USS Bunker Hill (CV-17) in World War II

USS Bunker Hill (CV-17) in World War II An Essex-class aircraft carrier, USS Bunker Hill (CV-17) entered service in 1943. Joining the US Pacific Fleet, it supported Allied efforts during the island-hopping campaign across the Pacific. On May 11, 1945, Bunker Hill was severely damaged by two kamikazes while operating off Okinawa. Returning to the United States for repairs, the carrier would largely be inactive for the remainder of its career. A New Design Conceived in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were designed to conform to the restrictions set forth by the Washington Naval Treaty. This pact placed limitations on the tonnage of various types of warships as well as capped each signatorys overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions escalated, Japan and Italy left the treaty structure in 1936. With the failure of the treaty system, the US Navy began creating a design for a new, larger class of aircraft carrier and one which used the experience gained from the Yorktown-class. The resulting vessel was wider and longer as well as incorporated a deck-edge elevator system. This had been employed earlier on USS Wasp (CV-7). The new class would typically carry an air group of 36 fighters, 36 dive bombers, and 18 torpedo planes. This included the F6F Hellcats, SB2C Helldivers, and TBF Avengers. In addition to possessing a larger air group, the class featured a greatly enhanced anti-aircraft armament. Construction Designated the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by several additional carriers including USS Bunker Hill (CV-17) which was laid down at the Fore River Shipyard in Quincy, MA on September 15, 1941 and named for the Battle of Bunker Hill fought during the American Revolution. Work on Bunker Hills hull continued into 1942 following the United States entry into World War II. Bunker Hill slid down the ways on December 7 of that year, on the anniversary of the attack on Pearl Harbor. Mrs. Donald Boynton served as sponsor. Pressing to complete the carrier, Fore River finished the vessel in the spring of 1943. Commissioned on May 24, Bunker Hill entered service with Captain J.J. Ballentine in command. After concluding trials and shakedown cruises, the carrier departed for Pearl Harbor where it joined Admiral Chester W. Nimitzs US Pacific Fleet. Sent west, it was assigned to Rear Admiral Alfred Montgomerys Task Force 50.3. USS Bunker Hill (CV-17) - Overview Nation: United StatesType: Aircraft CarrierShipyard: Bethlehem Steel Company, Quincy, MALaid Down: September 15, 1941Launched: December 7, 1942Commissioned: May 24, 1943Fate: Scrapped Specifications Displacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 men Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft In the Pacific On November 11, Admiral William Bull Halsey directed TF 50.3 to join with Task Force 38 for a combined strike on the Japanese base at Rabaul. Launching from the Solomon Sea, aircraft from Bunker Hill, Essex, and USS Independence (CVL-22) hit their targets and defeated a Japanese counterattack which resulted in the loss 35 enemy aircraft. With the conclusion of operations against Rabaul, Bunker Hill steamed to the Gilbert Islands to provide cover for the invasion of Tarawa. As Allied forces began moving against the Bismarcks, the carrier shifted to that area and conducted strikes against Kavieng on New Ireland. Bunker Hill followed these efforts with attacks in the Marshall Islands to support the invasion of Kwajalein in January-February 1944. With the capture of the island, the ship joined with other American carriers for a massive raid on Truk in late February. Overseen by Rear Admiral Marc Mitscher, the attack resulted in the sinking of seven Japanese warships as well as several other vessels. Serving in Mitschers Fast Carrier Task Force, Bunker Hill next conducted attacks on Guam, Tinian, and Saipan in the Marianas before hitting targets in the Palau Islands on March 31 and April 1. Battle of the Philippine Sea After providing cover for General Douglas MacArthurs landings at Hollandia, New Guinea in late April, Bunker Hills aircraft conducted a series of raids in the Caroline Islands. Steaming north, the Fast Carrier Task Force began attacks in support of the Allied invasion of Saipan. Operating near the Marianas, Bunker Hill took part in the Battle of the Philippine Sea on June 19-20. On the first day of the fighting, the carrier was struck by a Japanese bomb which killed two and wounded eighty. Remaining operational, Bunker Hills aircraft contributed to the Allied victory which saw the Japanese lose three carriers and around 600 aircraft. Later Operations In September 1944, Bunker Hill struck targets in the Western Carolines before mounting a series of attacks on Luzon, Formosa, and Okinawa. With the conclusion of these operations, the carrier received orders to depart the war zone for an overhaul at Bremerton Naval Shipyard. Reaching Washington, Bunker Hill entered the yard and underwent routine maintenance as well as had its anti-aircraft defenses enhanced. Departing on January 24, 1945, it steamed west and rejoined Mitschers forces for operations in the Western Pacific. After covering the landings on Iwo Jima in February, Bunker Hill took part in raids against the Japanese home islands. In March, the carrier and its consorts shifted southwest to aid in the Battle of Okinawa. Steaming off the island on April 7, Bunker Hills aircraft took part in defeating Operation Ten-Go and aided in sinking the battleship Yamato. While cruising near Okinawa on May 11, Bunker Hill was hit by a pair of A6M Zero kamikazes. These caused several explosions and gasoline fires which began to consume the ship and killed 346 sailors. Working valiantly, Bunker Hills damage control parties were able to bring the fires under control and save the ship. Badly crippled, the carrier departed Okinawa and returned to Bremerton for repairs. Arriving, Bunker Hill was still in the yard when the war ended in August. Final Years Putting to sea in September, Bunker Hill served in Operation Magic Carpet which worked to return American servicemen home from overseas. Deactivated in January 1946, the carrier remained at Bremerton and was decommissioned on January 9, 1947. Though reclassified several times over the next two decades, Bunker Hill was kept in reserve. Removed from the Naval Vessel Register in November 1966, the carrier saw use as a stationary electronics test platform at Naval Air Station North Island, San Diego until being sold for scrap in 1973. Along with USS Franklin (CV-13), which was also badly damaged late in the war, Bunker Hill was one of two Essex-class carriers that saw no active service with the postwar US Navy.

What Are Contractions (Warning Not a Guide to Pregnancy)

What Are Contractions (Warning Not a Guide to Pregnancy) What Are Contractions? If you’re heavily pregnant and noticing a tightness in your uterus at regular intervals, congratulations! You’re probably about to go into labor. However, if you’re looking for advice on that issue, we’re afraid you’re in the wrong place. The â€Å"contractions† we’re interested in are words. But what are these contractions? And how can you avoid errors when using them in your writing? Read on below to find out! What Are Contractions? A contraction is an abbreviation formed by combining two words. For instance: Could not = Couldn’t I am = I’m Where is = Where’s As shown above, we use an apostrophe to indicate that letters have been dropped from the new word. All contractions are formed like this, so make sure not to miss the apostrophe out! When to Use Contractions Contractions are very common in speech. As a result, you can use them in writing if you’re aiming for an informal, friendly tone. They’re also very useful in fiction, especially dialogue. However, since contractions are informal, you should not use them in formal writing (e.g., college papers and technical writing). The one exception to this is â€Å"o’clock† if you’re writing down a time in full (this is actually a contraction of â€Å"of the clock†). What time of the clock is it? Watch Out for These Sneaky Words! Finally, we’ll end on a list of common contractions that are regularly misused or that could be confusing. Look out for these terms in your writing and make sure that you’ve got them right: Contraction What It Means Common Errors It’s It is or it has Don’t confuse this term with the possessive determiner â€Å"its† (no apostrophe). They’re They are Not to be confused for the possessive determiner â€Å"their† or the adverb â€Å"there.† We’re We are Not to be confused with the past tense verb â€Å"were† or the adverb â€Å"where.† You’re You are Not to be confused with the possessive â€Å"your.† Can’t Cannot The full form of this term is written as a single word, so make sure not to write â€Å"can not† in formal writing. Won’t Will not This term is technically short for â€Å"woll not,† since â€Å"woll† is an old-fashioned spelling of â€Å"will.† And although â€Å"will† became standard for the positive form, the â€Å"o† spelling became standard for the negative contraction. With these terms, if you’re not sure whether the contraction is correct, try using the expanded version in the sentence. For example, while â€Å"we’re† and â€Å"were† look similar written down, there is an obvious difference between â€Å"they were happy† (grammatical) and â€Å"they we are happy† (ungrammatical).

Theoretical review in optical materials used in Concentrating Dissertation

Theoretical review in optical materials used in Concentrating Photovoltanic (CPV) Technology - Dissertation Example Photovoltaic cells have been widely in use for the production of electricity from solar energy. However, they have high production costs because of which the cost of photovoltaic electricity is high, causing difficulties in their widespread use and market penetration (Swanson, 2000). One approach through which this drawback can be minimized is the use of solar concentrators that can increase solar irradiation per unit area of the solar cells, thereby resulting in increased electricity production per unit area of the receiver (Abdul-Rahman & Wang, 2010). Apart from increasing the electricity efficiency of the photovoltaic solar cells, the use of solar concentrators can also help in decreasing the area required for a given amount of output. Concentrating photovoltaic (CPV) technology uses optical components as solar concentrators. This technology is economically advantageous as it helps in decreasing the cost of solar electricity by using optical material that is less expensive than ph otovoltaic cells, resulting in the need for lesser number of solar cells for the same electrical output. Thus, in simpler words, the goal of CPV technology is to â€Å"reduce the cost of electricity generated by replacing expensive PV converter area with less expensive optical material† (Swanson, 2003, p. 449). ... ectric Fresnel lenses, other types of solar concentrators include dish concentrators, compound parabolic concentrators, and reflectors (Brogren, 2004). As the present study aims at modeling optical parameters for optimum collection of concentrated solar radiation for photovoltaic devices, this theoretical review will focus on the different types of optical materials used in CPV technology. Apart from providing a brief overview of the types of solar concentrators, their optics, and the types of optical materials used, this review will also elaborate the optical and physical properties of optical materials, especially glass and polymeric materials such as poly (methyl methacrylate) (PMMA), which are relevant to the present study. 2.2. Solar Concentrators & Their Types Solar concentrators are of various types depending on the type of optics employed, the concentration ratio, the number of axes for tracking the sun, etc. Fig. 2.2. Schematic representation of solar concentrator, radiation intercepted by the aperture area, A1, falls on the receiver area, A2 (Brogren, 2004, p. 41). The figure 2.2 above shows the diagrammatic representation of a solar concentrator that concentrates solar radiation spread over a wider aperture area, A1, over a smaller receiver area, A2. 2.2.1. Concentration Ratio The geometric concentration ratio of a given concentrating system is the ratio of the concentrator aperture area and area over which the radiation is concentrated. It is given by the following equation: Cg = A1/A2, where, Cg = geometric concentration ratio, A1 = â€Å"aperture area of concentrator†, and A2= â€Å"area onto which the radiation is concentrated† (Brogren, 2004). For solar concentrators, the geometric concentration ratio is defined as â€Å"the area of the primary lens or

European Security and Defence Policy Essay Example | Topics and Well Written Essays - 500 words

European Security and Defence Policy - Essay Example Most decisions in the council are made by the majority votes while unanimity is needed in the sensitive issues like foreign policy (Churruca; 178; 2000). In order to assume full responsibility in crisis management the European council established permanent political and military structures (Nice December 2000).The first structure is the political and security committee (PSC) which acts as the preparatory body for the European Union council. The main role of the political and security committee is to check and follow the international state of affairs thereby helping in defining policies in the Common Foreign and Security policy. It prepares a rational EU reaction to a crisis and works out the political control and strategic bearing or direction to be under taken by the European Union (Hill; 2002). The second structure is the European Union Military Committee (EUMC), which is the highest military organ in the council. The body is made up of the chiefs of defence of states that form the European Union.

Genetically Modified Food Essay Example for Free

Genetically Modified Food Essay Genetically engineered food is an epidemic all around the world. There are factors that make these types of foods undesirable for many reasons. Public opinions on how genetically engineered foods will effect the consumer market and farmers cannot afford the new seeds that are genetically altered. There are many cons of genetically engineered food that have long term and short term risks. Some risks have been found by scientists while other risks are still unknown and will remain so unless a researcher tests for them. These foods have become very common in America as well as other countries. Almost every grocery store in the United States carries a wide array of food that has been genetically modified. Most of the genetically engineered foods in markets are not labeled to tell consumers they were altered in any way. Environmental risks are also a concern for genetically engineered food. Different animals, including farm animals or insects can be harmed from genetically engineered food. Genetically engineered food has negative effects on the human population. Genetically engineered food was first introduced into society in the early 1990’s. Many people today do not know what kind of extensive research and development goes into making these types of foods. Sharon Palmer, a reporter, writes that genetic engineering is either â€Å"Doomsday tech† or â€Å"biotechnology for the future† (Palmer 1). The process of altering an organism completely changes the original organism and transforms it into something new. This new way of altering an organism’s genetic makeup bypasses common breeding methods used by scientists (Genetically Modified Foods 1). The process of creating genetically altered food usually involves â€Å"identifying the genes governing a desirable characteristic in one organism, nd inserting them into another in the expectation that the trait will be transferred† (Genetically Modified Foods 1). Sometimes the process of creating these organisms does not work so scientists have to do the process over again until they get a transformed organism. In 1973 scientists were able to achieve using another organism as a vector which essentially was the beginning of the development of genetically engineered foods. Although genetically engineered foods were not fully introduced until the early 1990s, they were in the process of becoming what society knows today. Newer techniques have been introduced that make it easier for gene insertion. This new method is the use of DNA bullets where â€Å"microscopic metal beads can be coated with DNA fragments, and then â€Å"fired† from a miniature gun into the host cell, where DNA may integrate into the genome† (Genetically Modified Foods 1). A few of the genetically engineered foods are soybeans, corn, canola, cotton, squash and papaya (Palmer 1). There are many other foods that people see on the shelves in grocery stores that may be genetically altered but these are some main ones. Statistics show that â€Å"an estimated 70 to 75 percent of all processed foods in U. S. rocery stores probably contain ingredients from GE plants† (Palmer 6). Many foods have been genetically altered to make them â€Å"better† or resistant to herbicides. Despite the fact that scientists consider these foods to be revolutionary there are hidden consequences to the development of such organisms. The public opinion on genetically engineered food is that it is not a good improvement. Many citizens believe that the introduction of altered foods is going to have negative side effects on everything. People feel that genetically engineered foods should not be put on the market until they have had adequate testing (Current Issues 3). Many of the alterations done to food have not had extensive research conducted to find harmful effects that they might have on humans and animals. Any research that had been done usually had negative effects but scientists found a way to â€Å"throw out† the research so that it would not go against genetically engineered food. Andrew Simms states that the â€Å"evidence of harm is not evidence of the absence of harm† (Simms 1). In Simm’s article he describes how consumers do not need genetically modified food. Scientists brought genetically engineered foods into the market and advertised them as a way to help the world. Different techniques can be used to approach the issue of world hunger. Introducing these foods to third world countries can only harm them not help them. There is a high cost of development for making genetically engineered foods. Also there is a monopoly involved with these foods. There are only a few corporations in the United States that are developing genetically altered seeds. This in turn drives up the price of the seed making it more expensive and poor farmers cannot afford to buy them (Current Issues 3). Farmers have lost billions of dollars because foreign buyers do not want to buy genetically engineered foods (Kupfer 1). Many states have passed legislation against having genetically modified foods. States do not think that genetically engineered foods can help anything except make things worse (Kupfer 2). Foods are altered to have different traits that would normally take a few generations to make but with genetically engineering their DNA scientists are able to do a lot more. Scientist use genetic engineering to make crops or animals drought tolerant and be able to tolerate pests. Consumers do not want crops that are mutations. They want natural crops and animals. Other public opinions on worldwide hunger are that GM crops will not change it. â€Å"People go hungry because they’re either poor, powerless, both, or have no land to grow food on† (Simms 2). Public opinion on genetically engineered food is that they do not want it. Many factors have led people to choose not to accept genetically engineered foods into their lives. Genetically engineered food effects everything in a negative way. There are cons to the development and introduction of genetically engineered foods into civilization. There are many risks involved with these types of foods that are unknown to the public. Scientists try to cover up the experiments they had on genetically altered foods because they had negative outcomes. In one study scientists fed corn to rats and then checked the rats’ livers and kidneys, particularly males, and the study revealed adverse effects. In another study conducted on GM foods many of the mice that ate the food developed health problems or even died during the experiment (Current Issues 4). The introduction of genetically engineered foods has been linked to the rising levels of food allergies in the United States. Genetically modified foods can effect organic foods if they are processed in the same place. Allergic reactions are greater since genetically engineered foods have been introduced (Smith 1). There are many environmental concerns as well. Although long term impact is unknown many researchers can conclude some of the negative side effects. A few difficulties have already developed. Plants can cross-pollinate with other plants around them which may seem like a great thing but it is not. Some plants are engineered to be pest resistant which seems good but in all actuality those plants can cross-pollinate with the weeds around them which in turn makes the weeds stronger and become more resistant to herbicides. The cross-pollination of plants creates a problem for farmers who then have to spend additional money to buy more herbicide to kill new weeds (Current Issues 3). Another common modification is adding a gene called Bacillus thuringiensis which is a bacterium that helps that plant develop poison that kills pests such as bollworms and stem borers. This seemed like a good modification by scientists but in fact the plant emits these toxins into the environment and it is deadly to all insects, not just the pests. Reports have been shown that these toxins from the crops also killed a large amount of butterflies (Current Issues 1). U. S. Government does not require reviews on genetically engineered foods. Genetically altered foods are not FDA regulated either. Foods are being modified without having adequate testing and then put on grocery shelves. People are eating food that they do not know whether or not it is safe. There are many other potential concerns with genetic engineering like an organisms genetic makeup, anti-nutrients, viral DNA, antibiotic resistant genes, absorbing genes, and allergic responses. Many genetically altered foods have been used as feed for animals as well. These animals have shown effects on body growth, changes in blood, kidney, pancreas, liver, erosion and necrosis of the gastrointestinal tract, and alterations in reproduction, development and mortality (Palmer 6). There are many unknown risks of genetically engineered foods. Unknown long term health risks have not been identified and cannot be identified until researchers conduct more research. Genetically modified foods are not something people should rely on in the future as their base food. There are risks today and also many other unknown risks. Genetically engineered food is a hazard to the human population. This creation was introduced to try and stop world hunger, make food cheaper to buy and many other reasons. These issues have not changed because of the introduction of genetically engineered food. The effects these types of foods have on humans and even animals can be harmful. Research shows that there are long term risks involved with genetically engineered foods. Potential cancers, diseases, environmental changes, and possibly a rising cost in food are all negative factors of genetically engineered food. Genetically engineered foods should be eliminated from people and animal’s diets.

MacBeth :: essays research papers

A.)   Ã‚  Ã‚  Ã‚  Ã‚  Title: Macbeth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Author: William Shakespeare   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Publisher: The Bobbs-Merrill Company Inc.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Date: 1968   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pages: 156 B.)  Ã‚  Ã‚  Ã‚  Ã‚  Macbeth begins with three witches setting the tone of the play. The three witches throughout the play will make predictions and keep the readers continually wondering.   Ã‚  Ã‚  Ã‚  Ã‚  The king of Scotland, Duncan, receives a message saying that his army has defeated a Norwegian invader. Macbeth, an army general in his army, received most of the credit for the victory. Because of this victory and Macbeth’s part in it he is given the title, Thane Cawdor. Macbeth’s wife, Lady Macbeth, begins to get greedy and wants as much power as she can get and will stop and nothing to obtain it.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth and Banquo, another general in the army are returning from the battle when they encounter the three witches. They announce that Malcolm will one day be heir to the throne. This prediction makes Macbeth happy because he had dreams of one day being king.   Ã‚  Ã‚  Ã‚  Ã‚  The announcement that upsets Macbeth is that King Duncan announces that his son Malcolm will take over the throne after his death. After the king’s announcement he plans to visit and dine with Macbeth at his home.   Ã‚  Ã‚  Ã‚  Ã‚  The idea of power again enters the minds of Macbeth and his wife after this announcement and they start thinking how to gain control of the throne themselves.   Ã‚  Ã‚  Ã‚  Ã‚  When Duncan arrives at Macbeth’s home Lady Macbeth plans to kill Duncan. She plans to do this while he’s sleeping, but in his sleep he resembles her father and she is unable to go through with it. So Macbeth carries out the plan. The two also made sure that they covered their tracks by making it look like the servants killed the king. After hearing the news about their father, Malcolm and Donalbain, Duncan’s sons flee fearing for their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth immediately takes control of the throne assuming he is the new

Educational stages 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 an d 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, placement 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 passedsuggested 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 Kinderga rten 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 pro gram 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 senior high 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 competencies 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 refers to all school system in the Philippines. It is difficult to pinpoint the exact history of education, as education 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 b e 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 country’s pride as well as the country’s 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 human’s or an animal’s 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 from 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; und erstanding 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 individual’s 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 st udy 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 ou r 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 educat ion 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 education. Among the 115 Unesco member-states, the Philippines os said to be one of only three countries (the other two being Djibouti a nd 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 eitherenter 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 only 10 years of public basic educat ion 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-Univ ersity 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 shou ld 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 kindergarten, 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 o f 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, affordability, 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 reall y 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 it’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 m ethod according 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 st atements/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)

History and Song Essay

Amazing Grace is one of the most poignant song that was ever written whose appeal goes beyond its religious origins to encompass the human struggle and has evolved together with history. The song is based on I Chronicles 17:16 on the words of the Hebrew King David regarding his wonder at the selection of his house with God’s favor. Though there are significant theological content the song, its core themes of deliverance and fortitude have extended its appeal to the military, freedom movements, and social justice. The lyrics of the song are attributed to John Newton, a former slave trader who eventually became a minister in the United Kingdom in the 18th century. According to Newton’s accounts, he wrote the song during a violent storm at sea, he advertantly cried out â€Å"Lord, have mercy upon us† (Rogers). Upon reflection later on in his cabin Newton, who barely knew about religion, reflected upon the episode and realized how faith can be a core in an individual without that person being aware of it at all. It became a very popular hymn in Newton’s preaching work but was only published as Amazing Grace in an 1831 hymnal called Virginia Harmony (â€Å"Amazing Grace†). It had been included in the Olney Hymns used by Newton but had various titles given to it if any (Rogers). There were several tunes used for the hymn before it became popularized in the tune we know today. Some speculation regarding the original tune for the hymns have attributed it to African slave chants which Newton may have been familiar with because of his history with the slave trade. Others have cited that its pentatonic meter suggests that it may have had a melody played with bagpipes or Celtic music (â€Å"Amazing Grace†). There is also some suggestion that the modern version of the melody of the song, particularly in its dramatic qualities, can be traced back in the Cherokee adaptation of the song during the Native American removal (â€Å"Words to Amazing Grace†). The harsh trek to the West allowed little opportunity for them to follow traditional burial rights and the song was used instead because of its commonality with Native American theologies on death (â€Å"Trail of Tears†). The song has had several versions and has even become part of popular music with artists such as Judy Collins giving their own interpretation of the song. The song is often performed with one instrument or one type of instruments. The most popular renditions have been with wind instruments particularly bugle, horns, flute and the bagpipe. The instruments may have been chosen because of the ethereal quality of the melody and its message. Most performance of the song generally starts with a light melody that grows in strength and color as the song progresses. In the UK, the song is often played on bagpipes for military salutes that also has been adapted in America particularly for those who have Celtic ancestry (Rogers). The use of the bagpipes however, is actually a recent trend and was popularized through the 1969 film Alice’s Restaurant by Arthur Penn which in turn allowed it to figure in the counter culture issues. (â€Å"Amazing Grace†). During the American Civil War, the song was both used for military right by Union and confederate soldiers. The song’s popularity then was based on its support of the Protestant theology of â€Å"divine grace†. Many American presidents also The identification of the song with freedom and social justice began with its adoption as the Cherokee National Anthem to commemorate the Trail of Tears during the Native American removal. The song became also popular during both World Wars when allied soldiers with sing the song during the services for fallen soldiers. The popularity of the song during the sixties as social justice movements developed from their foundations in gospel movements. From being a song for memoriam, the use became to highlight the suffering from social injustice and became particularly popular with the Black Power Movement. Similar to the Native American use of the song, many black empowerment movements used the song as a thematic representation of the issues concerning social rights and equality. It was used both to express the motivations of the movement as well as provide its moral and religious basis. Some also attribute its significance to the Black Power Movement because of the association to the African Slave Trade through Newton and his subsequent abolitionist stands (â€Å"Amazing Grace†) The song can be expected to continue in its popularity because of its universal themes. The interpretation of the song ranges from deliverance to self-realization. These components allowed it to be adopted into active action as well as in devotional settings. The song has deep sense on enlightenment which is the reason it became popular with social movements. The line, â€Å"Was blind, but now, I see† is a popular theme in many human rights speeches that called fro social action and reform. The song repeatedly shows a dichotomy to how which affects a person. In saying that, â€Å"T’was Grace that taught my heart to fear. And Grace, my fears relieved,† the song is has a message that it is in recognizing our fears that one is truly delivered from them. Thus, it had an appeal to the military, the oppressed and the marginalized for the connotation of valor and courage. The song’s long popularity and various uses attest to its ability to resonate core human desires fro freedom, salvation and justice. The song’s greatest meaning lies not in its religious aspects but in its belief in the triumph of the human spirit. Works Cited â€Å"Amazing Grace†. Wikipedia Free Encyclopedia.14 March 2007. 15 March 2007. â€Å"Amazing Grace Lyrics†. Gospel Hut. 14 June 2006. 15 March 2007. â€Å"Trail of Tears†. Wikipedia Free Encyclopedia. 13 March 2007. 15 March 2007. Rogers, Al. Amazing Grace: The Story of John Newton. 1996. 15 March 2007. â€Å"Words to Amazing Grace†. Littleleaf. 14 March 2007. 15 March 2007. http://www. littleleaf. com/amazinggrace. htm

Turn Your Art Essay into a Masterpiece

Turn Your Art Essay into a Masterpiece Here are the guidelines on analyzing the artwork and writing your art essay. Read and get to know about some types of art essays and how they differ. An art essay is a type of essay focusing on the analysis of a given piece of art.   Art is generally referred to such genres as painting, sculpture, architecture, photography, and other types of human activity. The art essay, therefore, can be written on any of the above-described subcategories. In this article, we will review some basic principles of analyzing  the most common kinds of art. Before reading further, you may look through our art essay topics list containing 70 most popular topics about arts: 70 Art Essay Topics List Types of Art Essays An art analysis essay can be of two major types: comparative and formal. Comparative art essays are aimed at comparing two or more pieces of art with the aim of identifying the similarities and differences between them. In turn, formal art essays, serve the purpose of analyzing an art form, identifying its most salient features. Comparative analysis of an art form is based on the formal analysis. When you are doing a comparative analysis of a piece or pieces of art, you should first analyze it according to the canons of the formal approach, and then they are compared and contrasted against each other. There are two possible strategies to pursue in this case. The first strategy is called lumping, where you can analyze all details of exhibit A and then of exhibit B. The second strategy is often referred to as splitting when all details of exhibit A and exhibit B are analyzed in parallel. The formal analysis of an art piece simply means that the form is the main object of scrutiny. Such aspects as color, line, space, and mass are analyzed in the first place. In most cases, there is certain symbolism behind each fragment of the piece of art, so they need to be analyzed carefully too. When analyzing a piece of art from a formal standpoint, be sure to address such questions as: The name of the artist.    The period when this piece of art was created.    The historic context behind the analyzed piece of art.   Background of the artist.   What is the physical condition of the work?   Is it typical for the period? What movement does it belong to? Pay attention to the details (lights, colors, technique etc). Are they in harmony? Depending on the piece of art you are looking at, you may utilize different approaches in writing your art essay. For example, if you are going to write about a piece of architecture, then you should mention aspects like materials, size, shape, function. If you are looking at a painting, you are mostly interested in colors, forms, line, the depicted object, symbolism, hues, and light. If you still have questions about writing an art essay or need one to be written, feel free to contact us or place an order.

The Merry Wives of Windsor - Theme Analysis

The Merry Wives of Windsor - Theme Analysis The Merry Wives of Windsor is a real romp of a Shakespeare comedy and is characterized by a feminist theme throughout. The women of the play win over the men, and the poorly-behaved Falstaff is made to pay for his treatment of women. In The Merry Wives of Windsor, theme is incredibly important, as our analysis reveals. Theme One: Celebration of Women The premise of the play is that wives are permitted to be strong, spirited and merry. They can lead full and vivid lives and can simultaneously be virtuous and faithful to their husbands. Ironically the women are the most morally righteous having been accused by Ford of adultery his wife cures her husband of his jealousy. Meanwhile Anne teaches her father and mother about marrying for love as opposed to status. Theme Two: Outsiders The Merry Wives of Windsor is one of Shakespeare’s most Middle Class plays. Anyone coming from outside that social structure or from outside the confines of Windsor are viewed with suspicion. Caius is from France and Sir Hugh Evans has a welsh accent, both are mocked for their pronunciation and their point of difference. Both Shallow and Slender’s   high minded pretentions in relation to the monarchy are mocked. Aristocracy is resented by many of the characters in the play. Fenton is penniless but high born. He is not considered to be worthy of Anne because of his background and his supposed desire for Anne’s money. Falstaff has become the town’s scapegoat due to his financially motivated plans to seduce the two mistresses. The town’s opposition to his links with aristocracy are evident in their support of Falstaff’s humiliation. However, this divide between the aristocracy and the middle classes is reconciled with the union of Anne and Fenton. Falstaff is encouraged to dress as one of the Mistresses Aunts and is beaten by Ford. Not only humiliated by tranvestisism but also beaten down by a man. This echoes the elopement of Caius and Slender at the end of the play who are paired off with two young boys who they mistakenly believe to be Anne. This hint at homosexuality and cross dressing also threatens the middle class world that is created in and is against the norm of a romantic wedding that forms the conclusion of the play. In the same way that financially orchestrated marriages and adultery also threaten the normality of Middle Class existence. Having said this, the cross dressing in the play where Caius and Slender are paired off with two young boys is paralleled with the fact that Anne would have actually been played by a boy in Shakespeare’s time and so the audience have had to suspend their disbelief in the same way that Caius and Slender were willing to. Theme Three: Jealousy Ford is desperately jealous of his wife and is willing to dress in disguise as ‘Brooke’ to catch her out. She teaches him a lesson by allowing him to believe for a while that she is cheating. She eventually lets him in on the plot to humiliate Falstaff and he realizes the error of his ways. That said, we are unsure as to whether Ford really is cured of his jealously. He is apologetic at the end of the play but he now knows that no one is in pursuit of his wife any longer. Equally Falstaff is jealous of the wealth enjoyed by the Fords’ and the Pages’ and he sets out to destroy them by ruining their marriages and their reputations. He is taught his lesson by the women in the play and suitably humiliated but not completely shunned as he is invited to join in with the revelry. Jealousy is treated in the play as a thing to be cured by humiliation. Whether this is a successful tactic remains to be seen. As a moral leveler, the Pages’ are taught a lesson by their daughter and the middle classes absorb the outsiders in the spirit of inclusivity despite their initial resistance. The idea of acceptance and inclusivity reign at the end of the play.

Productivity of Disabled People at Workplaces Essay

Productivity of Disabled People at Workplaces - Essay Example This document is set to discuss the major benefits associated with the hiring and employment of disabled qualified people in different business organizations. Productivity of Disabled People at Workplaces In Canada, an estimated 13% of the total population has a disability affecting their agility, mobility, vision, hearing, and or learning (Canadians in Context, 2006). This estimate is less other disabilities such as psychological, pain, speech, memory and developmental disabilities; which when included sums up to an estimated 4.4 million Canadians with disabilities, which is about 14.3 % of the population (Canadians in Context, 2006). No matter the number one decides to quote, the basic fact still remains that the fraction of the people living with disabilities across the globe has been on a constant increase down the years. Disability is not age conscious and can come at any stage in life, either being temporary or permanent, mild or severe. Once asked, an Ottawa business executive commented that: â€Å"disability is no longer a dirty word. Now we are trying to make the term disability acceptable and another part of business. In the next 10 years, when you say you have a disability, it will just mean that I work differently than you do† (Sobecki, 2007). A 2009 survey commissioned by Advancing the Inclusion of People with Disabilities pointed out that disabled adults are less likely to participate in the labor force. According to the report, only 52.1% of the total disabled women are employed as compared to the 70.1% of the women without disabilities. Furthermore, the ratio is similar in men where the percentage of the disabled men employed was 55.5 while that for men without disabilities stood at 80.2 (Advancing the Inclusion, 2009). Archaic times saw medical conditions such as diabetes and epilepsy perceived or rather viewed as disabilities which hindered the participation and succeeding of people in workplaces (Brightman, 2006). However, Brightman (2 006) asserts that much has been done to eliminate this notion via awareness campaigns, accommodation and accessibility, individuals with various different disabilities have emerged to form an integral part of the contemporary business world. The major reason behind this scenario is that major organizations, governments, employers and co-workers have come to look past such illnesses and are working together with disabled personalities helping them much in their quest for success (Sobecki, 2007). In the USA, the 1990’s Americans with Disability Act (ADA) presents employers with numerous opportunities to tap people with disabilities into their workforce (Barlow and Hane, 1992). According to the ADA, people with disabilities have the same and equal access to employment opportunities and their related benefits just as everyone else is. Other than prohibiting discrimination in employment of the disabled, it also covers other services like public transportation, state and local gove rnment activities, and telecommunications relay services as well (Barlow and Hane, 1992). In essence, the meaning of the ADA is that every person seeking employment is totally free to forward their applications to any job they feel qualified enough to carry on with. The ADA defines a

Tesco Essay Example | Topics and Well Written Essays - 1250 words

Tesco - Essay Example Analysis of the company’s operating exposure 6 6. Management of operating exposure 7 7. Summary and conclusion 8 Appendices 11 1. The company Telco is a general merchandising and multinational grocery store in United Kingdom with its headquarters situated at Cheshunt. In the retailing section Telco plc ranks third in the word after Wal-Mart and Carrefour while it is second largest company in terms of profitability after Wal-Mart (Reuters, 2011). The company was founded by Jack Cohen in 1919.The company over the years has expanded geographically. The company is listed under the London Stock Exchange constituting of FTSE 100 index. Telco plc market capitalisation rate was around ?27.8 billion as on 15th September, 2012 (London South East, 2012). The main aim of the company is to provide its consumers with the best quality products at attainable rates, which make the company a success over the long period of time. The company operating in various countries like UK, US, Asia, Mala ysia, Thailand and Republic of Ireland, etc. have to confront the different market rate fluctuations. Thus this can be sorted through the study made below (Appendix: 1). 2. The macroeconomic situation United States alike the other advanced economies of the country has come through a lot of improvements from the economic perspectives. The financial markets have been stable since a past few years which got reflected through the continuous rally of corporate bonds and equities. This was achieved through the narrowing of the spreads of the corporate bonds and fall in the interest rates of inter-bank. Most of the lead indicators of the economic activity are showing signs of recovery-though the recovery of the economy is likely to take place at a modest pace. The slow recovery of the economy is the price that US is ready to pay to come to a balanced economy. Consumers entering the downturn with relatively high debt levels and low savings are pacing out the consumption of growth. However, a remarkable recovery is mainly due to the stable consumer spending and the revival of demand at the consumer level (Deloitte, 2009, p.5). 3. Porter’s five factor framework for competition It is mainly the analysis based on which the strategy of the company is incorporated before establishing a company in a new country or city. It was developed by Michael E. Porter to understand the unattractive forces of the market which may pose trouble in the establishment of a company. 3.1 Bargaining power of Buyers Apart from Wal-mart and Marshals the country of Canada lacks prospective large retailers. This gives Tesco a wide chance in establishing its business in Canada, as the population of the Canada has an earning capacity of $22,000 to $ $42,000 on an approximation (Statistics Canada, 2012). 3.2 Bargaining power of suppliers Most of the suppliers of Tesco being loyal to its company Tesco never had to face dilemma in terms of production of the related goods. Still Tesco comprising o f many suppliers their bargaining capacity is more when compared to Tesco as a buyer. In Canada the main three super markets are Wal-mart, Zellers and Giant Tigers. However, the threat faced from the suppliers is comparatively low as there is often a tendency for the large supermarkets to dictate the price paid to the suppliers of the product. If the suppliers do not agree with the price quoted by Tesco then it lies with very less options. Thus Tesco have a huge advantage in comparison to the local shops of Canada. 3.3 Competitive Rivalry Tesco can face competition on a larger scale from companies like Wal-mart, Zeller and Giant Tiger due to their business model strategy which is mainly based on the providing schemes of discounting on the overall products of the company. Thus to fight competition with the