faced with a howl of protests, particularly from parents who will bear the brunt of additional expenses and students who will have to spend more years in school (Educator Magazine, 2011). The government is trying different strategies on how the parents will have awareness and knowledge on the K+12 Education Program. â€Å"[Former DepEd Secretary] Br. Andrew Gonzalez used to say, ‘I’m really searching to actively engage them towards a consensus because it would be pointless to come up with a program that is good objectively but is not acceptable to people. There should be political will, but it’s not like we ram things down people’s throats. You have to win them over, you have to explain-that’s a very long process† (Ibid, 2011). Luistro qualifies. â€Å"So I always feel it’s important that we engage people. I think itâ €™s a matter of explaining to them, but also engaging them because I’m gotten some very good inputs and suggestions from people. So I think our task is to respond to their concerns and anxieties† (Ibid, 2011). After two months of regional consultations, Education Secretary Armin Luistro revealed that the proposal was able to get support from 1,274 out of 1,417 participants or 77 percent in the 17 regions. Among the stakeholders, DepEd found that the most supportive group is the students. The program got 100 percent support from Regions IVA, IVB, V, VII, VIII, XI, and XIII (Caraga).But Luistro admitted that there are still many sentiments against it. Stakeholders in Region IX, for example, presented a lot of concerns and reservations. Out of 45 attendees, only six or 13 percent showed support to the program. In the NCR, the K+12 Education program was able to get support from 67 out of the 94 participants or a grade of 71 percent (Malipot, 2011). CHAPTER 3 RESEARCH METHODOLOGY This chapter presents the research design, sample and sampling technique, instrumentation and statistical treatment of the data used in the development of this study; the most convenient and precise methods were used that enabled the researchers to obtained functional information. RESEARCH DESIGN AND METHOD For this study â€Å"A Study on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program of the Department of Education†, the researchers used Quantitative approach. In Quantitative research, the process is formal, objective and systematic in which numerical data are utilized to obtain information about the world. Moreover, this study is descriptive in the manner of interpreting the data. As pointed by John W. Best, in descriptive research, the variables and procedure are described as accurately and completely as possible so that the study can be replicated by other research. Thus, the researchers used the Quantitative Descriptive Approach and Design since it lent itself to the identification of the actual conditions relative to the K+12 curriculum and the relationship of the respondents with the recurring situation. The research method used in this study was Survey Questionnaire Method. Survey Questionnaire method ac cording to Cruz et.al. (2011) is a set of questions, which is intended for the problem to be answered by the respondents. This is usually accompanied by clear and concise directions, which are sent to the respondent by mail or hand carried. This method is relatively simple and inexpensive for it requires small staff to handle it. A standard set of questions can be prepared and the respondents may feel a greater sense of freedom to express views and opinions because their identities are not known. For this study the parents of Pedro E. Diaz an answer the questionnaire with privacy at their own convenience. Sample and Sampling Technique For this study, the group used probability technique specifically the random sampling in deriving or in determining the sample of this study. In random sampling, this is done by getting a certain percentage of the population to be included in the study. In this research 25 % of the total population is used. In relation to this study, the parents of Grade 7 students, randomly selected, from Pedro E. Diaz High School were the Study sample. Research Instrumentation The instrument that was used in this study to gather pertinent data needed in this study is survey questionnaire. The survey questionnaire was developed by the researcher anchored with the research objectives. The items were organized based on the Level of Awareness, Knowledge and the Attitudes of the parents of Pedro E. Diaz High School on the k+12 Program. The survey questionnaire consists of the following: Demographic Profile, Respondent’s Socio-Economic Profile, Level of respondent’s Awareness on k+12, Respondent’s Knowledge on K+12 and Attitude(s) of Respondent on K+12. Data Gathering Procedure The researchers asked permission to administer the questionnaire checklist from the school authorities concerned which included the Principal of Pedro E. Diaz High School. After the approval of the authorities concerned, the researchers distributed personally the questionnaire to 50 parents on July 2012. The questionnaire checklists were therefore administered to all 50 parents. The retrieval of the instrument was through one week after the questionnaires have been distributed. With the fully cooperation extended to the researchers by the teachers the 100% of the distributed instrument was retrieved. Statistical Treatment of Data The researchers used the random sampling technique to the get respondents. The 25 % of the population is used, thus: Population = 200 parents Population x 25 % = 50 respondents The data was obtained was tallied and tabulated. Tables and figures were used to illustrate the data gathered for presentation, interpretation and analysis. All data obtained from the responses to the questionnaire-checklist were collected and tabulated after which they are statistically treated using this percentage and weighted are on rank order. Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter shows analyzed and interpreted tables of the information gathered. 1. Demographic Profile Table 1.1 Age (Class)| Frequency| Percentage| 29-32| 2| 4%| 33-36| 7| 14%| 37-40| 5| 10%| 41-44| 12| 24%| 45-48| 12| 24%| 49-52| 9| 18%| 53-56| 1| 2%| 57-61| 2| 4%| | Total=50| Total:100%| The respondents’ percentage of ages 41 to 44 is 24 %, same with ages 45 to 48. The least percentage is 4 % which falls on the respondents aging 57 – 61. Table 1.2 Gender| Frequency| Percentage| Female| 42| 84%| Male| 8| 16%| | Total=50| Total:100%| There are 42 females which is 84 % of the respondents, wherein there are 8 males which is 16 % of the respondents. Table 1.3 Civil Status| Frequency| Percentage| Separated| 3| 6%| Widowed| 2| 4%| Married| 44| 88%| Single| 1| 8%| | Total=50| Total:100%| The 88 % of the population is married. The least percentage is 8 % which belongs to single respondents. Table 1.4 Respondent’s Educational Background| Frequency| Percentage| Elementary Graduate| 3| 6%| High School Graduate| 32| 64%| College Graduate| 12| 24%| Others: (College Undergraduate)| 3| 6%| | Total=50| Total:100%| The table shows the educational background of the respondents. 64 % of the respondents graduated from High School, 6 % is Elementary graduate same with College Graduate. 2. Respondent’s Socio-Economic Profile Table 2.1 Respondent’s Monthly Income| Frequency| Percentage| 5,000- 10,000| 30| 60%| 10,001-15,000| 11| 22%| 15,001-20,000| 3| 6%| 20,001-25,000| 6| 12%| | Total=50| Total:100%| The table shows the respondents’ monthly income. The 60 % of the respondents have an income ranging from 5,000 to10, 000. The 22 % has an income ranging from 10,001 to 15, 000. The least 6 % has an income ranging from 20,001 to 25,000. Table 2.2 Respondent’s Source of Income| Frequency| Percentage| Employment| 41| 82%| Own Business| 9| 18%| | Total=50| Total:100%| The table shows the respondents’ sources of income. The 82 % of the respondents are employed privately while the 18 % of the respondents have their own business. 3. Level of respondent’s Awareness on k+12 Table 3.1 Respondent’s Awareness| Frequency| Percentage| Yes| 38| 76%| No| 12| 24%| | Total=50| Total:100%| The table shows the level of awareness of the respondents. The 76 % of the respondents are aware of the K+12 Program while 24 % of the respondents do not know exactly the program. If Yes, Table 3.2 In Media| Frequency| Percentage| Radio| 8| 21.67%| Newspaper| 9| 24.17%| TV| 13| 33.33%| Internet| 4| 10.83%| Others:| 4| 10.83%| | Total=38 | Total:100%| The table shows where the aware respondents acquired the information. 33.33 % of the respondents get the information from television; 24.17 % get the information from newspaper; 21.67 % from radio; 10.83 % from internet and 10.83% get the information from other ways. Table 3.3 Awareness of Respondent’s on Additional 2 years in Basic Education| Frequency| Percentage| Yes| 39| 78%| No| 11| 22%| | Total=50| Total:100%| The table shows the awareness of respondents on the additional 2 years in the basic education. The 78 % of the respondents are aware of the additional years while 22 % of the respondents are not aware of the additional years. Table 3.4 Awareness of Respondent’s on Required Kindergarten on Education | Frequency| Percentage| Yes| 40| 80%| No| 10| 20%| | Total=50| Total:100%| The table shows the awareness of the respondents on required kindergarten on the education. The 80 % of the respondents are aware of the required kindergarten while 20 % of the respondents are not. 4. Respondent’s Knowledge on K+12 Table 4.1 Respondent’s Knowledge on Required Junior and Senior High School before Entering College| Frequency| Percentage| Yes| 32| 64%| No| 18| 36%| | Total=50| Total:100%| The table shows the respondents’ knowledge on required Junior and Senior High School before entering college. The 64 % of the respondents know about the required years while 36 % of the respondents do not. If yes, Table 4.2 Respondent’s Knowledge on technical and minor course in Senior High School| Frequency| Percentage| Yes| 26| 81.25| No| 6| 18.75| | Total=32| Total:100%| The table shows the respondents’ knowledge on technical and minor courses in Senior High School. The 81.25 % of the respondents know about the courses while 18.75 % of the respondents do not. 5. Attitude(s) of Respondent on K+12 Table 5.1 Respondent’s Attitude on K+12| Frequency| Percentage| Yes | 35| 70%| No| 15| 30%| | Total=50| Total:100%| The table shows the respondents’ attitude on K+12 Program. The 70 % of the respondents agreed on the Program while 30 % of the respondents do not. Table 5.2 Degree of Favorableness| Frequency| Percentage| Strongly Agree| 7| 14%| Agree| 26| 52%| Neutral| 17| 34%| | Total=50| Total:100%| The table shows the degree of favourableness of the respondents who agreed on the K+12 Program. The 52 % of the respondents agree on the said program while 14 % f the respondents strongly agreed and 17 % of the respondents are neutral. CHAPTER 5 CONCLUSIONS AND RECOMMENDATIONS This chapter shows the conclusions and recommendations of the researchers. Conclusions After doing the survey to the selected respondents, the researchers arrived at the following conclusions: 1. Most of the respondents are aware of the K+12 Program regardless of their educational background. 2. The main source of the information to the program is through television and many from the respondents are aware of the additional 2 years to the basic education curriculum. 3. Most of the family of the respondents is having an income that is not enough to sustain and support the additional years for education. Recommendations: The researchers recommended the following: 1. The respondents for the future researches should be more than on this previous study. 2. The respondents must be categorized properly to get a reliable information from Filipino families. 3. The survey should be improved in scope and in reliability. 4. A longer duration of study is commended to achieve more accurate results. BIBLIOGRAPHY Athman, J., Monroe, M. (2000). Elements of effective environmental education programs. Retrieved July 27, 2012 from Recreational Boating Fishing Foundation: http://www.rbff.org/educational/reports.cfm Blansett, S.P. and M.C. Gershwin. (2005). â€Å"Developing a Statewide Work Readiness Credential in Colorado: A Preliminary Assessment.† Report to the Colorado Workforce Development Council. Denver CO: Colorado Department of Local Affairs. Center for Education Policy Analysis, Graduate School of Public Affairs,University of Colorado at Denver and Health Sciences Center. (2006). Learning Together: Assessing Colorado’s K-12 Education System. Denver CO: Colorado Department of Local Affairs. Colinares, Nilo E. (2010). 21st Century trends, issues and challenges in Philippine Education keynote speeches/public policy statements/opinionated pronouncements by CHED.Philippines. Dunlap, R., Van Liere, K., Mertig, A., Jones, R. (2000). Measuring endorsement of the new ecological paradigm: a revised NEP scale. Journal of Social Issues, 56, 425-442. Hausbeck, K., Milbrath, L., Enright, S. (1992). Environmental knowledge, awareness and concern among 11th grade students: New York state. The Journal of Environmental Education, 24, 27-34. Hernandez, O., Monroe, M. (2000). Thinking about behavior. In B. Day M. Monroe (Eds.), Environmental education communication for a sustainable world. Handbook for international practitioners. (pp. 17-22).Washington, DC: Academy for Educational Development. Cruz, I. (2010). Education Reform in the Philippines. Century trends, issues and challenges in Philippine Education keynote speeches/public policy stateme nts/opinionated pronouncements by CHED. Madsen, P. (1996). What can universities and professional schools do to save the environment? In J. B. Callicott and F. J. da Rocha (Eds.), Earth Summit Ethics: toward a reconstructive postmodern philosophy of environmental education. (pp. 71-91). NY: Albany State University of New York Press. Malipot, I. (2010). K+12 Program Supported, Manila Bulletin. (pp.8) Malipot, I. (2010). Are you ready for K+12, Manila Bulletin. (pp.8) Monroe, M., Day, B., Grieser, M. (2000). GreenCOM weaves four strands. In B. Day M. Monroe (Eds.), Environmental education communication for a sustainable world. Handbook for international practitioners. (pp. 3-6).Washington, DC: Academy for Educational Development. Morrone, M., Mancl, K., Carr, K. (2001). Development of a metric to test group differences in ecological knowledge as one component of environmental literacy. The Journal of Environmental Education, 32, 33-42. Mortenson, T. (2006). â€Å"Chance for College by Age 19 by State, 2004.† Postsecondary Education Opportunity, no. 169. Oskaloosa, IA: The Mortenson Research Seminar on Public Policy Analysis of Opportunity for Postsecondary Education. National Education Association. (2005). â€Å"Rankings and Estimates: Rankings of the States 2004 and Estimates of School Statistics 2005.† Washington DC: Author. NEETF (1998). The national report card on environmental knowledge, attitudes and behaviors: the seventh annual survey of adult Americans. National Environmental Education and Training Foundation. (ERIC Document Reproduction Service No. ED433214) Ontario Ministry of Education. (2010). Parents in partnership: A parent engagement policy for Ontario schools (draft).Toronto: Author. Orr, D. (1992). Ecological literacy. Education and the transition to a postmodern world. Albany, NY: State University of New York Press. Palmer, J. (1998). Environmental education in the 21st century: theory, practice, progress and promise. New York: Routledge. Rovira, M. (2000). Evaluating environmental education programs: some issues and problems. Environmental Education Research, 6, 143-155. Senate Economic Planning Office. (2001). K to 12: The Key to Quality Education?. Philippines: SEPO Policy Brief. Teves, G., Nilo, A. Valarao,C. (2011). K+12 in Focus. Educator Magazine. (pp. 8-25)

Dating and Relationships - Long-distance Relationships Work Essay

Long-distance Relationships Work   Ã‚  Ã‚   Do long-distance relationships work? That has been the question I have been asking myself since I left for college this past fall. It's one thing to leave behind your friends and family when you go away to school. However, what happens when you leave behind your high-school sweetheart? Is there any hope your relationship could last? Doesn't everyone eventually grow apart? What about the loneliness that you will feel while being away? Won't one eventually cheat or lose interest in the other? It's inevitable, or is it?      Ã‚  Ã‚   "Long Distance Relationships have never been easy, especially for the young at heart," says Dr. Charles Madinson, a psychologist from the University of Virginia. He did his study on college students from state colleges in the eastern coast. He asked one hundred and fifty students at random from each school what their opinion on long distance relationships was and why. This study proved that 98% of college relationships do not last. He states that there are certain stresses on long distance relationships that regular relationships do not have. He says, for eighteen and nineteen year olds, it's not worth putting ourselves through all this trouble. We have the rest of our lives for a serious relationship. I find all this information hard to believe because of my own personal feelings.      Ã‚  Ã‚   I am currently in a Long Distance Relationship and what bothers me most is that practically every article that I have read or adult I have spoken to has a negative point of view. They are offering no hope, not even a chance. My high school guidance counselor, Mr. Schuart said, "Honey what's the point in trying? It's not going to work. There have been ... ...t you really have to want this relationship work. Do not listen to what others tell you; they're not in your relationship. Listen to your heart. It won't steer you wrong.    Bibliography Stephen Blake and Kimberli Bryan, Still Loving Your Long-Distance Relationship. 1998 by Anton Publishing Inc; New York, New York. Dr. Charles Madinson (1997) Coping with Moral Commitment to Long Distance Dating Relationships. Journal of Personality and Social Psychology, 73 (1) 104,113. Mr. Bob Schuart, high school guidance counselor. Interview at West Mifflin Area High School, on November 20, 1999 at 2:30pm. Dr. Bill Wyatt a professor of psychiatry. Long Distance Relationships,http://www.umr.edu./~counsel/long.htm bell hooks,Learning Dynamics, "Keeping close to home; class and education." 1998 by Houghton Mifflin Company.            

Case Study †Cooperating and Communicating Across Cultures Essay

Cooperating and communicating across cultures are the key issues in this case study. Jim, an American employee, joined the German team well prepared with the knowledge of German culture and their language; however, he wasn’t expecting the length and details the meeting session went. He became increasingly impatient, and consequently lost the respect of his fellow team members by â€Å"hardly paying attention† to the process. The Germans used a three-day meeting as a way to lay the foundation for the structure of the entire product launch. By not understanding the importance of the initial meetings in the process, Jim never truly understood the way the team was working, that is by analyzing the problem, and addressing the issues then dividing the work and moving forward with the team leader checking and controlling the outcome. The German team had worked together for at least 10 years and so they knew the company procedures very well, but Jim clearly did not. A key organizational issue Jim exhibited is not showing respect for the Germans’ methods and failing to align himself with the culture more rather than removing himself from the process and complaining. Fundamentally, Jim wanted to outline the problem, adjust and confer during the process but the Germans had different ideas. This was a result of different culture for doing things. Each side saw the others’ method of operating as wrong rather than as a possible new and different way to address a product launch. Klaus, a German employee, had similar issues arriving in America and learning that the project would be put together as a work in progress rather than carefully thought out prior to execution of a plan. This is a cultural difference both sides experienced, which could have been prevented by an introduction to work methods before Jim/Klaus started with their new team. Outlining the process and roles of each person would help the visitor learn the culture. The interests of both the Germans and Americans were aligned; however, there was an unwillingness to review the possibility of adapting the best methods from each culture to work together for the benefit of all. References: Hitt, Miller & Colella (2011). Organizational Behavior, 3rd Edition: John Wiley & Sons Alston, Jon (June, 2005). Japanese Business Culture and Practices: A Guide to Twenty -First Century Japanese Business. Bloomington, IN: iUniverse, Inc. http://en.articlesgratuits.com/what-is-organizational-culture-id1515.php

Arthur Miller’s “A View from the Bridge” Essay

In Arthur Miller’s â€Å"A View from the Bridge†, the character of Alfieri can be described as the ‘hidden leading role’. He bears several roles, most of them more significant than assumed by the casual reader. His dual-role onstage as a character who interacts both with other characters and the audience provides him with the responsibility of bringing about some understanding to the events of the play, while his background makes him the vital link between two conflicting cultures. Alfieri is the symbolic bridge between American constitutional law and Italian social law. The son of a Sicilian, he was raised in America and pursued an education in American law, providing him with a suitable dose of both backgrounds. Like a bridge, Alfieri connects with both shores. Like a bridge, Alfieri leans on the solid foundations of both cultures. But also like a bridge, Alfieri is elevated above, and therefore watches more often than he interferes. Hence the title â€Å"A View from the Bridge†. The whole play is Alfieri’s perception of the events that took place. It is almost a secondary source – that is, a collection of primary sources with his personal interpretation mixed in at relevant moments – but it isn’t a complete secondary source, because there are significant times during the play when Alfieri himself is involved. Alfieri provides vital continuity at points in the play when the story cannot be told in any way other than narration. One example is on page 31, once the cousins have arrived and all the characters have been introduced, Eddie visits him for legal advice, for a legal way to prevent a Catherine/Rodolfo marriage. Alfieri provides literal descriptions of a storyline which, up until now, has been conveyed only through physical actions and behaviour. His eyes were like tunnels, describes Eddie’s single, unchangeable aim, whereas †¦but soon I saw it was only a passion that had moved into his body, like a stranger describes how clear it was to Alfieri that Eddie was possessed by his motive. There is also an element of foreshadowing in my first though was that he had committed a crime – this phrase also reiterates that the events of the play have already taken place. There are further examples of continuity to promote understanding, provided by Alfieri, throughout the play. Give some of these. As mentioned earlier, the play is Alfieri’s story, told by Alfieri. As such, and based on the important ‘bridge’ position he maintains, he has attempted to present the story from a reasonable, objective point a view, a point of view that would suit his position. However, he is awestruck by the events that played out, and tells much of the story as a legend. On page 4, †¦every few years there is still a case, and†¦the flat air in my office suddenly washes in with the green scent of the sea, the dust in this air is blown away and the thought comes that†¦another lawyer†¦sat there as powerless as I, and watched it run its bloody course is reflective of this. Alfieri considers the Eddie Carbone case to be a case of exception, one that triggers the romantic feelings he describes in the quotation. As a result, even though one of Alfieri’s roles in the play is to bring about some form of understanding to a potentially incomprehensible storyline, this quotation shows that the character of Alfieri is not an emotionless, â€Å"robot-like† narrator, but a real human, with a natural tendency to tell magnificent stories with an element of excitement. This can also be seen in his closing remarks on page 64, where he ‘admits’ to mourning Eddie. He’s only human, and he’s torn between sympathy and pity. He is a bridge between two cultures, and he cannot make a choice to devote himself completely to one side. It is the job of a bridge to link two sides together. Similarly, it is his job to maintain a link between the American and Italian cultures, yet he is torn between the two. Here we truly see Alfieri’s dual-character, making him both a narrator and a character.

Oedpius Rex essays

Oedpius Rex essays In the story of Oedipus Rex by Sophocles, there are many scenes that use anagnorisis. Anagnorisis is the recognition by the tragic hero of some truth about his or her identity or actions that accompanies the reversal of the situation in the plot. The scene that uses anagnorisis is Scene I and the choral is Ode I. The city of Thebes is under attack by a plague. The Oracle of Delphi says that the city is being attacked by the plague, because someone living in the city has killed the former king, Laios. Oedipus is telling the city of Thebes that he will find the murder of their former King, his father, which he does not know and set the plague free and by finding the person who killed the former king and getting rid of him, the death of Thebes will stop. Aristotles theory of catharsis means trough pity and fear that are aroused in the viewer of a tragedy. Whereas, Fredrich Nietzsches theory of Apollonian (ideas s theory of catharsis has a much better insight into the relationship between the actors and the chorus than Nietzsches theory, Apollonian Dionysian Duality. In Scene I, catharsis, is used in a unique way. Oedipus is telling the people of Thebes, on line 294, Apollo, when we sent to him, sent us back word that this great pestilence would lift, but only if we establish clearly the identity of those who murdered Laios. They must be killed or exiled. We know that Oedipus is setting up his own exile or death. Because while no in the play knows that Oedipus killed King Laios, years ago, we, the audience already knows what is going to happen. So the audience takes great joy in watching the new king, Oedipus, make all these promises about getting rid of this person, so Thebes can be a healthy city again. Knowing along, that Oedipus is the reason why the plague i ...

A Cost-Free Sample About Benefits of College Education Essay Online Aid

A Cost-Free Sample About Benefits of College Education Essay Online Aid A free informative essay sample about the college degrees and the benefits of having them. While every single person is entitled to an education, not everyone feels that an education is worth having the first place. And it’s terribly unfortunate notion. This may be the case because there is a large portion of people who are unknowing of the benefits and advantages of having an education, or, more specifically, a college degree from a four-year, accredited college or university. Whatever their reasoning may be, this unfortunate group doesn’t understand or know that having an education – a college degree – is the key to living a fulfilling, financially independent life. Not only does having an education generally earn people more money than someone without one, it allows a person to have freedom in choosing their career. A college degree also gives them job security, because they fall back on their education for employment. In turn, having a college degree means having a high quality of life. HOW TO WRITE AN INFORMATIVE ESSAY When a person graduates from college and earns a degree in a specialized field, it is an indicator to the working world that they have acquired the practical skills and knowledge necessary to help and grow a business. With an education – and the knowledge, verbal, written and critical-thinking skills that go with it – a person becomes eligible for jobs that pay well, for careers that will gradually pay more and more as that person gains more experience in that field. A person doesn’t need a college degree to be a plumber or a construction worker – occupations that actually pay very well – but a person generally needs a degree to be a journalist, a teacher, or a marketing consultant, just to name a few examples. It’s true that a person with a college degree taking an entry-level job will not be making as much money as even a blue-collar worker who has done their trade for a few years. But over their lifetime that person with the experience to match their education will see more opportunities for mobility and increases in salary than the person without an education. It is a fact. More about getting a degree: Doctoral Degrees Academic Assistance in Obtaining a Law Degree Academic Assistance in Obtaining a Nursing Degree Writing a Strong College Essay Another benefit of having a college degree is having job security. Employers, of course, want to hold on to employees with an education because they have a solid set of skills and can learn new skills, too; but, also, people who have a college degree – because an education is valuable in the workplace – have a greater chance of finding another job if they are, for example, fired or if their job position is terminated when compared to someone without a college education. Having an education means a person is quick to learn, intelligent, capable of learning almost anything, highly skilled and can communicate effectively and follow directions closely. A college degree will forever mean they are smart, employable, are hard-working to a degree and can learn things quickly, all things that mean to an employer that someone would be good for a job. Lastly, because an education is so highly regarded and sought after in the business world, people who have a college degree are not pigeonholed by the job or even the type of career they chose. A person with an English degree, for example, doesn’t have to be a writer, editor or poet; they can be a teacher, a marketing representative, or just about anything they want to be. That’s the point of having an education. And a person with a teaching degree doesn’t have to be a teacher their entire working life. Instead, people with an education – because they do, indeed, have an education – are freer than those with no education, only experience, to choose and develop a career that suits them, one they enjoy and find fulfilling and worthwhile. Whereas the person with no education does not have this luxury, but rather has to develop certain skills just to find employment. Those without a college degree mostly have to fall back on their experience. Others wit h an education can fall back on their experience and degree for employment. In conclusion, there are many benefits to having a solid education and a college degree from a reputable academic institution. From having a well-paying and long-lasting job to having job security and the freedom to choose an enjoyable, productive and fulfilling job, there is virtually no limit to the many advantages of an education. INFORMATIVE ESSAY TOPICS In general, an education leads to a high quality of life. With financial independence, a career that hardly feels like work because it is fun and enjoyable, and without the stress of worrying about the future, it is safe to say that having an education, at the very least a college degree from a reputable four-year college or university, is perhaps what sets people up for a good life of success and happiness. However, it is unfortunate, all over the world, that some people are ignorant of this fact, that having an education is the key to a better life. It is not their fault – they are only a product of their environment – and educated individuals who understand this should do all they can to help guide such individuals.   can move you closer to the college degree by helping in your informative writing. Along with the given above informative essay sample, youll find some college essay examples placed on our website. If you need an informative essay on a  similar topic, feel free to contact us or place an order.