Elizabethan society Essay Example for Free

Elizabethan society Essay In early Elizabethan society, acting was not considered a mainstream professional while college drama and craft guilds alone were acceptable. During Shakespeare’s era, the English aristocrats were the patrons of theatrical forms of art. Since acting in theaters had not become professional and actors were often moving from place to another in search of opportunities, they were considered to be vagabonds. To prevent actors from being arrested, theater fans such as Lord Chamberlain brought actors under their protection in the 1560s. Hence, performances in the theater mainly catered to the tastes of the art-loving aristocrats in Elizabethan society. According to the theatrical world, â€Å"Shakespeare’s livelihood and the stunning artistic explosion in which he participated depended on pragmatic and architectural effort† (Merchant of Venice ix). Since his plays’ themes centered on existentialism, they were considered to be revolutionary during that period of time. Existentialism is a philosophy that believes that human existence is inexplicable and holds man responsible for his actions. This school of thought might have appealed to liberals in the Elizabethan society that did completely agree with the Church’s dogmatic view of life. Hence, Shakespeare’s plays mostly drifted around ideas of pragmatism and were often staged quite artistically. The amphitheaters built to showcase plays were very elegant and a testament to architectural excellence. Hamlet declares that he would kill Claudius to seek revenge for his father, when the ghost of his dead father appears before him and says that Claudius is the murder. He first delays avenging his father’s death as he convinces himself that he is seeking concrete proof to ensure that Claudius is the real murderer behind old Hamlet’s murder. Since Hamlet is never actually driven by a natural instinct to seek revenge, he is tormented by guilt for still not avenging the person responsible for his father’s death. When he gets a chance to kill Claudius during a prayer, Hamlet says â€Å"so a goes to heaven† and turns down the opportunity (act iii scene iii). Finally, he also tries to reason with himself whether the ghost was real or a figment of his imagination. Hamlet has intense love for his mother Gertrude, but feels scared and guilty of his feelings towards his mother since the society despises incestuous love. Hence, Hamlet hesitates to kill Claudius who is Gertrude’s newlywed husband and the only force preventing Hamlet from expressing his true feelings. This depicts Hamlet’s inner battles with his conscience, as he ponders whether to kill Claudius or not. The brash and immature traits of Hamlet suggest that he is no more than twenty years of age. Hamlet’s indication that he wants to go back to Wittenberg as a student and the fact that he was not considered for being crowned the new King after his father’s murder reiterate this assumption. However, at the end of the play, the gravedigger clown tells Hamlet that he has been there since the day young Hamlet was born. When Hamlet asks him how long the clown had been there, the gravedigger clown replies â€Å"I have been sexton here, man and boy, thirty years† (act v scene i). Hence, this suggests that Hamlet is thirty years old when he dies in the end. The four major characters killed at the end of the play are Laertes, Gertrude, Hamlet and Claudius. Laertes, Lord Polonius’s son and Ophelia’s brother, challenges Hamlet to fight a friendly sword duel. But, he is actually ordered by the King Claudius to kill Hamlet and Laertes accepts the job to please the King. Laertes yells â€Å"I am justly kill’d with my own treachery† when Hamlet kills him with his own poisoned-tipped sword (act v scene ii). This indicates that Laertes tries to seek false glory and finally ends up paying a price for it. Hamlet’s mother, Queen Gertrude mistakenly drinks the poisoned wine meant for Hamlet and dies. Hamlet kills Claudius for being responsible for poisoning his mother. Claudius, owing to his greed for the throne and lust for Gertrude, had killed old Hamlet and was responsible for the tragic situation. Hamlet finally avenges the death of his father and is justified in killing Claudius since he is not driven by blind rage or intent to seek revenge. Hamlet also dies as Laertes before dying had wounded him with his poisoned sword. However, Hamlet’s role in the eventual tragic end cannot be denied. Hence, Gertrude is the least responsible for the tragic situation since she did not conspire to kill or trick anyone, but was merely a victim of Claudius’ evil plans. Fortinbras, the King of Norway, enters the tragic scene and recognizes Hamlet as an honorable man after hearing about his story. Hamlet, before dying tells Horatio that he wishs Fortinbras to be the new King of Denmark. Hamlet, even in his dying moments, is concerned about the future of his country and learns to embrace death. Hamlet, initially perceived to be unruly, matures as a person and advices Horatio not to take his own life in the end. Fortinbras orders his men to honor Hamlet by saying â€Å"let four captains bear Hamlet like a soldier† on a raised platform and pay all the respects given to a true soldier (act v scene ii). Fortinbras also speaks of Hamlet’s virtues and says that Hamlet had potential to a good ruler if he had been â€Å"put on† as the King. The phrase â€Å"put on† is meant to signify the ambiguity of human nature and that we all don on costumes to signify who are. Our habits are like the like costumes that we put on and shape us into we who want to be. Our choices are always susceptible to doubt, but we â€Å"put on† an aura of certainty while suppressing the internal conflicts that go on inside our minds and this reemphasizes the existential nature of Hamlet. Works Cited Shakespeare, William. The Merchant of Venice. Ed. Braunmuller, A. R. Penguin Classics, 2000. ix-xii. Shakespeare, William. Hamlet.

THINGS FALL APART Essay examples -- essays research papers

Summary and Analysis of: Things Fall Apart   Ã‚  Ã‚  Ã‚  Ã‚  There are many lessons that we learn in life. Chinua Achebe?s Things Fall Apart teaches one of life?s greatest lesson. True, lasting happiness matters more than ones social rank or ones rank of wealth. Okonkwo, who is the main character in this book, is trying his best to be the man that is father was not. His father was a well known bum and a man who owed a lot of debts. Okonkwo felt that men are always suppose to be strong, leaders, and do what people perceive are typical male tasks. But his father, Unoka, did not fit his description of what he felt a real man should be. He was ashamed of his father.   Ã‚  Ã‚  Ã‚  Ã‚  Okonkwo had an obsession. His obsession was his pride. And this led to him losing his head and everything that worked so had to obtain. One of his greatest fears that were portrayed in this book was that of showing any type of emotions, affection, or sorrow. He felt that showing them would make him look weak. It is okay to express yourself. That is part of being human. To protect his own image Okonkwo would do anything. He began to search for wealth and status by asking other villagers who were wealthy for support. He was loaned seed yams. This was just enough for him to begin a productive crop. He had to start at the bottom and work his way up to the top. He was able to do just that. He gained a very high standing in the Ibo tribe. And his ultimate goal was to become an elde...

Deception Point Page 34

Tolland looked only partially comforted, his relief apparently clouded by a deeper mystery. â€Å"I can't be for sure without a microscope,† Tolland said, â€Å"but it looks to me like this is a bioluminescent plankton from the phylum Pyrrophyta. Its name means fire plant. The Arctic Ocean is filled with it.† Corky shrugged. â€Å"So why'd you ask if they were from space?† â€Å"Because,† Tolland said, â€Å"the meteorite was buried in glacial ice-fresh water from snowfalls. The water in that hole is glacial melt and has been frozen for three centuries. How could ocean creatures get in there?† Tolland's point brought a long silence. Rachel stood at the edge of the pool and tried to get her mind around what she was looking at. Bioluminescent plankton in the extraction shaft. What does it mean? â€Å"There's got to be a crack somewhere down there,† Tolland said. â€Å"It's the only explanation. The plankton must have entered the shaft through a fissure in the ice that allowed ocean water to seep in.† Rachel didn't understand. â€Å"Seep in? From where?† She recalled her long IceRover ride in from the ocean. â€Å"The coast is a good two miles from here.† Both Corky and Tolland gave Rachel an odd look. â€Å"Actually,† Corky said, â€Å"the ocean is directly underneath us. This slab of ice is floating.† Rachel stared at the two men, feeling utterly perplexed. â€Å"Floating? But†¦ we're on a glacier.† â€Å"Yes, we're on a glacier,† Tolland said, â€Å"but we're not over land. Glaciers sometimes flow off a landmass and fan out over water. Because ice is lighter than water, the glacier simply continues to flow, floating out over the ocean like an enormous ice raft. That's the definition of an ice shelf†¦ the floating section of a glacier.† He paused. â€Å"We're actually almost a mile out to sea at the moment.† Shocked, Rachel instantly became wary. As she adjusted her mental picture of her surroundings, the thought of standing over the Arctic Ocean brought with it a sense of fear. Tolland seemed to sense her uneasiness. He stamped his foot reassuringly on the ice. â€Å"Don't worry. This ice is three hundred feet thick, with two hundred of those feet floating below the water like an ice cube in a glass. Makes the shelf very stable. You could build a skyscraper on this thing.† Rachel gave a wan nod, not entirely convinced. The misgivings aside, she now understood Tolland's theory about the origins of the plankton. He thinks there's a crack that goes all the way down to the ocean, allowing plankton to come up through it into the hole. It was feasible, Rachel decided, and yet it involved a paradox that bothered her. Norah Mangor had been very clear about the integrity of the glacier, having drilled dozens of test cores to confirm its solidity. Rachel looked at Tolland. â€Å"I thought the glacier's perfection was the cornerstone of all the strata-dating records. Didn't Dr. Mangor say the glacier had no cracks or fissures?† Corky frowned. â€Å"Looks like the ice queen muffed it.† Don't say that too loudly, Rachel thought, or you'll get an ice pick in the back. Tolland stroked his chin as he watched the phosphorescing creatures. â€Å"There's literally no other explanation. There must be a crack. The weight of the ice shelf on top of the ocean must be pushing plankton-rich sea-water up into the hole.† One hell of a crack, Rachel thought. If the ice here was three hundred feet thick and the hole was two hundred feet deep, then this hypothetical crack had to pass through a hundred feet of solid ice. Norah Mangor's test cores showed no cracks. â€Å"Do me a favor,† Tolland said to Corky. â€Å"Go find Norah. Let's hope to God she knows something about this glacier that she's not telling us. And find Ming, too, maybe he can tell us what these little glow-beasties are.† Corky headed off. â€Å"Better hurry,† Tolland called after him, glancing back into the hole. â€Å"I could swear this bioluminescence is fading.† Rachel looked at the hole. Sure enough, the green was not so brilliant now. Tolland removed his parka and lay down on the ice next to the hole. Rachel watched, confused. â€Å"Mike?† â€Å"I want to find out if there's any saltwater flowing in.† â€Å"By lying on the ice without a coat?† â€Å"Yup.† Tolland crawled on his belly to the edge of the hole. Holding one sleeve of the coat over the edge, he let the other sleeve dangle down the shaft until the cuff skimmed the water. â€Å"This is a highly accurate salinity test used by world-class oceanographers. It's called ‘licking a wet jacket.'† Out on the ice shelf, Delta-One struggled with the controls, trying to keep the damaged microbot in flight over the group now assembled around the excavation pit. From the sounds of the conversation beneath, he knew things were unraveling fast. â€Å"Call the controller,† he said. â€Å"We've got a serious problem.† 40 Gabrielle Ashe had taken the White House public tour many times in her youth, secretly dreaming of someday working inside the presidential mansion and becoming part of the elite team that charted the country's future. At the moment, however, she would have preferred to be anywhere else in the world. As the Secret Serviceman from the East Gate led Gabrielle into an ornate foyer, she wondered what in the world her anonymous informant was trying to prove. Inviting Gabrielle into the White House was insane. What if I'm seen? Gabrielle had become quite visible lately in the media as Senator Sexton's right-hand aide. Certainly someone would recognize her. â€Å"Ms. Ashe?† Gabrielle looked up. A kind-faced sentry in the foyer gave her a welcoming smile. â€Å"Look over there, please.† He pointed. Gabrielle looked where he was pointing and was blinded by a flashbulb. â€Å"Thank you, ma'am.† The sentry led her to a desk and handed her a pen. â€Å"Please sign the entry log.† He pushed a heavy leather binder in front of her. Gabrielle looked at the log. The page before her was blank. She recalled hearing once that all White House visitors sign on their own blank page to preserve the privacy of their visit. She signed her name. So much for a secret meeting. Gabrielle walked through a metal detector, and was then given a cursory pat down. The sentry smiled. â€Å"Enjoy your visit, Ms. Ashe.† Gabrielle followed the Secret Serviceman fifty feet down a tiled hallway to a second security desk. Here, another sentry was assembling a guest pass that was just rolling out of a lamination machine. He punched a hole in it, affixed a neck cord, and slipped it over Gabrielle's head. The plastic was still warm. The photo on the ID was the snapshot they had taken fifteen seconds earlier down the hall. Gabrielle was impressed. Who says government is inefficient? They continued, the Secret Serviceman leading her deeper into the White House complex. Gabrielle was feeling more uneasy with every step. Whoever had extended the mysterious invitation certainly was not concerned about keeping the meeting private. Gabrielle had been issued an official pass, signed the guest log, and was now being marched in plain view through the first floor of the White House where public tours were gathered. â€Å"And this is the China Room,† a tour guide was saying to a group of tourists, â€Å"home of Nancy Reagan's $952 per setting red-rimmed china that sparked a debate over conspicuous consumption back in 1981.† The Secret Serviceman led Gabrielle past the tour toward a huge marble staircase, where another tour was ascending. â€Å"You are about to enter the thirty-two-hundred-square-foot East Room,† the guide was narrating, â€Å"where Abigail Adams once hung John Adams's laundry. Then we will pass to the Red Room, where Dolley Madison liquored up visiting heads of state before James Madison negotiated with them.†

Decreasing Population of Bachelor of Secondary Education Essay

INTRODUCTION Anyone who chooses a teaching career in the Philippines must hold a degree in teacher education. Teachers in public and private elementary schools must have at least a bachelor’s degree in elementary education. High school teachers are expected to have a bachelor’s degree in secondary education with specialization (a major and a minor) in high school subjects. Both degrees are awarded upon successful completion of approved teacher education courses in recognized institutions. Teaching in colleges or professional degree programmes at the tertiary level requires at least a master’s degree in a particular area of specialization. But obviously, population of Bachelor of Secondary Education students were decreasing ultimately. Because of these, quality of education in the Philippines will likely face a crisis if the current trends in decreasing college enrolment and increasing dropouts especially Bachelor of Secondary Education and Bachelor of Elementary Education will continue. There are several factors to consider why the population of Education students diminished. Due to continuing tuition hikes, many college students decided to take vocational courses. Recently, the United Nations Educational, Scientific and Cultural Organization (UNESCO) National Commission of the Philippines reported that approximately 22 percent overall student survivals from first to fourth Year College. And undeniably, teacher is a very stressful profession. Teacher engaged in actual classroom teaching that render not more than eight hours of actual classroom teaching a day, preparation and correction of exercises and other work incidental to his/her normal teaching duties. Secondary teachers shall be assigned to no more than six daily forty-minute periods of instruction. For college, the normal teaching load of a full-time instructor shall be eighteen hours a week. The teaching load of part-time instructors who are full-time employees outside of teaching shall not exceed twelve hours per week. However, the average teachers’ salary at present is inadequate as source of livelihood. Teaching is a noble profession companied by the fact that they have a lot of pressure responsibilities to mould people in the society they belong. RELATED LITERATURE Teaching is a profession whose rewards have the potential to be great, yet its challenges have the potential to be frustrating at the same time. Teachers have the opportunity to positively impact their students’ lives. Helping young people reach their potential is extremely rewarding. However, some students are difficult to connect with, or have problems that interfere with their behavior and performance in the classroom. Aside from that, they also encounter difficulties in their work schedule, most teachers arrive at school early, stay late or bring work home. Planning, grading, meetings, conferences and professional development must be accomplished in addition to the daily teaching of lessons. They are also a typical 10-month employee and are off when school is closed for holidays and vacations. However, teachers may have to get summer jobs to supplement their salaries (Sally Miller, 2005). All higher education institutions in all countries have experienced tension between the demand to be specifically applicable to local needs and the desire to maintain ideas and values of universal reference (Hargreaves, 1973). Basically in Bachelor of Secondary Education or in any other teaching/education courses. The management structure of primary teaching education is inadequately organized to guide teacher education institute in accordance with the national development strategy. Rigidity and inefficiency in the schooling process result from the absence of effective, central and complete planning(Dunkley, 1981). Because of this, teacher’s wanna be decreasing extremely. According to Dr. Rupert Maclean(1988), there are some important implications for the development of the system of teacher education in the region such as: (1) need to recognize that the pursuit of learning is a lifelong process, (2)an examination of the extent to which educational institutions should be autonomous, and the consideration of the social and economic cost and benefits involved when greater autonomy occurs, (3)the reform and expansion of teacher education as a vital step towards the rejuvenation of public education. On the other hand, A Unesco Publication, The Changing Role of the Teacher, states â€Å"There was a time when the teacher’s roles was to pass down to the younger generation the knowledge, experiences and mythology of a slow evolving society The pace of change in contemporary society has made his role redundant. The role of teacher must be, among other things, a change agent. It does not matter whether one is addressing the situation in a developing country or an industrialized nation, the problem remains the same. What are the new dimensions of his/her role, and how is the teacher to be trained to fulfil that role. In examining the changing role of the teacher we need to see the changes as being a response to, and an attempt to confront the pressure of a society undergoing constant transition† (Goble and Porter, 1977). For this statement, we can say that teachers play an important role in changing the education in the society. For example, in Malaysia, education is envisioned to serve two important functions: (1)a means to achieve national unity and (2) a vehicle for national development. Since 1964, English was slowly replace by Bahasa Malaysia, the argument being that a nation system of education using a common medium of instruction, in addition to a common syllabus , will provide a strong base for promoting national unity. Unfortunately, the policy has created inter-ethnic tension, in view of the fact that in Malaysia about 53% are Chinese and about 11% are Indian origin(S. Husin Ali, Chang Yii Tan, Tan Boon Kean, 1987). Teacher is responsible in almost every job in the society especially when we are talking about the future of every student they handle in primary, secondary and tertiary level. Focusing in higher education, according to Trow(1938:132) higher education itself ‘a stratified system of institution, graded formally or informally in status and prestige, in wealth, power and influence of various kind. Moreover, teacher in the Philippines had its beginning as early as Spanish period. Teacher education programs have always been dictated by the urgent needs of the time, Before 1950, there were only a few state colleges offering a teacher education program. However, when the Department of Education reported the gravity of the problem of undersupply of professionally qualified teachers, enrolment in teacher education registered slowly upward. To encourage more schools to offer teacher education courses, requirements for opening normal schools and college were relaxed(Carson, 1978). Furthermore, most countries in the region of Asia recognize the crucial importance of pre-service education for teachers. For instance, the 1986 National Policy on Education states that â€Å"no people can rise above the level of its teachers† (de la Cruz, Leandro, 1988). Lastly, most important evidence of quality in an education system is to be found in the quality of the pupils/students produced. The problem, however, is to arrive at satisfactory indicators which will show that better quality education has been achieve (Adams, 1988). Accordingly, much discussion in quality and standards will show in this research. And also this study will attempt to show what was really the factors we can consider in the change in population of education students. For future studies, it will be necessary to analyze different data that related in the given topic. This research will have the great contribution in people awareness especially students on what are the trends in higher education. METHODOLOGY In order to gain information, the researcher conducted an interview with the highschool teacher including Mrs. Carol Isidro (Filipino II), Mrs. Crisamie Mendieta(Physics), Mrs. Laudato (Filipino II), Mrs. Musa (English I) and university instructors namely Ms. Michelle Zuniga (ITEC), Ms. Rona Feranil (Math), Ms. Jeneth Menil (P.E. and English), Mrs. Cherry Rose S. Uminga (Biology), Mrs. Grace Balingit ( Campus Asst. Librarian). It was made on March 3-5, 2010 at the Carmona National Highschool and Cavite State University- Carmona Campus. The researchers were able to perform an interview through the use of interview sheet/form/guide which the data currently record. They also used a pen to write every single information that the interviewee provide. During the pre-interview stage, the researchers put all the possible questions in a sheet of paper and improve it through the use of Microsoft word 2003. They also used Xerox machine to multiply the number of interview form/ guide. At the interview proper, the researchers used English language as the mode of communication. They apply formal way of gathering the point of views of the target population. And at the post interview stage, the researcher combined all ideas that the sample population had provide. Some of the information they were able to gather play an important role in interpreting the different ideas in understanding the cause of the issue of decreasing population of Bachelor of Secondary Education. RESULTS AND DISCUSSION In pre-Spanish times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics by their parents and in the houses of tribal tutors. Major changes in education system happened during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. But education during that period was inadequate, suppressed, and controlled. According to a new report of Commission on Higher Education (CHED), that the number of tertiary population in schoolyear 2002-2003 was 1.87 million compared to 2.4 million in 1994-1995. It cites however that general population of college students in the universities without classifying the program they belong was decrease incredibly. Even though there have not been any formal studies and analysis about this subject, there are several people and organization that will contribute in the explanation of the issue. According to Raymond Palatino, vice president of Anak ng Bayan (nation’s youth), college students who can no longer afford to study a four year course are planning to shift in other program usually vocational just to achieve their dream of earning a college diploma. In the lowering economic status of the Philippines, teachers play an important role in molding a future to a better one. Bachelor of Secondary Education program and many other teaching-related program students will likely face a doubt in pursuing their profession. They are more responsible in all aspects of an economy rather than any other job. Thus, they have great mission in everyone’s life. The purpose of this research is to provide consciousness towards the current issue of diminishing number of college students specifically Bachelor of Secondary Education students. Knowledge about this topic would make people aware in possibilities and reasons behind education status of a country. Concerning the standard of education in the Philippines, in June 2009 the president of the Federation of Accrediting Agencies of the Philippines (FAAP) cited the Congressional Commission on Education (EDCOM) notice a continuing decline in the quality of education in this country. He said this was due to four main factors: ‘a) mismanagement of the educational system, b) not investing wisely in education, c) lack of management competencies, d) systemic corruption. Another reason why the Philippines is not a major supplier of tertiary education for overseas students in the region is because some instructors and professors in SUC’s (state universities and colleges) be deficient in several abilities in professional teaching. These mandated subjects include the life and works of Filipino national hero Dr Jose Rizal, three subjects of Filipino language, and basic mathematics, science, and Filipino cultural subjects more appropriate for senior high school than for tertiary level. Also in order for the researcher to have primary information about the certain matter, they conducted an interview and look some documents that will testify the population of Bachelor of Secondary Education students in Cavite State University and Carmona National Highschool located at the community of Carmona, Cavite. The basic purpose of the interview was to gather different opinions and personal point of views of the people which generally related to the issue and the aim of the documents was to show relation of different information. The mode of communication during the interview proper is in English language in order to show formality and may give highly appropriate information. The prepared question in the interview guide/form was commonly as regards to the behavior, characteristics and ability of the sample population. From the school documents of Cavite State University, the researcher was able to identify the number of Bachelor of Secondary Education during first and second semester since 2002 at given university. As a follow up to this information, the Graph 1 shows the overall population of the enrollees of BSE program. Figure 1 Graph of enrolled students in BSE program at CvSU Carmona Campus, (Mrs. Mojica, Campus Registrar) As can be seen by the graph, the population of Bachelor of Secondary Education was inconsistent. At school year 2002-2003, during first semester of given year, the recorded population was 22 enrollees. At the latter part or in second semester, the population increased by 26. The population through that year (2002-2003) was said to be slightly increased. At first semester of 2003-2004, the enrollees were 84, and at the second semester in decreased by 76. At the first semester of 2004-2005, the documented enrollees increased by 119, and at the second semester, the enrollees extremely increased by 124. The inconsistency of the population appears at the middle of the year between 2002 to 2007. During the first semester, the population of Bachelor of Secondary Education at year 2005-2006 was 132 and at the second semester it declines to 121. At reach of 2006, the population on that particular campus noticeably decreases. The year 2006-2007, first semester, the enrollees was 110, it decrease to 104. And at the following year (2007-2008), the BSE students was consisted of 86 (first semester) and 93(second semester). At 2008-2009, the BSE program students got their smallest population at only 71 during first semester and 66 at second semester. Fortunately, it survives and reaches 84 enrollees at first semester of the year 2009-2010 and at second semester it decreased to 71. The population in that particular campus was the number of Bachelor of Secondary Education students in all year levels. The researchers also gather information from the teachers of Carmona National Highschool and instructors of Cavite State University-Carmona Campus through interview. From 5 sample population that the researchers were able to interview, such results only shows that people are aware in the tertiary level issue especially in teaching program. The first question at the interview guide was the reasons why did they choose Education program as their profession. From 5 interviewees 2 of them answered that that’s their parent’s choice. Also 2 of them proclaimed as their passion at the remaining one said that it’s their childhood dream. The result of first question shows that variation in reasons on choosing their program occurs. There are several aspects in choosing a program. It may be the behavior of a students or the behavior of the people around them. Another question although too broad to discuss â€Å"what are the factors to consider in choosing a program?† According to the observation of teachers/instructors there are too many factors they consider in entering the field of teaching. It can be the (1)parents choice, (2)job demand, (3)stability or security of the future job, (4) location of the school, (5)availability of the school, (6)scholarship offered, (7) line of interest, passion, personal choice or childhood dream (8) affordability or in financial matters, (9)relatives or friends influence. Another question answered by the interviewee, â€Å"What did you notice in the population of Bachelor of Secondary Education nowadays?† tested the attentiveness of the respondents. The result was interesting because majority showed that they see population of BSE students was said to be decreased. Only 1 of them, out of 5 answered that it increased. In order for the researcher to identify point of views of the sample population about the factors that affect the decreasing population of BSE students, they include it in their interview guide. The results of the question give ideas about the aspects which is much related in a given topic. The main factors given by the teacher/instructors were: (1) financial, (2) job demand, (3) unable to reach the standard, (4) majorship offered in the universities, (5) stressful, (6) issues or bad images of the teachers nowadays, (7) salary, and (8) chance to go abroad. The result of this question provides an appropriate answer about the certain topic. Although no longer the main component of this research, most of the target population that researchers able to interview has smaller number of colleagues whom they really want to be a teacher. According to Ms. Jeneth Menil (Engl and P.E. teacher in CvSU), and Ms. Tita Salamatin (English instructor in CvSU) approximately 10 % of her overall classmates in highschool really wants to be a teacher. And base on the observation Ms. Michelle Zuniga (ITEC teacher in CvSU) there are only 5 % wishes to be a teacher. Mrs Crisamie Mendieta (Physics teacher in CNHS) proclaimed that 2 out of 40 of her secondary classmates has a passion of teaching. While Mrs. Musa (English teacher in CNHS) notified that there are about 20 % of her highschool colleagues would like to be an educator. Fortunately, according to them, most of their highschool classmates including the teachers/instructors they interviewed whom wants to be a teacher pursued what they really want to be. Luckily, after several years of studying in teahing profession most of them succeed to be a teacher. But during their stage of studying in college, their college colleagues their population inside the campus as the Bachelor of Secondary Education students, their population said to be diminished as they reach their senior year. They give possible reason on why this condition occurs. The target interviewee told so that money is one of the greatest possible reasons for that. Some of their classmates choose the more convenient, time-saving courses such as vocational courses. Another reason was some of their colleagues realized that it is not their line of interest or their passion. According to Mrs. Mendieta others would like to take medicine/nursing for they think that it is in demand abroad. Lastly, the researcher confirmed that the population of Bachelor of Secondary Education decline after several years of establishing a teaching related field. They also give an idea about several factors on why this circumstance triggers. CONCLUSION The researchers prove that the population of students taking up of Bachelor of Secondary Education (BSE) is decreasing due to the different reasons. The researchers also conclude that there are several factors that really affect on students in order for them not to choose teaching programs. Those factors include: (1) financial, (2) job demand, (3) unable to reach the standard, (4) majorship offered in the universities, (5) stressful, (6) issues or bad images of the teachers nowadays, (7) salary, and (8) chance to go abroad. Each factor was perceived by the target population which consists of highschool teachers and university instructors. This research show that aside from giving readers an idea about the condition in terms of population of the tertiary level students specifically Bachelor of Secondary Education (BSE) program, it also provide awareness about the factors that affect in this phenomenon. Although not really a main part of the research, the researchers still provide information about the vast majority of teachers interviewed indicate that they are satisfied with their jobs, but there are problems. While teachers’ salaries have improved, many teachers believe that their pay is still inadequate. Local conditions have a major impact on teacher satisfaction. On the teacher’s wish list for job improvement are lighter workloads, more parental support, fewer discipline problems, and greater administration support. Students at tertiary level have a freedom to choose what program they were able take, but researchers tries to identify the major causes, effects, and explanation in the current trends in the society. They also supply needed information and data in order to understand what really the topic is. Recommendations, suggestions, clarifications and point of views by different kind of people combined in only one research paper and organize it according to purpose. This research aims to promote the Bachelor of Secondary Education program and it also intends to increase the number of enrollees to certain program.

Shel Silverstein Essays - Childrens Poetry, Shel Silverstein

Shel Silverstein Essays - Childrens Poetry, Shel Silverstein Shel Silverstein Chris Senn March 6, 2000 572 55 3153 Research Paper While I was growing up as a child, there were three authors whose works I read devoutly. One was Dr. Seuss and I liked his books so much that I am proud to say I have read every one published. The second author who had a profound impact on me was Jan Bernstein who is responsible for that loveable family The Bernstein Bears. The third is a poet, which is odd because I never have liked poetry. Shel Silversteins childrens poetry books were the only poetry I read until I was twelve and are the ones I still enjoy the most today as a young man. Shel Silverstein is known to most as the critically acclaimed childrens poet, and before this project, I was unaware of the other things he had done. Shel Silverstein also did cartoons, served for his country during the Korean War, wrote folk songs, played the guitar, and probably most shocking to me, were his poems and drawings for Playboy Magazine which depicted fairly gruesome sexual acts as well as drug use, especially his own. Life experience seems to be the influence for his NC-17 rated material but I was curious to who influenced his witty, lyrical childrens pieces. When studying Silversteins poetry, you can see how the nonsense subjects and rhymes look similar to Edward Lears nonsense poetry of one hundred and fifty years earlier and how the poetry of Ogden Nash, which Silverstein might have possibly read as a child, had influences on Shels own pieces. However, the conclusion I have reached is purely hypothetical. Shel Silverstein once said he had no influences on his poetic style. In a 1975 interview with Jean Merciar, published in the February 24, 1975 issue of Publishers Weekly, Silverstein said, When I was kid- 12, 14, around there- I would much rather have been a good baseball player or a hit with the girls. But I couldnt play ball, I couldnt dance. Luckily the girls didnt want me; not much I could do about that. So I started to draw and to write. I was also lucky that I didnt have anybody to copy, be impressed by. I had developed my own style, I was creating before I knew there was a Thurber, a Benchley, a Price and a Steinberg. I never even saw their work till I was around thirty. By the time I got to where I was attracting girls, I was already into work, and it was more important to me. Not that I wouldnt rather make love, but the work has become a habit Even though Shel says nobody influenced his artistic abilities it is hard to believe that. Especially when you see how similar some of his pieces are to Edward Lears. One of the most captivating things about Silversteins poetry is that a sketch that he himself drew accompanies each one. They are usually funny, humorous sketches that add a visual interpretation to the poem. I thought that only Silverstein used such a technique but Edward Lear used the same idea during the 1850s. Besides similar artistic abilities they also made silly, goofy poems. Heres an example from Edward Lear: There was a Young Lady whose chin, Resembled the point of a pin; So she had made it sharp, And purchased a harp, And played several tunes with her chin. Along with that piece, there is a comical drawing of exactly what the poem says, a lady with a pointy chin playing a harp. There is a poem in Falling Up, by Shel Silverstein that uses the same techniques: Scale If only I could see the scale, Im sure that it would state That Ive lost ouncesmaybe pounds Or even tons of weight. Youd better eat some pancakes- Youre as skinny as a rail. Im sure thats what the scale would say If I could see the scale. (Silverstein, p. 12) Of course there is a sketch of a fat man standing on a scale he cannot see, done by Shel himself. Besides being humorous pieces, there are other similarities you can derive. Both poets use the same phrase they used to start and to finish their respective poems. However, Edward Lear never took his poetry as far as Silverstein. Most of Lears poems are five lines long

My Fathers Genealogy essays

My Father's Genealogy essays The history and genealogy of my family on my father's side is difficult to write. Not because it is complicated or shrouded in mystery or intrigue, but because there is no written history of it; no documents, no diaries, no letters. What little exists has been passed down verbally from my Dad's grandparents, to his parents, to him and now to me. There are neither records nor communication before my great-grandparent's birth in the very first decade of the 20th century. I asked my Dad how that could be so? He answered somewhat apologetically and almost with "I think it was really three things. They lived through some very trying and tragic times; WWI, WWII, the Holocaust, and after the Second World War, the annexation and occupation by the communist U.S.S.R. Secondly, what little documentation existed was destroyed or lost during or after the trauma of the wars. But most of all, I think that my parents and grandparents just wanted to forget the horrors of their young lives and didn't want to preserve anything to remember their horrible past." But what little my Dad knew, he told me. Our family's immigration was the same as so many other Poles during the 1950's and 1960's; to escape the war- torn-instable nation of Poland for the "City on a hill:" Chicago My Dad was born in Poland in 1960 as was my uncle one year prior in 1959. They grew up in a sleepy farming community in a town called Debrzno, home to 1000 people and "1000 pigs, sheep, and cows" (Marcinkowski). His real name is Wieslaw Grezgorz Marcinkowski; he goes by Greg since as he says, "it's just all so unpronounceable." His mother and father's names are Krystyna and Mieczyslaw or Kristina and Matthew. The whole family grew up quite poor, supporting themselves on a few acres of meager farmland. None of my grandparents or great-grandparents ever received more than a 6t...

Facts and Brief History of Oman

Facts and Brief History of Oman The Sultanate of Oman long served as a hub on the Indian Ocean trade routes, and it has ancient ties that reach from Pakistan to the island of Zanzibar. Today, Oman is one of the wealthiest nations on Earth, despite not having extensive oil reserves. Capital and Major Cities Capital: Muscat, population 735,000 Major Cities: Seeb, pop. 238,000 Salalah, 163,000 Bawshar, 159.000 Sohar, 108,000 Suwayq, 107,000 Government Oman is an absolute monarchy ruled by Sultan Qaboos bin Said al Said. The Sultan rules by decree. Oman has a bicameral legislature, the Council of Oman, which serves an advisory role to the Sultan. The upper house, the Majlis ad-Dawlah, has 71 members from prominent Omani families, who are appointed by the Sultan. The lower chamber, the Majlis ash-Shoura, has 84 members who are elected by the people, but the Sultan can negate their elections.   Population of Oman Oman has about 3.2 million residents, only 2.1 million of whom are Omanis. The rest are foreign guest workers, mainly from India, Pakistan, Sri Lanka, Bangladesh, Egypt, Morocco, and the Philippines.  Within the Omani population, ethnolinguistic minorities include Zanzibaris, Alajamis, and Jibbalis.   Languages Standard Arabic is the official language of Oman. However, some Omanis also speak several different dialects of Arabic and even entirely distinct Semitic languages. Small minority languages related to Arabic and Hebrew include Bathari, Harsusi, Mehri, Hobyot (also spoken in a small area of Yemen), and Jibbali. About 2,300 people speak Kumzari, which is an Indo-European language from the Iranian branch, the only Iranian language spoken on the Arabian Peninsula. English and Swahili are commonly spoken as second languages in Oman, due to the countrys historical ties with Britain and Zanzibar. Balochi, another Iranian language that is one of the official languages of Pakistan, is also widely spoken by Omanis. Guest workers speak Arabic, Urdu, Tagalog, and English, among other languages. Religion The official religion of Oman is Ibadi Islam, which is a branch distinct from both Sunni and Shia beliefs, that originated just about 60 years after the Prophet Mohammeds death. Approximately 25% of the population is non-Muslim. Religions represented include Hinduism, Jainism, Buddhism, Zoroastrianism, Sikhism, Bahai, and Christianity. This rich diversity reflects Omans centuries-long position as a major trade depot within the Indian Ocean system. Geography Oman covers an area of 309,500 square kilometers (119,500 square miles) on the southeast end of the Arabian Peninsula. Much of the land is a gravel desert, although some sand dunes also exist. Most of Omans population lives in the mountainous areas in the north and the southeast coast. Oman also possesses a small piece of land on the tip of the Musandam Peninsula, cut off from the rest of the country by the United Arab Emirates (UAE). Oman borders on the UAE to the north, Saudi Arabia to the northwest, and Yemen to the west.  Iran sits across the Gulf of Oman to the north-north-east.   Climate Much of Oman is extremely hot and dry. The interior desert regularly sees summer temperatures in excess of 53 °C (127  °F), with annual precipitation of just 20 to 100 millimeters (0.8 to 3.9 inches). The coast is usually about twenty degrees Celsius or thirty degrees Fahrenheit cooler. In the Jebel Akhdar mountain region, rainfall can reach 900 millimeters in a year (35.4 inches). Economy Omans economy is perilously reliant on oil and gas extraction, even though its reserves are only the 24th largest in the world. Fossil fuels account for more than 95% of Omans exports. The country also produces small amounts of manufactured goods and agricultural products for export - primarily dates, limes, vegetables, and grain - but the desert country imports much more food than it exports. The Sultans government is focusing on diversifying the economy by encouraging manufacturing and service sector development. Omans per capita GDP is about $28,800 US (2012), with a 15% unemployment rate. History Humans have lived in what is now Oman since at least 106,000 years ago  when Late Pleistocene people left stone tools related to the Nubian Complex from the Horn of Africa in the Dhofar region. This indicates that humans moved from Africa into Arabia around that time, if not earlier, possibly across the Red Sea.   The earliest known city in Oman is Dereaze, which dates back at least 9,000 years. Archaeological finds include flint tools, hearths, and hand-formed pottery. A nearby mountainside also yields pictographs of animals and hunters. Early Sumerian tablets call Oman Magan, and note that it was a source of copper. From the 6th century BCE forward, Oman was usually controlled by the great Persian dynasties based just across the Gulf in what is now Iran. First it was the Achaemenids, who may have established a local capital at Sohar; next the Parthians; and finally the Sassanids, who ruled until the rise of Islam in the 7th century CE. Oman was among the first places to convert to Islam; the Prophet sent a missionary south around 630 CE, and the rulers of Oman submitted to the new faith. This was prior to the Sunni/Shia split, so Oman took up Ibadi Islam  and has continued to subscribe to this ancient sect within the faith. Omani traders and sailors were among the most important factors in propagating Islam around the rim of the India Ocean, carrying the new religion to India, Southeast Asia, and parts of the East African coast. After the Prophet Mohammeds death, Oman came under the rule of the Umayyad and Abbasid Caliphates, the Qarmatians (931-34), the Buyids (967-1053), and the Seljuks (1053-1154). When the Portuguese entered the Indian Ocean trade  and began to exert their power, they recognized Muscat as a prime port. They would occupy the city for almost 150 years, from 1507 to 1650. Their control was not uncontested, however; the Ottoman fleet captured the city from the Portuguese in 1552 and again from 1581 to 1588, only to lose it again each time. In 1650, local tribesmen managed to drive the Portuguese away for good; no other European country managed to colonize the area, although the British did exert some imperial influence in later centuries. In 1698, the Imam of Oman invaded Zanzibar and drove the Portuguese away from the island. He also occupied parts of coastal northern Mozambique. Oman used this toehold in East Africa as a slave market, supplying African forced labor to the Indian Ocean world.   The founder of Omans current ruling dynasty, the Al Said  took power in 1749. During a secession struggle about 50 years later, the British were able to extract concessions from an Al Said ruler in return for supporting his claim to the throne. In 1913, Oman split into two countries, with religious imams ruling the interior while the sultans continued to rule in Muscat and the coast.   This situation grew complicated in the 1950s  when likely-looking oil formations were discovered. The sultan in Muscat was responsible for all dealings with foreign powers, but the imams controlled the areas that appeared to have oil. As a result, the sultan and his allies captured the interior in 1959 after four years of fighting, once again uniting the coast and interior of Oman. In 1970, the current sultan overthrew his father, Sultan Said bin Taimur  and introduced economic and social reforms. He could not stem the uprisings around the country, however, until Iran, Jordan, Pakistan, and Britain intervened, bringing about a peace settlement in 1975. Sultan Qaboos continued to modernize the country. However, he faced protests in 2011 during the Arab Spring; after promising further reforms, he cracked down on activists, fining and jailing several of them.