Free Essays on Transforming The Federal Role

Transforming the Federal Role in Education So That No Child is Left Behind Summary of President George Bushes Education Reform Policy â€Å"We have a genuine national crisis. More and more, we are divided into two nations. One that reads, and one that doesn't. One that dreams, and one that doesn'tâ€Å" (Presidents George W. Bush 2000). One of the most interesting, and controversial topics in the Bush Administration is America’s Education Reform. Unfortunately, with the 21st Centuries hope and promise comes a group of needy students who are unable to read at a basic level. Our high school seniors are behind students of other countries on international math tests and almost 1/3 of our college freshmen are finding it necessary to take remedial courses before they are able to begin regular college courses. There has been a concern for some time throughout America regarding the quality of public education. Students are graduating from high school without adequate knowledge of the three R's. Universities are recruiting a multitude of incompetent pseudo-scholars. Employers don't understand why the new generation of workers do not possess the basic skills to perform the job. It would appear that American students are not learning as much as their parents did. And yet, teachers are still teaching, taxes are still being paid, and more funds than ever are being appropriated for public education. What's going on in America's classrooms? With the poor state of our educational system, National Standards are in the spot light. Although education has typically been the primary responsibility of local or state governments, the Bush administration is now getting involved. STANDARDS IN EDUCATION General standards in education have existed formally for over a century but as time went on, local school systems have expanded their curriculum to meet the needs of the local community. Bush is looking for National standards ... Free Essays on Transforming The Federal Role Free Essays on Transforming The Federal Role Transforming the Federal Role in Education So That No Child is Left Behind Summary of President George Bushes Education Reform Policy â€Å"We have a genuine national crisis. More and more, we are divided into two nations. One that reads, and one that doesn't. One that dreams, and one that doesn'tâ€Å" (Presidents George W. Bush 2000). One of the most interesting, and controversial topics in the Bush Administration is America’s Education Reform. Unfortunately, with the 21st Centuries hope and promise comes a group of needy students who are unable to read at a basic level. Our high school seniors are behind students of other countries on international math tests and almost 1/3 of our college freshmen are finding it necessary to take remedial courses before they are able to begin regular college courses. There has been a concern for some time throughout America regarding the quality of public education. Students are graduating from high school without adequate knowledge of the three R's. Universities are recruiting a multitude of incompetent pseudo-scholars. Employers don't understand why the new generation of workers do not possess the basic skills to perform the job. It would appear that American students are not learning as much as their parents did. And yet, teachers are still teaching, taxes are still being paid, and more funds than ever are being appropriated for public education. What's going on in America's classrooms? With the poor state of our educational system, National Standards are in the spot light. Although education has typically been the primary responsibility of local or state governments, the Bush administration is now getting involved. STANDARDS IN EDUCATION General standards in education have existed formally for over a century but as time went on, local school systems have expanded their curriculum to meet the needs of the local community. Bush is looking for National standards ...

Qué migrantes deben comprar seguro por Obamacare

Quà © migrantes deben comprar seguro por Obamacare Actualmente, si su empleador no le brinda seguro mà ©dico ni tampoco est protegido por programas como Medicaid o Medicare puede que està © obligado a comprarse un seguro mà ©dico en cumplimiento de la ley que se conoce como Obamacare y, si no lo hace, deber pagar una multa. Obamacare, que tambià ©n se conoce como ACA, por sus siglas en inglà ©s o incluso como PPACA, tiene normas complejas. Y este artà ­culo aspira a explicar claramente quià ©n est obligado a tener seguro mà ©dico con especial mencià ³n a las diversas situaciones migratorias e, incluso, tipos de visa. Tambià ©n cules son las excepciones a esta obligacià ³n, cul es el monto de la multa si no se cumple con la ley y quià ©nes pueden comprar seguro a travà ©s del mercado que que se conoce como Marketplace y, es su caso, obtener subsidios para el pago. En este artà ­culo se explica quià ©nes NO estn obligados a comprar un seguro mà ©dico. Y como todos los dems no incluidos, sà ­ estn obligados a adquirirlo, tambià ©n se explica quià ©n puede tener ayuda econà ³mica para comprarlo y cul es la multa por no tener seguro. Quià ©nes no estn obligados a tener seguro mà ©dico   La forma ms sencilla de saber si se est obligado a tener seguro mà ©dico en Estados Unidos es determinar que no se est en uno de los grupos que pemiten no tenerlo. Y no estn requeridos por ley los siguientes: Ciudadanos y residentes permanentes legales en una de las siguientes situaciones especiales No estn obligadas aquellas personas con ingresos tan bajos que no tienen que llenar las planillas de impuestos (tax returns)Tampoco aquellas que no pueden pagarlo porque el costo del premium del seguro ms barato supera en un ocho por ciento los ingresos del hogar.Tampoco se tiene obligacià ³n si el tiempo sin seguro no excede de tres meses en el conjunto de un aà ±o.  Ni los ciudadanos que residen habitualmente en el extranjero o pasan al menos 330 dà ­as de un total de 12 meses en otro paà ­s. Estos ciudadanos pueden comprar seguros privados de corta duracià ³n cuando se encuentran en Estados Unidos si asà ­ lo desean.Tampoco estn obligados las personas que se encuentran en prisià ³n ni aquellas a las que su religià ³n se lo prohibe.Asimismo,   tampoco aplica a los nativos americanos que pueden obtener cobertura mà ©dica a travà ©s Servicio Mà ©dico Indio o los religiosos cubiertos por Health Care Sharing Ministry.Tampoco estn obligadas las personas con pocos ingresos que podrà ­an ser elegibles para Medicaid segà ºn las reglas establecidas por Obamacare, pero que viven en un estado que ha elegido no extender este beneficio. Por à ºltimo, ciertas situaciones transitorias de dureza pueden servir para calificar para no tener que comprar un seguro mà ©dico, como por ejemplo: declaracià ³n de bancarrota, haber sufrido un desastre natural como huracn o tornado, ser và ­ctima de violencia domà ©stica, estar en una situacià ³n de desamparo y no tener vivienda o, incluso, la muerte de un miembro de la familia.   Todos los ciudadanos y residentes que no estn en ninguna de esas categorà ­as citadas anteriormente deben estar cubiertos por un seguro mà ©dico. Situacià ³n de migrantes indocumentados y Obamacare Segà ºn la ley, las personas sin estatus legal en los Estados Unidos -los migrantes indocumentados- no estn obligadas a comprar un seguro mà ©dico. Ni tampoco tienen que pagar una multa por no tenerlo. Es decir, no les aplica la ley para nada, ni para lo bueno ni para lo malo.    A la hora de aplicar para comprar seguro a travà ©s de Obamacare se verifica el estatus legal del solicitante, siendo necesarios al menos 2 I.D. para acreditar ciudadanà ­a de Estados Unidos o residencia permanente legal. El sistema SAVE es una base de datos federal contra la que se verifican todos los I.D. que se presenten. Especial mencià ³n hay que hacer a los muchachos que aplicaron por la medida que se conoce como Accià ³n Diferida (DACA) y obtuvieron la aprobacià ³n. Se les considera que no estn legalmente presentes en los Estados Unidos y, como consecuencia, no estn obligados a comprar un seguro mà ©dico. Tampoco pueden beneficiarse de ninguna ayuda si deciden comprarlo. Es importante resaltar que todos los indocumentados -con DACA o sin ella- pueden comprar su propio seguro mà ©dico privadamente. Tambià ©n tienen las puertas abiertas en algunas instituciones que atienden sin fin de lucro y en los Centros de Salud Comunitarios y en los Centros de Salud Federalmente Calificados. Tambià ©n hay programas limitados como WIC, para embarazadas, lactantes, bebà ©s e infantes. Adems, algunos estados como California o Nueva York, permiten que tengan acceso a travà ©s de sus sistemas estatales a protecciones limitadas  en asuntos de salud o incluso a travà ©s de programas que aplican en condados concretos. Adems, California est viendo cà ³mo los indocumentados podrà ­an llegar   a beneficiarse de Obamacare, pero por ahora no pueden. Los indocumentados y los muchachos con DACA deben tener mucho cuidado con fiscalistas inescrupulosos que aseguran que tienen que pagar una multa por no tener seguro mà ©dico y se quedan con ese dinero. Porque, como ya se dijo ms arriba, ni tienen obligacià ³n de comprar seguro ni tienen que pagar si no lo tienen. Turistas en Estados Unidos y Obamacare Los extranjeros que se encuentran en los Estados Unidos por turismo no estn obligados a tener seguro mà ©dico. Sin embargo, es altamente recomendable que adquieran uno antes de viajar por las cifras astronà ³micas que puede alcanzar una simple consulta mà ©dica o una hospitalizacià ³n para un procedimiento sencillo debido a una urgencia. Adems, llamar la atencià ³n sobre las posibles consecuencias negativas de tener un bebà © en Estados Unidos con estatus de turista si no se paga completamente la factura de la hospitalizacià ³n. Por à ºltimo, las personas extranjeras residentes en otros paà ­ses que desean recibir tratamiento sanitario en Estados Unidos deben pagar por el mismo o mostrar un seguro mà ©dico que cubra por los gastos. Recordar que el riesgo de convertirse en una carga pà ºblica es una de las muchas causas de negacià ³n y/o cancelacià ³n de la visa americana. Visas de estudiantes y de intercambio y seguro mà ©dico Para los efectos de Obamacare, los estudiantes y participantes en programas de intercambio no son consideradas residentes legales temporales. Lo siguiente afecta a los extranjeros presentes en Estados Unidos con visas F, M, J, Q y sus dependientes.   Los estudiantes (F, M, Q) estn exentos de tener seguro mà ©dico durante los primeros cinco aà ±os de su estadà ­a en Estados Unidos. A partir de esa fecha debern iniciar trmites para que los consideren no residentes y probar fuertes lazos con su paà ­s para evitar tener la obligacià ³n de comprar seguro mà ©dico. Los titulares de visas J de intercambio, tienen una exencià ³n durante los dos primeros aà ±os de su estancia.   Obviamente, el sentido comà ºn indica que lo prudente es tener un seguro mà ©dico. Se puede comprar privadamente y, adems en el caso de los estudiantes, en muchas ocasiones se puede adquirir a travà ©s de las propias universidades. En total se estima que un total de 24 millones de personas que residen habitualmente en los Estados Unidos no tienen la obligacià ³n de tener seguro mà ©dico. Casos especiales En primer lugar, las personas menores de 26 aà ±os pueden estar incluidas en el seguro mà ©dico de cualquiera de sus padres. En segundo lugar a las personas con visas H-1 para profesionales y modelos  y L-1 de transfer entre empresas  se  les considera a estos efectos como residentes temporales y deben tener cobertura mà ©dica. Si trabajan en un lugar con ms de 50 empleados lo obtendrn por ley a travà ©s de la empresa pero si es ms pequeà ±a depender de la polà ­tica de la empresa. Si à ©sta no lo da, pueden obtenerlo a travà ©s del marketplace o comprar uno directamente con una aseguradora para sà ­ y sus dependientes (H-4).  ¿Cà ³mo se hace para obtener un seguro mà ©dico en Estados Unidos? Si no se est en ninguna de las categorà ­as mencionadas anteriormente y que dan derecho a estar exentos de la obligacià ³n de tener un seguro mà ©dico entonces hay que conseguir uno. Lo cierto es que en Estados Unidos la gran mayorà ­a de personas con esta obligacià ³n - tres de cada cinco- lo obtienen a travà ©s de las empresas para las que trabajan.  Y otro 12 por ciento resuelve la situacià ³n a travà ©s de programas pà ºblicos como Medicaid, Medicare, CHIP, el Sistema de Veteranos, u otros como COBRA (desempleados que cumplen ciertos requisitos) o TRICARE (militares). Para el resto caben dos alternativas para cumplir con la ley. Primero, contratar un seguro privado por su cuenta o, segundo, acudir a lo que se conoce como el Health Insurance Marketplace.  ¿Quà © es el Marketplace para la compra de seguro mà ©dico? El Marketplace un mercado en internet donde se da la opcià ³n de comparar y comprar el seguro mà ©dico que ms se ajuste a las necesidades del comprador. Tambià ©n se conoce en inglà ©s con el nombre de exchanges. Los seguros varà ­an enormemente segà ºn lo que se paga, las coberturas que se acuerdan, la aseguradora, el estado en el que se reside, si se elige un PPO o un HMO, etc.  ¿Quià ©nes pueden comprar seguro mà ©dico en el marketplace? Todas las personas en una de las siguientes categorà ­as que no tienen seguro mà ©dico porque no se lo da la empresa, ni estn cubiertos por asistencias pà ºblicas como Medicare, CHIP o Medicaid ni han contratado uno directamente con una aseguradora. El seguro en el marketplace se puede comprar para sà ­ mismo y para las personas dependientes, como por ejemplo los hijos menores de 26 aà ±os. Ciudadanos o nacionales de los Estados Unidos. No importa el caminio por el cul se adquirià ³ la ciudadanà ­a.Todos los   extranjeros presentes en Estados Unidos que califiquen, esto es:   Residentes permanentes legales.Extranjeros en el proceso de ajuste de estatusAsilados y refugiados. Los primeros sà ³lo si ya tienen aprobado el permiso de trabajo (EAD) o son menores de 14 aà ±os y llevan de espera en su aplicacià ³n ms de 180 dà ­as.Cubanos y haitianos que ingresaron al paà ­s por reglas especà ­ficas que aplican sà ³lo a ellos. Y cualquier persona a la que se le haya concedido un parole en una frontera (puerto, aeropuerto o paso terrestre).Las personas a las que se le concedià ³ con anterioridad a 1980 un ingreso condicional.Las personas buscando legalizacià ³n en base a maltrato y sus cà ³nyuges, hijos, padres o madres.Las và ­ctimas de trfico humano, sus cà ³nyuges, hijos solteros menores de 21 aà ±os, padres, madres y hermanos.Los migrantes que gozan de un TPS.Los extranjeros con visas temporeras de trabajo, como por ejemplo las H-1B, las H-2A y las H-2B y otros comprendidos dentro de la clasificacià ³n de residentes legales temporales, como por e jemplo, los periodistas con visa I, los religiosos con una R, los prometidos (novios) de ciudadanos americanos con una K-1, los inversores (EB-5, E-2), oficiales de gobiernos extranjeros, los estudiantes, trabajadores de la OTAN, personas con visas de intercambio J-1 o trabajadores en situacià ³n de transfer dentro de sus empresas (L-1). Por regla general, tambià ©n se incluye a sus cà ³nyuges e hijos solteros menores de 21 aà ±os.   Los extranjeros a los que se les ha concedido una suspensià ³n de la deportacià ³n (withholding of deportation/removal) o una suspensià ³n administrativa de la expulsià ³n (staying removal)Los muchachos a los que se les ha concedido el Estatus de Inmigrante Especial Juvenil.Las personas favorecidas por una orden presidencial que pospone su salida obligatoria de los Estados Unidos, lo que se conoce como DED o Deferred Enforced Departure y que en la actualidad sà ³lo aplica a ciudadanos de Liberia.Los residentes de la Samoa AmericanaLos ciudadanos de Micronesia, las islas Marshall o PalauLos miembros de una tribu nativa reconocida federalmente  Los nativos americanos (first nations) nacidos en Canad y que viven en los Estados Unidos. En el caso de familias mixtas con miembros legales y otros indocumentados, se puede aplicar para las personas que tienen estatus. No se preguntar por las circunstancias migratorias del resto. Y, si califican, los miembros legales pueden beneficiarse de subsidios.  ¿Quià ©n tiene derecho a descuentos de seguro mà ©dico a travà ©s del Marketplace? Muchas de las personas autorizadas a comprar seguro mà ©dico a travà ©s de este sistema podrà ­an tener derecho a dos clases de subsidios: Fiscales (tax subsidies), para los que ingresan menos del 400 por ciento de lo que est establecido como là ­nea de la pobreza. Esto viene a ser aproximadamente $46,000 para las personas que viven ellas solas y ms para las familias.De pago (cost-sharing), para ayudar a pagar por copagos, deducibles, primas, etc y que beneficia a las personas que ingresan en un aà ±o menos del 250 por ciento de lo que est establecido como umbral o linea de la pobreza.  ¿Cundo se puede comprar en el Marketplace? Las pequeà ±as empresas tienen el marketplace abierto sin là ­mite de fechas para incorporar a trabajadores. Adems, si se ha cambiado recientemente de estatus migratorio se podrà ­a calificar para un tiempo especial para enrolarse.  ¿Cul es el castigo por no tener seguro mà ©dico cuando se tiene obligacià ³n de tenerlo? En el 2017  el importe a pagar en concepto de multa ser la cantidad ms grande de entre estas dos: $695 dà ³lares por persona, cantidad que se ajustar segà ºn la inflacià ³n,  con un tope mximo de tres por familia, si bien el importe a pagar por un nià ±o menor de 18 aà ±os es de $347.50.el 2.5 de los ingresos de la renta imponible.  ¿Cà ³mo cobra el gobierno esa multa? Automticamente en cuando se hace el clculo de lo que toca a pagar (o a regresar) al llenar las planillas de los impuestos federales. Para cobrar el multa en su totalidad el gobierno puede incluso no regresar lo que toque a devolver por varios aà ±os, hasta que la deuda se paga completamente. Para mayor informacià ³n sobre Obamacare Se puede marcar al telà ©fono gratuito 1-800-318-2596 o consultar la pgina oficial de Cuidado de Salud del gobierno de los Estados Unidos. Este es un artà ­culo informativo. No es asesorà ­a legal

Social Media Essay Example | Topics and Well Written Essays - 250 words

Social Media - Essay Example Although seeing them in person is entirely different, pictures, posts and other information made available through social networks create a feeling of being physically present in another world. Of course, with the many benefits computers and the internet brought to modern living, there are also dangers that come along with them. Internet users usually worry about identity theft, scams and other threats that may endanger one’s self or even children. For every problem that is created though, it is comforting to know that there is always a weapon that can also be created to fight these dangers online. Antivirus is an example of which, also easily available online at a certain price. Although the most important weapon there could possibly be against internet crimes is being well informed and knowledgeable about the kinds of dangers, how to avoid them and how to escape them just in case one is already trapped in a scam. Since one cannot avoid the internet these days, with more activities perceived to be done online in the future, the best weapon indeed is to be at par with the changing world. Certainly, the demand to learn new things everyday is a challenge however, as f or this writer, it is a

Palestinian Islamic Jihad Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Palestinian Islamic Jihad - Research Paper Example †¢Ã‚  August 1987: The PIJ announced that a commander of Israeli military police has been shot dead in Gaza strip by them. On March 1996, inside a shopping mall in Tel-Aviv, there was a blast that killed twenty people and injured seventy-five  Ã¢â‚¬ ¢Ã‚  On July 1989, near the Jerusalem-Tel Aviv Highway, Attack of Egged bus 405, minimum 14 people died along with one American and two Canadians, leaving numerous injured. It was an intentional suicidal attempt but the invader stayed alive  Ã¢â‚¬ ¢Ã‚  On April 1995: a suicide bomber killed eight people in Netzarim and Kfar-Darom and over thirty injured in the first attack, and the second one was in a car that wounded twelve  Ã‚  Ã¢â‚¬ ¢Ã‚  On March 1996: inside a shopping mall in Tel-Aviv there was a bomb blast that killed twenty people and injured seventy-five  Ã¢â‚¬ ¢Ã‚  On   March 2002: seven people were killed in a bus from Tel Aviv to Nazareth, injured about thirty people in a suicidal attack. On   July 2002: a suic idal attack followed by another one killed five people in Tel Aviv and injured forty  On May 2003, there was an attack in a mall in Afula by the suicidal bomber that killed three and left eighty-three injured. In August 2003: Twenty-one people were killed by a suicidal attack on a bus in Jerusalem that injured more than hundred people  Ã¢â‚¬ ¢Ã‚  On January 2007, Al-Aqsa Martyrs Brigades and the PIJ together take accountability for  Ã‚   the suicidal   attack   at Eliat bakery that killed three

Commentary: Fitt IV Essay example -- English Literature

Commentary: Fitt IV The extract from Fitt IV describes the first intended blow of the Green Knight against Gawain. Many lines at the beginning of the extract are dedicated to creating the image of the Green Knight picking up his weapon and preparing himself to deal the deadly blow to Gawain. Much of the focus is on the Green Knight’s physical strength, for example ‘With alle the bur in his body’ and ‘Hade hit dryven adoun as drey as he atled, / Ther hade bend ded of his dynt that doghty was ever’. Moreover, the description of the weapon also provides a formidable presence for Gawain, ‘Gederes up hys [the Green Knigh’s] grymme tole, Gawayn to smyte’. However, instead of landing the fatal blow on Gawain’s neck, as discussed in the contract of the game, Gawain flinches away from the axe. The Green Knight is outraged and tells Gawain ‘Such cowardise of that knight cowthe I never here’ as Gawain recoiled in fear before encountering any pain. The Green Knight sees Gawain moving away from the blow of the axe as compromising his reputation as a knight at the court of Camelot. Throughout the first three fitts of the story Gawain can be seen as the epitome of chivalry, a virtue essential to an Arthurian knight. His behaviour when first accepting the challenge of the Green Knight demonstrates the chivalric asset of selfless loyalty towards his King, but also shows his humble attitude by the language he uses ‘And lest lur of my lyf, quo laytes the sothe / Bot for as much as ye ar myn em, I am only prayse; / No bounte bot your blod I in my bode knowe’. These chivalric qualities are further stressed by the Gawain-poet when describing Gawain’s armouring scene. Gawain’s shield, featuring the pentangle, is an iconic i... ...rld seems more virtuous than himself at that moment. The extract from Fitt IV is an essential moment of the story of ‘Sir Gawain and the Green Knight’. It encompasses part of the climax of the story, depicting that which Gawain has been working up to all year. The section also acts as a moment of tension within the final beheading scene as it is expected that Gawain will endure the blow and lose his head. However, the act of Gawain flinching away from the axe works as an anticlimax, a pattern which is repeated for the next two attempts of beheading. It is also surprising from the readers’ perspective that Gawain should recoil from the blow as up until this point he has been characterised as knightly, loyal and truthful. This moment in the story is an interesting change in pace and foresees the sudden twist in the plot at the end of the beheading scene.

History Of The Judicial Depart Of The Philippines

The Paradigm (from Transmissional to Transactional) Shift of education in the Philippines is the transfer of teaching concepts from the Traditional â€Å"bookish and direct learning approach† Teaching into a 21st Century Teaching focused on developing the learners HOTS (higher order thinking skills). These HOTS is the demonstration of the learners critical thinking ability, and to go beyond the four walls of the classroom by applying their learning into the 7 domains Identified by the Department of Education (DepEd).In the traditional way of teaching, the learners are only developing the lower part of the Domain of Learning, which are identified as LOTS (lower order thinking skills). This is the memorization intensive class, where the learners are forced to memorize a long list of items, in order to be able to answer in the Objective Type quizzes and Exams. Example: Using the LOTS, students would simply answer the question, â€Å"Who is the first astronaut?†,and then a selection of a,b,c,d from which the students will choose from.These is the Mechanical type of learning, where students would simply do the same thing (memorize) and be able to answer the same type of exam or questioning method in a heartbeat without even knowing the deeper part of it or can’t even explain the answer. LOTS (lower order thinking skills) are:Knowledge, Application, ComprehensionHowever, in the HOTS intensive teaching, the students would answer the types of questions like, â€Å"What are the contribution of the Space Program to our present generation?† or â€Å"Compare and Contrast the knowledge and understanding of humans before the space age and during the space age?† These types of questions, enables the learners to think critically and explain his/her answer and to demonstrate actively in a manner that their understanding will show the deep knowledge they have learned in the classroom. HOTS (higher order thinking skills) are:Analysis, Synthesis, EvaluationWith all these in mind, the Department of Education realized (at last!) that a Paradigm shift is needed in order to change the system from the  traditional ways into the so called 21st century globally standard teacher. Education experts around the country, including my Mentor and Dean of the College of Education, Dr. June P. Salana, worked tirelessly together with numerous experts nationwide in order to identify the salient points or domains needed in line with the vision of transforming the Filipino Teacher into a globally competitive one.Along with the Commission on Higher education (CHED), Teacher Education Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of Education (DepEd) and the Civil Service Commission (CSC) in partnership with the different academic institution, the National Competency-Based Teacher Standards (NCBTS) was born. Hence, the Curriculum change is the product of many years of development, this is not the idea of the DepEd Secre tary or the thousands of teachers around the country.As mentioned by Dr. Isagani Cruz in 2001, this is the People Power Model of Curricular Change, this is the result of the Social Change that happened to the country and the need for education to be the Main Effort in bringing Competitiveness and innovativeness among the people in the 21st century. As Mentioned in the Curriculum Development book by Dr. June P. Salana and Dr. Rolando A. Bernales, the curriculum development of today has shifted fromLearner-Artisan relationship into Employment-Oriented (knowledge based) Curriculum.The latest trend is to Empower the teachers, the front-liners in education, the deliverers of knowledge,and facilitators of learning in the process of developing a curriculum, that would reflect the Competencies, teachers and students alike should possess and reflective of the Social Dimension of education. That learning should not be limited to Fraction or Poem writing but rather adopting it to the real life applications and experiences that the learner may or has experienced.It is very important to note that this is not a Jesli Lapus, Pet project that may or may not go with him after he lives the office, but a result of the societal change, a reflection of what is happening in the society and adopting our curriculum into the 21st century globally competent education. The NCBTS Framework is devided in 7 Domains:1. Social Regard for Learning (SRFL) 2. Learning Environment (LE) 3. Diversity of Learners (DOL) 4. Curriculum (Curr.) 5. Planning, Assessing Reporting (PAR) 6. Community Linkages (CL) 7. Personal Growth & Professional Development (PGPD)According to the Framework â€Å"This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning.† Domain 1. Social Regard for Learning (SRFL)The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students exemplify this ideal. Domain 2. Learning Environment (LE)This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning Domain 3. Diversity of Learners (DOL)The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals. Domain 4. Curriculum (Curr.)The curriculum doma in refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. Domain 5. Planning, Assessing & Reporting (PAR)This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual achievement and behavior. Domain 6. Community Linkages (CL)The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their h omes and communities. Thus, this domain focuses on teachers’ efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals. Domain 7. Personal Growth & Professional Development (PGPD)The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers.

Book Report Six Chapters of a Floating Life - 1138 Words

Introduction Recently, I have read Six Chapters of a Floating Life, an autobiographical novel by Shen Fu who was a painter and poet during Qing Dynasty. The author is not so famous in the history of literature that I had not learnt about him before my teacher introduced this book to us. However, Six Chapters of a Floating Life is worth reading, which depicts the author’s life with his wife and without his wife. The version I have read was translated by Yin Yutang and published by Foreign Language Teaching and Research Press in Feb, 1999. This book has four chapters, Wedded Bliss, The Little Pleasures of Life, Sorrow, The Joys of Travel. It was said that the other two chapters are missing and that what we can read on other books were†¦show more content†¦He suffers from his untrustworthy brother who hits him when he is down and his autocratic father who has bad temper. It is because of so many unexpected family changes that Chen Yun’s illness is worse and eventually leads to her death. Dying as she is, Chen Yun doesn’t express any resentment. What enlarges Shen Fu’s sorrow is that the only son of Chen Yun and him passes away as well at the age of twelve. On the other hand, the reality is not so harsh thanks to the help from some friends. They lend a hand to Shen Fu when he is in trouble. The Joys of Travel The Joys of Travel shows readers around a lot of beautiful scenic spots the author had visited. Not only the vivid depiction of those spots but also some records of anecdotes, local customs and historical allusions are involved in this chapter. For thirty years, Shen Fu worked as a government clerk in different yamen and practically visited every province except Szechuen, Kweichow and Yunnan. He is by nature fond of forming his own opinions on these spots rather than following what others said. Literally, the name of this chapter implies that Shen Fu is delighted in travels. However, he actually just seeks joys in sorrow. In addition, he feels free to write some plots when he goes and sees the singsong girls on the river with his friends, not concealing any natural instincts, even thinking it is unfortunate without Chen Yun’sShow MoreRelatedChapter One : The Duel And The Dinner1336 Words   |  6 PagesOut of the six chapters, I prefer to write about Chapter One and Two: The Duel and The Dinner. This book was very intriguing and helped in the understanding of the post-revolutionary America and the lives of the founding brothers and what they went through. Chapter One: The Duel was a well-known duel in American history. Aaron Burr and Alexander Hamilton. July 11, 1804 is the exact date when the duel took place. 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