S. Austria Submitted by: Andadi‚ Glena Ray Ann Shermyn E. Chan‚ Jessica F. Kinomes‚ April Joy (7:30-11:45 Saturday) October 6‚ 2012 COMPARISON AND CONTRAST IN THE CURRICULUM OF THE UNIVERSITY OF THE CORDILLERAS AND BENGUET STATE UNIVERSITY I.GRAPH II.OBSERVATION: | SUGGESTED CURRICULUM | UNIVERSITY OF THE CORDILLERAS | BENGUET STATE UNIVERSITY | GENERAL EDUCATION | 63 | 71 | 63 | PROFESSIONAL EDUCATION | 51 | 57 | 57 | FIELD OF SPECIALIZATION | 60 | 60 | 57
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Curriculum Design George A. Beauchamp Chapter 7 ASCD Yearbook Fundamental Curriculum Decisions‚ 1984 People cannot intelligently discuss and communicate with others about curriculum without first making very clear what their interpretation of a curriculum is. In this chapter‚ we will be thinking of a curriculum as a written plan for the educational program of a school or schools. Curriculum design them will consist of those considerations haying to do with the contents‚ the form‚ and the arrangement
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The Social Efficiency Ideology has the purpose of creating individuals that are ready to live an independent life. People supporting this ideology believe that education is a process that should prepare individuals to appropriately function in the community. This ideology sees schooling as the main tool to help develop mature adults that are ready to have a career and can be productive members of society. School is the place where children come to learn the skills and procedures they will need to
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The hidden curriculum American Marxist economists and sociologists Bowles and Gintis (1976) believed that through education there is a “Hidden Curriculum” which helped to achieve the objectives of the capitalists. (To provide capitalists with a hardworking‚ subservient‚ docile and obedient work force.) The hidden curriculum consists of those things that pupils learn through the experience of attending school‚ not educational objectives. Bowles and Gintis state that the hidden curriculum shapes the
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Zizek on Ideology and the Relationship Between Ideology and “The Real” ` CMNS 410 Professor Rick Gruneau December 13‚ 2011 Zizek on Ideology and the Relationship Between Ideology and “The Real” Slavoj Zizek is one of the leading theorists on ideology since the 1990’s and his conceptions of the real versus the symbolic versus the imagined are of particular importance when dissecting the question ‘what is ideology?’ Zizek’s critique of ideology and attempt to unpack it’s inner workings is fascinating
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Hidden Curriculum Education is designed to serve many purposes towards the youths of today. It teaches the youth how to be better people and it prepares them for life. Education teaches its pupils knowledge in more that one way‚ by looking at life in different directions. There is a curriculum that is taught by the teachers and the textbooks‚ and in addition to the standard schooling there is also a "hidden curriculum." Gatto and Rose each have their own style of teaching and learning and their
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Supporting the Curriculum 1. Explain what is meant by the term National Curriculum? The national curriculum is a legal requirement and is compulsory to all schools children aged 5 to 16 whether attending private or public school. Schools must provide an age appropriate and achievableeducation to all students. Schools are required to provide a varied education including English‚ mathematics‚ science‚ religious education and physical education. The education should challenge the learner and needs
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stems from the deficit ideology itself. As Gloria Ladson-Billings has incessantly urged‚ the term “education debt” is much more fitting. This term allows us to conjure long term solutions for inequities that have historically accumulated. However‚ as mentioned before‚ the literature on the disparity of academic performance‚ is still debated between the two main groups of the deficit ideology and the education debt. We will take a closer into each one. The deficit ideology puts a heavy emphasis on
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CURRICULUM VITAE (CV) 1. Personal Description ❖ Name ------------------------- Dessie Ewnetu Jenberie ❖ Sex: - -------------------------- Male ❖ Place of Birth ----------------- Merawi‚ Amhara‚ Ethiopia ❖ Date of birth ----------------- December 05/1982 E.C ❖ Marital Status ---------------- single ❖ Nationality: --------------------Ethiopian ❖ Current Address-------------- Merawi Addresses:
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Table of content 1 Introduction ………………………………………………………………….2 2 Brief description of the Company ……………………………………………3 3 Individual Attitude and Personalities…………………………………………4 4 Group or Teamwork…………………………………………………………..5 5 Leadership………………………………………………………………...…..6 6 Organizational Politics………………………………………………………..7 7 Organizational Change…………………………………………………..……8 8 Conclusion………………………………………………………………..…...9 References………………………………………………………………….…..10 Appendix Introduction Zara - a quality
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