Heart of Darkness Inner Evil

Final Paper Realization of the inner evil in the Heart of Darkness. Evil is an inherent part of all humans. This is clearly illustrated in the novella Heart of Darkness, by Joseph Conrad. As Marlow takes on the journey to find Kurtz, he really is taking a journey to find himself. Much to his dismay he realizes that the same evil Kurtz possesses, he possesses as well. Conrad uses this realization to show the reader that under the right circumstances, evil can overtake anyone’s mind and actions. When Marlow was sent on the mission to find Kurtz, his true self came out.Kurtz was like Marlow when he first entered the Congo; he had good intentions. Marlow’s trip down the Congo represents a journey into his inner self. As he traveled further down the Congo he began to learn more about himself and became more savage. He started to realize he had more in common with the native savages than his own people. Kurtz was known as a smart and honorable man. He had been in the Congo fo r a very long time before Marlow was sent to look for him. Kurtz had been secluded from society for quite some time and had become a powerful, godlike presence over the inhabitants of the Congo.He was originally sent to find ivory but found power. The power he possessed was the power to be evil. â€Å"Kurtz became ‘savage’†¦ disconnected as it is from the restraining impulses of civilization, untrammeled, without sidewalks, or police men,† ( At the Heart of Darkness: Crimes Against Humanity and the Banality of Evil, Brigit and Daniel Maier-Katkin). The fact that Kurtz had no one to answer to, and, no one to judge him, gave him the opportunity to be evil. In the Congo, the only punishment is death, and Kurtz made sure that he wasn’t the one who’d be killed.With good knowledge of Kurtz, Marlow was still eager to meet him. When Marlow finally met Kurtz he found evil. He realized the evil within all humans. Conrad shows the reader what man is witho ut society, rules, and regulations. The reader learns how man can become a vicious animal in the wild and how it can exist in all people. When Marlow found Kurtz, he was very weak and was close to death. â€Å"As Kurtz emerges from his blankets †¦ his moribund condition is also personally retributive, and oblique revenge on himself. (Lying as Dying in Heart of Darkness by Garret Stewart. ) Conrad shows us the peril and consequence of evil with the condition that Kurtz is in. He reminds the reader that being evil is not the right way to live and will eventually take its toll on a person’s mind, body, and soul. Kurtz dies on the way back home in the boat and his last words were â€Å"The horror, the horror. † â€Å"His was an impenetrable darkness. I looked at him as you peer down at a man who is lying at the bottom of a precipice where the sun never shines,† Marlow said about Kurtz.This shows how empty and cold Kurtz looked as he was dying. When Marlow retu rned home he comes across Kurtz’s fiance. She was upset and asked Marlow about Kurtz’ last words. He lies to her and tells her his last words were her name. He lied because he didn’t have the heart to tell her that Kurtz went insane and became evil, he kept it to himself and made her last thought of Kurtz a good one: â€Å"I could not tell her. It would have been too dark-too dark altogether†¦. † Marlow's journey into the heart of darkness, into his inner self, was a positive life lesson.Kurtz, who represented evil, went down with the evil. When Marlow came out of the Congo he survived evil, he did not give in to the evil that was present throughout his journey. Marlow did not succumb to the temptations that Kurtz did. Even though he lies to Kurtz’ fiance he has still become a good person. He will forever remember the memory of Kurtz and the inner evil that he came across in the heart of darkness. Conrad shows that in the end evil will fail an d good will prevail.

Past Movements in Education and Analysis of Curricuar Reforms

Polytechnic University of the Philippines GRADUATE SCHOOL Doctor in Educational Management Manila The Past Movement for Social Change in the Educational System & Analysis of Curricular Reforms in the Elementary, Secondary and Tertiary Levels A Written Report in DEM 736-Systems Analysis in Education Submitted to: DE DRACIA Subject Specialist Submitted by: MARY ANN B. PASCUA DEM Student March 16, 2013 Introduction Education has always been considered a very important basic tool in improving not just the quality of an individual’s life, but in achieving overall social and economic progress of the whole nation as well.For an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling are being held. True education is life, it must always be a part of our daily living, whether through formal or informal means. Educational systems in general, and educational curriculum in particular, also need not to be stati c. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned.These are the reasons why foreign and local educational educators in the past and until now have been introducing educational reforms and innovations. They have been searching means to address the problems being met in the implementation of a certain curriculums and to ensure the total development of every learner. I. The Past Movements for Social Change in the School System Social change affects education. Centuries ago, pioneers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took place later on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -â€Å"Father of Modern Education† Most permanent educational influences: a. practical educational work Comenius was first a teacher and an o rganizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and solid progress; and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the general theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of â€Å"education according to nature † so influential during the latter part of the eighteenth and early part of the nineteenth century. c. the subject matter and method of education -exerted through a series of textbooks of an entirely new nature His published works: Janua Linguarum Reserata (The Gateway of Language Unlocked) – contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in language of instruction.Orbis Pictus (The World of Sensible Things Pictured) – contributed to the development of the principles of audio-visual interaction. It was the first successful applications of illustrations to the work of teaching, but not the first illustrated book for children. Schola Ludus (School as Play) – a detailed exposition of the doctrine that all learning should be made interesting, dramatic and stimulating.These texts were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2) o btaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than a task; and (6) making instruction universal.He also developed the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to make the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were: o cultivate in each generation t he physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows: 1. Elementary- for the teaching of the ‘elements’ of all knowledge (reading, writing, arithmetic, morals, economics and natural science)and would be compulsory for all four years 2.Secondary school- of three years’ duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- responsible for ‘substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences’. The teaching at this level would be more specialized.P upils would choose their own course of study (at least two courses a year) from among four classes: mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee – the equivalent of universities, with the same classes as the institutes and ‘where all the sciences are taught in full. It is there that scholars-teachers receive their further training’. Education at this and the first three levels was to be entirely free of charge. 5.National Society of Science and the Arts – a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseau’s Emile is a kind of half treatise, half novel that tells the life st ory of a fictional man named Emile.His book â€Å"Emile† has been referred to as the gospel of â€Å"educational freedom† for the child. Accordingly, Emile is divided into five books, each corresponding to a developmental stage. |Book No. |Age |Description |Basic Features | |I & II |0-12 |Age of Nature |Insists that the young children must emphasize the physical side | | | | |of their education .Like small animals, they must be freed of | | | | |constrictive swaddling clothes, breastfed by their mothers, and | | | | |allowed to play outside, thereby developing the physical senses | | | | |that will be the most important tool in their acquisition of | | | | |learning.Later, as they approach puberty, they should be taught a| | | | |manual trade, such as carpentry, and allowed to develop within it,| | | | |further augmenting their physical capabilities and hand–brain | | | | |coordination. |III & IV |13-19 |Transitional Stage |The individual should begin formal edu cation under a private tutor| | | | |and studying and reading only what he is curious about, only that | | | | |which is â€Å"useful† or â€Å"pleasing. † Rousseau explains that in this | | | | |manner, Emile will essentially educate himself and be excited | | | | |about learning.Rousseau states that early adolescence is the best| | | | |time to begin such study, since after puberty the young man is | | | | |fully developed physically yet still uncorrupted by the passions | | | | |of later years.At this stage, Emile is also ready for religious | | | | |education | |V |20-25 |Age of Wisdom |(Rousseau writes that only after a final period of studying | | | | |history and learning how society corrupts natural man can Emile | | | | |venture unprotected into that society, without danger of himself | | | | being corrupted). Emile does venture out in book V, and he | | | | |immediately encounters woman, in the form of Sophie. Rousseau | | | | |devotes a large part of the con cluding section to their love story| | | | |as well as to a discussion of female education. |Rousseau claims that this stage is followed by the Age of Happiness, the final stage of development, which he does not address in Emile. For Rousseau, there are two natural attributes cooperating in the youth’s development, namely: -generic features of his age, which makes it possible to articulate the principal phases of his development; and Specific talents for which the child must find opportunities to exercise and develop. 4. John PestalozziIn the history of education, the significant contributions of Johann Heinrich Pestalozzi are: 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzi's most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences.Such schools were to educate individuals who were well rounded intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form (shape), number (quantity and weight) of objects, and named them after direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the importance of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in relation to the subject matter. He sought to understand the nature of the child and to build his teaching around the n atural, progressive and harmonious development of all the powers and capacities.He is an advocate of each man’s right to education and of society’s duty to implement that right and pave the way to universal national education. His motto â€Å"Learning by head, hand and heart† is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebel’s educational principles: a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality; self-activity involves formulating a purpose, planning out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corb ett suggests that one of Froebel's significant contributions to early childhood education was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called â€Å"gifts and occupations†, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b). A gift was an object provided for a child to play with–such as a sphere, cube, or cylinder–which helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished; through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the child's own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebel's educational plan involved working closely with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a child's life. Since a child's first educational experiences occur within the family unit, he is already familiar with the home d) motor expression Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebel's educational principles. Froebel did not believe that the child should be placed into society's mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. John DeweyHe contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in ongoing activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a motivating force behind the individual’s approach to problem-solving situations.The Progressive Education Association, inspired by Dewey’s ideas, later codified his doctrines as follows: a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. Interest shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupil’s development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development. . Greater attention is paid to the child’s physical needs, with greater use of the out-of-doors. f. Cooperation between school and home will fill all needs of the child’s development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. He believed that education has two sides: the psychological and the social on the same plane.Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be set up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the child’s desire for activity and to give him a sense of discipline and norms for his social behavior (same with Dewey) 8. Maria Montessori Maria Montessori left a long lasting mark on education around the world.She is regarded as one of the most famous and accomplished educators of her time. Montessori determined the development of the human being to be as follows: |Birth – 3 years |Absorbent Mind | | |Sensory experiences | |1 ? – 3 years |Language development | |1 ? 4 years |Coordination and muscle development | | |Interest in small objects | |2 – 4 years |Refinement of movement | | |Concern with truth and reality | | |Awareness of order sequence in time and space | |2 ? 6 years |Sensory refinement | |3 – 6 years |Susceptibility to adult influence | |3 ? – 4 ? years |Writing | |4 – 4 ? years |Tactile sense | |4 ? – 5 ? ears |Read ing | Learning, according to Montessori, comes from manipulation of the environment and the training of the senses. Montessori thought that within every child â€Å"There exists†¦an unconscious mental state which is of a creative nature. She called it the ‘Absorbent Mind’† The child’s absorbent mind is the driving force behind Montessori’s theories of how children learn. She claims that children will absorb information from the environment that they are in.The materials that Montessori developed â€Å"†¦were designed to be self-correcting, and the children thrived on the activity involved with learning†¦Ã¢â‚¬  (Hainstock, 1997, 14). They were auto-instructional in that they did not require a teacher to show the children how to use the materials, the children were able to play with the tool and gain knowledge from it on their own. The teacher was simply there as an observer and a facilitator. Mistakes were a natural part of the learn ing process according to Montessori.She believed that when children work with the environment they will naturally make mistakes and often those mistakes are a critical part of the learning process. It is the repetition of the activity that the child will gain mastery and learn the concept. Characteristics of a Montessori Education †¢ Psychic wellness †¢ Intrinsically motivated †¢ Inner disciplined †¢ Self-supporting †¢ Creative thinkers †¢ Highly developed social skills †¢ Lifelong learners †¢ High sense of self-worth †¢ Peacemakers & peacekeepers †¢ Love of mankind †¢ Stewards of the earth †¢ Leadership †¢ Abstract thinkers Able to think & speak for themselves †¢ Self control †¢ Team players 9. Celestin Freinet In 1915 he was recruited into the French army and was wounded in the lung, an experience that led him to becoming a resolute pacifist. In 1920 he became an elementary schoolteacher in the village of L e Bar-sur-Loup. It was here that Freinet began to develop his teaching methods. In 1923 Freinet purchased a printing press, originally to assist with his teaching, since his lung injury made it difficult for him to talk for long periods. It was with this press he printed free texts and class newspapers for his students.The children would compose their own works on the press, and would discuss and edit them as a group before presenting them as a team effort. They would regularly leave the classroom to conduct field trips. The newspapers were exchanged with those from other schools. Gradually the group texts replaced conventional school books. Concepts of Freinet's pedagogy †¢ Pedagogy of work (pedagogie du travail) – pupils were encouraged to learn by making products or providing services †¢ Inquiry-based learning (tatonnement experimental) – group-based trial and error work †¢Cooperative learning (travail cooperatif)- pupils were to cooperate in the prod uction process †¢ Centres of interest (complexe d'interet) – the children's interests and natural curiosity are starting points for a learning process †¢ The natural method (methode naturelle) – authentic learning by using real experiences of children †¢ Democracy – children learn to take responsibility for their own work and for the whole community by using democratic self government II. Analysis of the Curricular Changes in the Philippine Educational System (Elementary, Secondary and Tertiary Levels) Basic Education Curricular Reforms Grade Level |1945-1957 |1957-1972 |1973-1989 |1989-2001 |2001-2011 |2012-present | |Year IV | |2-2 Plan |Revised Secondary |New Secondary Education|Revised Basic | | | | |-College Prep |Education Program |Curriculum |Education Curriculum| | | | |Curriculum |-Electives |(SEDP) | | | | | |-Vocational Curriculum| | | | | | |General Education | | | | |K to 12 Basic | | |Core Curriculum | | | | |Education Curriculum| |Y ear III | | | | | | | |Year II | | | | | | | |Year I | | | | | | | |Grade VI | |1958-1982 |1983-2001 |2011-onward | | | | | |Kindergarten to the | | | | | | |Public Schools | | |Grade V | |Revised Elementary |New Elementary School Curriculum (NSEC) | | | | | |Education | | | | | | |Curriculum |SOUTELE basis of PRODED | | | |Grade IV | | | | | | |Grade III | | | | | | |Grade II | | | | | | |Grade I | | | | | |The development of the basic education curriculum is the responsibility of the Central Office Bureau of Elementary and Secondary Education, the Curriculum Development Divisions. The historical development of the Philippine basic education program proves the Department’s continuing effort at improving the quality and relevance of basic education in terms of curriculum development. The table shows that since 1945, the elementary curriculum underwent three (3) revisions, while that of the secondary curriculum underwent four (4) before the K to 12 Curriculum. A. ELEMENTARY LE VEL Before the NESC and NSEC were developed, the DECS reviewed the results of several researches, surveys and experimental programs conducted in the country to find out what the ailed the educational system.The surveys and researches revealed the deficiencies of the curricula implemented by the Department. 1970 Presidential Commission to Survey Philippine Education (PCSPE) – Reiterated many of the findings of previous surveys. It also restated the language problem, but further noted the mismatch between educational output and country needs. It called for the reorganization of the educational system to address overcentralization-which resulted in the creation of the Bureau of Higher Education (BHE), Bureau of Nonformal Education (BNFE), Educational Project Implementation Task Force (EDPITAF), and National Manpower and Youth Council (NMYC) and for a political solution to the language problem. 976 Survey of Outcome of Elementary Education (SOUTELE) – Measurement and analy sis of learning outcomes of a sample of Gr. IV students in the country that included surveys of school, teacher, and student characteristics. It also indicated poor achievement levels even in basic reading, writing and quantitative analysis. It noted differences across socio-economic conditions of students and school environments, and explicitly linked socioeconomic inequalities in society to differences in educational outcomes. The two studies, along with 1978 Experimental Elementary Education Program (EEEP) revealed that our elementary students performed poorly especially in the three Rs.One of the findings also revealed that the elementary school curriculum was overloaded starting from Grade I. With this issue of curriculum congestion which resulted to the learners’ lack of mastery of basic competencies was the reason behind the introduction of the decongested NESC and NSEC. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum (NE SC) was deemed to answer the problems revealed by the above-mentioned surveys. First, a comprehensive plan known as the Program for the Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). 982-1989 Program for Decentralized Educational Development (PRODED) – funded by the International Bank for Reconstruction and Development (IBRD). It focused on improving the curriculum to strengthen the emphasis on science, technology, math, reading and writing. Features of NESC: a. It covered fewer learning areas putting together emphasis on intellectual skills and basic knowledge, especially reading, writing, and mathematics as well as attitude formation among pupils; b. Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among children; c. It aimed at mastery learning among pupils; d.It a lso emphasized the development of work skills which are as important as intellectual skills e. It developed health values in the whole curriculum, not only n the period for character building activities and science and health; f. It developed competencies and values for social living reflected in the new dimension in civics and culture expanded to include history, geography and work ethics for grade 3, and in-depth learning of geography, history and civics in grades 4-6. Learning Areas Grades I-III Filipino English Mathematics Civics and Culture Science and Health was added starting Grade III. Music, Arts and PE were integrated in Gr. I and II and became a separate subject area starting from Gr. III.Other subjects were gradually added beginning Gr. IV, Like Home Economics and Livelihood Ed. , a common subject for boys and girls, and Geography, History, Civics for Gr. IV-VI, which was the continuation of Civics and Culture. The NESC was tried out gradually in 13 pilot schools in the country. From the results of the try-outs, the Minimum Learning Competencies (MLCs) were finalized and the NESC was fully implemented. Basic Education Curriculum (BEC) (2002-2011) The four Pillars of Education in Jacques Dolors’ Report to UNESCO was one of the documents that influenced the restructuring of the curriculum. (Restructuring does not mean complete revision or change of the curriculum.It only means refining and giving more emphasis to some aspects that are deemed more responsive to the present realities). Learning to live together and learning to be using the knowledge gained to improve oneself and one’s relationship with fellow human beings, are especially relevant Features of the BEC 1. Greater emphasis on helping every learner become a successful reader 2. Emphasis on interactive/collaborative learning approaches 3. Emphasis on the use of integrative learning approaches 4. Teaching of values in all learning areas 5. Development of self-reliant and patriot ic citizens 6. Development of creative and critical thinking Focus of BEC 2002 1. Development of reading skills and values of self-reliance and patriotism 2.Interactive learning approaches and integrative teaching approaches which integrate competencies and values within and across learning areas Comparison of Learning Areas of NESC and BEC |NESC |BEC | |Filipino |Filipino | |English |English | |Mathematics |Mathematics | |Science and Health (starting Gr.III) |Science | |Civics and Culture (I-III) |Makabayan | |Geography, History, Civics (IV-VI) |- Sibika at Kultura (I-III)/ Heograpiya, Kasaysayan at Sibika (IV-VI) | | |- MSEP (integrated in I-III; separate subject in IV-VI) | | |- Edukasyong Pantahanan at Pang-Industriya (IV-VI) | | |- Edukasyong Pagpapakatao (separate subject fr. I-VI) | |MAPE (integrated in Gr. I and II; separate subject in Gr.III) | | |HELE (starting Gr. IV) | | |Geography, History, Civics (starting Gr. IV) | | The K to 12 Curriculum Focus: Considers every aspect of development of the learners so that graduates will be holistically developed, equipped with 21st century skills and prepared for employment, entrepreneurship, middle level skills or higher education. Comparison of the 2002 BEC and the K to 12 Curriculum 2002 BEC |Age |K to 12 Structure | | |17-18 |Senior High School | | | |Grades 11-12 | |High school |12-16 |Junior High School | |Year 1 to 4 | |Grades 7-10 | |Elementary Grades |6-11 |Elementary | |Grades 1-6 | |Grades 1 to 6 | |Optional |5 |Mandatory Kindergarten | |Pre-school | | |Comparison of the 2002 BEC and the K to 12 Elementary Education |2002 BEC | |K to 12 | |Bilingual |Medium of Instruction |Mother Tongue-Based Multi-Lingual Ed. (Gr. I-III)| |(English and Filipino) | | | |Filipino, English, Mathematics, Science, |Learning Areas |Filipino, English, | |Makabayan | |Mathematics,EsP,AP, | | | |Mother Tongue (Gr.I-III) | | | |MAPEH (starting Gr. I) | |National Achievement Test |Assessment |End-of-Gr. VI Asses sment, as exit exam and as | |For Gr. VI | |readiness test for Gr. 7 | Twelve major languages that shall be offered as a learning area and utilized as language of instruction: TagalogCebuanoMaranaoKapampangan HiligaynonChabacanoPangasinenseWaray IlokoBahasa-sugBikolMaguindanaoan Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Learning Areas |2002 BEC |K to 12 Education | | |(minutes per day) |(minutes per day) | |English |60-90 | |30-50 | | | |Languages | | |Filipino |60-70 | |30-50 | |Mother Tongue(I-III) |None | |50 | |Mathematics |60-70 | |50 | |Science (III-VI) |40-60 | |50 | |Araling Panlipunan |40-60 | |40 | |Edukasyon sa Pagpapakatao | |20-30 | |30 | | |Makabayan | | | | |Music, Arts, PE and Health | |40 | |40 | |Edukasyong Pantahanan at Pangkabuhayan (IV-VI) | |40 | |50 | B. SECONDARY LEVEL 1. 2-2 Plan In the 2-2Plan, both general and vocational secondary schools offered the basic or common curriculum of academic course wit h one unit of Practical Arts in the first two years. In the last two years, the general secondary schools offered a pre-college academic curriculum with one unit of vocational elective each year while the vocational secondary schools offered more specialized vocational courses with one unit of academic elective each year. The 2-2 Plan was a differentiated curriculum leading either to a college or technical course.It was seen to be a very responsive curriculum, however, it was met with strong opposition especially from the private sector which requested for its deferment due to lack of money, facilities, equipment for vocational education and lack of guidance counselors. The pitfalls of the 2-2 Plan implementation could be attributed to â€Å"insufficient preparation before the plan was implemented and the continued high prestige value of the college preparatory course in the eyes of parents and students. † 2. Revised Secondary Education Program Learning Areas: EnglishMathemat icsScienceFilipino Social StudiesHome EconomicsCharacter Ed. Physical Education (with PMT/CAT in fourth year) Medium of Instruction: English (almost all subjects excluding Filipino)In the later years of implementation, more time were spent in technology-related subjects like Science and Technology and Technology and Home Economics. 3. New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized. The NSEC had the following features: g. It covered fewer learning areas putting greater emphasis on intellectual skills and basic knowledge, especially reading, writing and mathematics as well as attitude formation among pupils; h.Its content focused on the development of a shared values and belief system which fosters humanism and sense of nationhood among chi ldren; i. It aimed at mastery learning among pupils; j. It emphasized the development of work skills which are as important as intellectual skills; k. It developed health values in the whole curriculum; and l. It developed competencies and values for social living reflected in the new dimension in civics and culture The NSEC included the ff. learning areas to be taught for 40 minutes daily from first year to fourth year: Values EducationSocial Studies FilipinoScience and Technology EnglishPhysical Education, Health and Music MathematicsTechnology and Home EconomicsComparison of the Learning Areas and Time Allotment of RSEP and NESC |RSEP | |NSEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science and Technology | |Filipino | |Filipino | |Social Studies | |Social Studies | |Home Economics | |Technology and Home Economics | |Physical Education (with PMT/CAT in fourth year) | |Physical Education, Health and Music | |Character Ed. | |Values Ed. | |One hour, thrice a week |Time allotment |40 minutes daily schedule | The formal review of the NESC and NSEC was started during the incumbency of Sec. Andrew Gonzales (1998-2001) and continued during the incumbency of Sec. Raul Roco (2001-2003).Other studies conducted: |Studies/Researches |Findings/Recommendations | |National Achievement Test |Gr. VI students were able to answer correctly less than 50% of questions asked in | | |Science, Mathematics and English | |National Secondary Achievement Test |A mean percentage score of only 50 % was achieved | |Committee on Information, Technology , Science, |An â€Å"overcrowded curriculum† especially in Gr.III resulted in poor performance of | |Mathematics, Education and other Technology |pupils in the elementary grades. Students needed longer time in science and | | |mathematics. | |Present Realities in Reading Education by Aurora|Students are deficient in reading ability. They have not developed the higher | |Roldan |order think ing skills, even at Gr. V. There is danger of reverting to illiteracy | | |if the students dropped out before completing Gr. VI. | |Third International mathematics and Science |The Philippines ranked 39th out of 42 countries which participated in the studies. |Study (TIMMS) | | |The Learning Process: The Neglected Phenomenon |In comparison with other countries, the Philippines science syllabus contained | |in Science and Mathematics Education Reform in |more topics suggesting that the curriculum is still congested. | |the Philippines | | 4. Restructured Basic Education Curriculum The first monitoring and evaluation of the basic education curriculum implementation was conducted in September 2002, the second in October 2003 and the latest in September 2004. Effective 2006-2007, the mandatory implementation of the 2002 BEC was expanded to the private secondary schools (DepEd Order No. 35, July 1, 2005). Comparison of the Learning Areas of NSEC and RBEC NSEC | |RBEC | |English |Lear ning Area |English | |Mathematics | |Mathematics | |Science and Technology | |Science | |Filipino | |Filipino | |Social Studies | |Makabayan | |Technology and Home Economics | |-Araling Panlipunan | |Physical Education, Health and Music | |- Technology and Livelihood Ed. | |Values Ed. | |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | | | |-Edukasyon sa Pagpapahalaga |A vital part of the restructured curriculum is the promotion of the use of Information and Communication Technology (ICT) in every learning area. DepEd, through its Computerization Program, provided computers and peripherals to recipient public high schools nationwide. The government agencies like the Department of Trade and Industry (DTI), local governments, and private firms such as Intel likewise contributed to the advancement of computer education in public elementary and high schools through donations of computers. The features that make the new 2002 curriculum for elementary and secondary educatio n different from previous curricula implemented in the 1900s are: 1.Restructuring of the learning areas, reducing them to five (English, Filipino, Mathematics, Filipino and Makabayan) 2. Stronger integration of competencies and values within and across learning areas 3. Greater emphasis on the learning process and integrative modes of teaching 4. Increased time for tasks to gain mastery of competencies of the basic tool subjects Amendments in the RBEC included the assessment or learning outcome to take place before or in between the presentation of the lesson 5. 2010 Secondary Education Curriculum (SEC) The SEC still patterned the content of the curriculum to the 2002 RBEC. It still includes the five major learning areas.The refinement of the curriculum followed the Understanding by Design (UbD) model developed by Jay McTighe and Grant Wiggins. The Secondary Education Curriculum is composed of three stages: Stage 1: Results/Desired Outcomes, which define what students should be able to know and do at the end of the program, course, or unit of study; generally expressed in terms of overall goals, and specifically defined in terms of content and performance standards. †¢ Content standards, which specify the essential knowledge (includes the most important and enduring ideas, issues, principles and concepts from the disciplines), skills and habits of mind that should be taught and learned. They answer the question, â€Å"What should students know and be able to do? †¢ Performance standards, which express the degree or quality of proficiency that students are expected to demonstrate in relation to the content standards. They answer the question, â€Å"How well must students do their work? † or â€Å"At what level of performance would the student be appropriately qualified or certified? † †¢ Essential Understandings, which are the big and enduring ideas at the heart of the discipline and which we want the children to remember even long after they leave school. †¢ Essential Questions, which are open-ended, provocative questions that spark thinking and further inquiry into the essential meanings and understandings. †¢ Curriculum Objectives, which are expressed in terms of knowledge and skills that teachers can use as guide in formulating their own classroom objectives.Stage 2: Assessment, which defines acceptable evidence of student’s attainment of desired results; determines authentic performance tasks that the student is expected to do to demonstrate the desired understandings; and defines the criteria against which the student’s performances or products shall be judged. †¢ Products and Performances, which are the evidence of students’ learning and a demonstration of their conceptual understanding, and content and skill acquisition. Stage 3: Learning Plan, which details the instructional activities that students will go through to attain the standards. †¢ Instructional Act ivities, which are aligned with the standards and are    designed to promote attainment of desired results. The Features of 2010 Secondary Education CurriculumThe 2010 Secondary Education Curriculum has the following strengths/ advantages: 1. It focuses on essential understandings. 2. It sets high expectations (standards-based) expressed in terms of what students should know and the quality of the skills that they are expected to demonstrate as evidence of learning. 3. It is rich and challenging as it provides a personalized approach to developing the students’ multiple intelligences. 4. It develops readiness and passion for work and lifelong learning. 5. Comparison of the Learning Areas and Time Allotment of the 2002 BEC and the K to 12 Curriculum Comparison of the Learning Areas of RBEC and 2010 SEC RBEC | |2010 SEC | |English |Learning Area |English | |Mathematics | |Mathematics | |Science | |Science | |Filipino | |Filipino | |Makabayan | |Makabayan | |-Araling Pan lipunan | |-Araling Panlipunan | |- Technology and Livelihood Ed. | |- Career Pathways in Technology and Livelihood Ed. |- Musika, Sining at Edukasyong Pangkatawan at Pangkalusugan | |- Music, Arts, Physical Education, Health | |-Edukasyon sa Pagpapahalaga | |-Edukasyon sa Pagpapahalaga | | | |Citizen ship Army Training (4th yr) | 6. The K to 12 Basic Education Curriculum This is in pursuance of the reform thrust of Basic Education Sector Reform Agenda (BESRA) 2006-present BESRA – Integrated reform framework articulated by the DepEd that provides a coherent conceptual and policy structure for the various reforms needed by the system, particularly the targets defined in the Philippines EFA 2015 plans and the Millennium Development Goals -. Focuses on key reform targets related to the implementation of school-based management, improvement of teaching quality, curriculum, and pedagogy in the key learning areas, and incorporates the Philippine EFA 2015, among others.Comparison o f the Curriculum of the Old Education and K to 12 Secondary Education |Basic Education Curriculum (2002) |2010 SEC |K to 12 Curriculum 2012 | |BEC is restructuring of the NSEC and NSEC in |The 2010 is the revised 2002 BEC incorporating |The K to 12 Basic Ed. Curriculum is geared | |order to raise the quality of the Filipino |Understanding by Design (UbD) which seeks to |towards the development of holistically | |learners and graduates and empower them for |contribute to functional literacy for all and |developed Filipino with 21st century skills who| |lifelong learning. the development of 21st century core skills |is ready for employment, entrepreneurship, | | |needed for global competitiveness. |middle level skills development and higher | | | |education upon graduation. | Learning Areas The learning areas of the K to 12 curriculum cut across the grade levels from Gr. I to Gr. 12 are the ff: Languages: Mother Tongue, Filipino,English Arts and Humanities: Music, Arts, PE, and Health , Edukasyon sa Pagpapakatao, Araling Panlipunan Science and Mathematics Technology and Livelihood EdComparison of the 2010 SEC and the K to 12 Secondary Education |2010 SEC | |K to 12 | |UBD framework follows three stages, starting |Curriculum |Spiral progression of curriculum that starts | |from results or desired outcomes, assessments, | |from simple to complex and requires revisiting | |products, and performance and learning plan | |prior knowledge | |National Achievement Test for Secondary |Assessment |End-of-Gr. 10 Exam and end-of-Gr. 12 Exam | |Students | | |Comparison of the Learning Areas and Time Allotment of the Secondary BEC 2002 and K to 12 Curriculum |Learning Areas |2002 BEC (Hours per week) |K to 12 Education (hours per week) | |English |5 |4 | |Filipino |4 |4 | |Mathematics |5 |4 | Science |6 |4 | |Araling Panlipunan |M |4 |3 | | |a | | | | |k | | | | |a | | | | |b | | | | |a | | | | |y | | | | |a | | | | |n | | | |Edukasyon sa Pagpapakatao | |2-3 |2 | | Music, Arts, Physical Education and Health (MAPEH) | |4 |4 | |Technology and Livelihood Ed. |4 |4 | C. TERTIARY LEVEL General Education Curriculum (GEC) A. CHED Memorandum Order No. 59, series of 1996 Minimum Requirements The minimum requirements for the mandatory General Education Curriculum (GEC) of tertiary courses of study leading to a initial bachelor’s degree covering four curriculum B. CHED Memorandum No. 04, Series of 1997 Two broad categories of fields of study a. the Humanities, Social Sciences and Communication-GEC-A (63 units for humanities, social sciences and communication students) b. fields other than the Humanities, Social Sciences and Communication -GEC-B (51 units for non-HUSCOM students) C.The Revised General Education Curriculum Gen. Ed vis-a-vis Major Courses The GE Program introduces students to different ways of learning and is oriented toward broad and wide-ranging understandings. On the other hand, major program focuses on theories and methods partic ular to a discipline. Likewise, it is directed at more theoretical and technical knowledge. Goals of RGEC 1. Lay groundwork for development of a professionally competent, humane and morale person 2. Prepare students demands of 21st century life 3. Enable students to locate himself/herself in the community and the world and engage in it meaningfully COLLEGE READINESS STANDARDS Combination of knowledge, competencies, and reflective thinking necessary for K-12 graduates to participate and succeed—without remediation—in entry-level undergraduate courses in higher education The New GEC: from 63/51 to 36 units The RGEC or new GEC removes remedial courses, does not duplicate Gr. 11 and 12 subjects and cuts across domains of knowledge. RGEC is composed of 24 core units which include Understanding the Self, The Contemporary World, Purposive Communication, Art Appreciation, Ethics, Readings in Phil. History, Mathematics in the Modern World, Science Technology and Society; 9 unit s in Elective (Environmental Science, People and the Earth’s Ecosystem, Living in the IT Era, Gender and Society and others) and a mandated 3-unit course in Life and Works of Rizal. Core Courses Title |Description | |Understanding the Self |Nature of identity; factors and forces that affect the development and maintenance of personal | | |identity | |Readings in Philippine |Selected primary sources on different periods of | |History |Philippine history | |The Contemporary |Globalization and its impact on individuals, communities and nations, challenges and responses | |World | | |Mathematics in the Modern World |Nature of mathematics, appreciation of its practical, | | |intellectual, and aesthetic dimensions, and application of | | |mathematical tools in daily life | |Purposive |Writing, speaking and presenting to different audiences | |Communication |and for various purposes | |Art Appreciation |Nature, function and appreciation of the arts in contemporary society | |Sci ence, Technology |Interactions between science and technology and social, cultural, political and economic contexts| |and Society |which shape and | | |are shaped by them; specific xamples throughout human history of scientific and technological | | |developments | |Ethics |Principles of ethical behavior in modern society at the level of the person, society, and in | | |interaction with the

Stryker Marinas Essay Example | Topics and Well Written Essays - 250 words

Stryker Marinas - Essay Example This is an important consideration which reflects the total costs involved in the ownership and all the operations of the yacht business. Costs involve several factors including the cost of buying new yachts from builders which takes up to 70% of the total business expenses, wages, rents, utilities, depreciation of products, and other miscellaneous expenses. Other costs will involve introducing new features and products in the yacht business and in retaining our clientele. We treat the concept of communications in a broader focus beyond simple promotion activities. Communication takes many forms including print and electronic advertising, viral advertising, public relations, and all other forms of communication between the company and both potential and existing clients (Schulz, Tannenbaum, & Lauterborn, 1993). We never underrate the importance of person to person or word of mouth communication as a promotional tool. The company will also maintain a significant presence in yachting magazines and boat shows. Basically, convenience deals with making the process of finding and purchasing yachts as well as searching for information about yachts easy and less cumbersome. This involves having several models and brands readily available to give customers different options to assist them make the best decisions. With the increased use of the internet in marketing, maintaining an online presence as well as having physical stores in lucrative locations such as Hong Kong will bring the business closer to the

Multiculturalism Has Corrosive Effects on Society Assignment

Multiculturalism Has Corrosive Effects on Society - Assignment Example Blurred Boundaries† (ALBA, 2005). Alba talks about the existence of bright and blurred boundaries that separate ethnic groups from the mainstream society. For example, the Muslim Turks in Germany may be seen as a group with bright, clearly defined boundaries that distinguish them from the non-Muslim European. The religion, the culture, the dress, the language of one group all are seen as clearly different from that of the other. An individual can be a member of one group at one time, which suggests a clear lack of assimilation. On the other hand, Alba gives the examples of Mexicans in the US, who are also immigrants but their social distinction is classified by blurred boundaries. He writes, â€Å"This could mean that individuals are seen as simultaneously members of the groups on both sides of the boundary or that sometimes they appear to be members of one and at other times members of the other†. This implies that the differences between the immigrants and the host nat ion are not as clearly defined as was in the case of the Muslim Turks. Even so, the exclusion of the Mexican immigrants from mainstream American society does exist, mainly because, even after generations of living in America, they are not essentially American. This mindset leads to the creation of factions that weaken a society, preventing it from seeing itself as a whole. Multiculturalism, especially when backed by state ideologies, corrodes a society since it in effect supports a policy that encourages people to see themselves as separate from the whole, leading them towards extremist ideologies in a desperate urge to belong. Multiculturalism then becomes a... The researcher states that the establishment of relations, that are based on trust and care that is a feature of small communities is absent in the multicultural river of the modern day metropolis. Moreover, there is a clear lack of belonging amongst such multicultural centers, where each cultural group has a unique identity of its own, but fails to associate itself to the greater identity of the city they are living in. Although multiculturalism may promote a healthy exchange of knowledge and ideas, however, it corrodes the very foundation of a society since it creates factions, leads people to extremism and is the cause of nonexistent interpersonal ties amongst fellow community members. Multiculturalism, especially when backed by ideologies, corrodes a society since it in effect supports a policy that encourages people to see themselves as separate from the whole, leading them towards extremist ideologies in a desperate urge to belong. Multiculturalism then becomes a program aimed towards â€Å"giving recognition to ethno-religious groups†. A society characterized by multiculturalism is also dominated by weak interpersonal relations, where fellow community members live and interact as little more than strangers, which weakens the social ties upon which all societies are based. The researcher then concluds that multiculturalism corrodes the individual as well as the society by giving no one their due share of belonging and acceptance within the society, and promoting feelings of mistrust among members of the same community.

Essay on Tar Baby-ly Example | Topics and Well Written Essays - 1500 words - 1

On Tar Baby-ly - Essay Example In the novel, Tar Baby, Toni Morrison highlights patterns of racist socialization and ever present anger using motives and actions of the characters in the story, particularly Jadine and Son. The tensions that the major and minor characters experience in the novel are reflective of PTSS. In particular, Jadine demonstrates racist socialization while Son shows ever present anger. According to DeGruy, racist socialization refers to â€Å"adoption of the slave master’s value system† which â€Å"includes the internalization of the white ideal of beauty† (DeGruy 135). Jadine is very fond of things that are pleasing to the whites. She loves the sealskin coat that her boyfriend Ryk gives her even though it is impractical to wear it in the Caribbean. She also loves cosmopolitan live, thus encourages Son to live in New York. However, she and Son cannot be together for they are far different from each other. She starts to realize this only when Son takes her to Eloe. Although she is black, she cannot appreciate things that Son values such as the wildlife. Opposed to Son, Jadine does not give importance to her race. She embraces European life and leaves her surrogate parents. She does not think of the sacrifices that Sydney and Odine do for her in order to send her to school. Instead, she thinks that Valerian is the only one who fulfills her dream by sending her to study in Paris. She claims, â€Å"the truth is I could not have done that without the help and care of some poor white dude who thought I had brains enough†¦Ã¢â‚¬  (Morrison 51). Jadine’s racist socialization leads her to ostracize her aunt and uncle as part of her success. She gives credit only to Valerian, thus leaves her relatives behind to start a new life in New York. Ironically, Son realizes the effort of the two and tells her, â€Å"They are the ones who put you through school, woman†¦not him. They worked

IS Strategy for the Business of Johnsons Plc Essay

IS Strategy for the Business of Johnsons Plc - Essay Example This research will begin with the statement that modern and efficient technology always attracts common and business people. In this decade the new information technology such as IS and an IT-based system has offered an exceptional influence on the diverse aspects. Additionally, the emergence of e-commerce or web-based business has offered a lot of advantages to business corporations. In addition, the application and utilization of new technology-based tools and systems have offered better support for the business operational automation in addition to enhanced management. In case of traditional business practices the business managers along with administration nowadays competently comprehend the significance of technology and its potential influence on the better business and corporate support. The need for the new technology-based systems and support is now considered very vital in every area of business. Additionally, the business management and administration have now realized tha t without a proper technology-based system and operational support through new technology-based systems, there is no way to manage a business effectively and obtain a better competitive edge for the business. Johnson's plc manufactures and trades a range of office fixtures products, comprising chairs, desks, tables and special computer furniture. Johnson's plc has established a long time ago and now evolved into an immense business arrangement with the staff of 60 people along with sales earnings of  £2.5m for the previous year. The business comprises a lot of business departments like management, sales, purchase, manufacturing, advertising, etc. In addition, all the departments are presently operational through the traditional business handling and management arrangements. In this scenario, the business is facing some of the major and critical handling and operational complexities of the better business and operational management.

Determinants of Internet Use in Iraq-Estimate multinomial probit of Essay

Determinants of Internet Use in Iraq-Estimate multinomial probit of choices of Internet modes - Essay Example This chapter is mainly concerned with the modes of use of Internet connections in Iraq. Some people choose to access the Internet from Internet cafes, some from home, some from work, and other from a combination of modes. There are several determinants of Internet use in Iraq, namely, age, education, employment, utilization, and location. Through use of the multinomial probit function in statistics, these variables will be analyzed in order to more appropriately determine their numerical values and relevancy. Internet access is a way clients of Internet information and services and an Internet service provider (ISP) communicate. Examples of communication technologies that provide Internet access include the public switched telecommunications network include (PSTN), cable TV networks, and satellite systems, and so forth. The Internet has diffused quickly and widely but its spread has been very unbalanced within various regions and countries. The digital divide tends to become wider as DiMaggio et. al. (2001) define the digital divide with regards to inequalities in access to the Internet, extent of use, knowledge of search strategies, quality of technical connections and social support, ability to evaluate the quality of information, and variety of uses. Very little research in information systems has investigated the aspect of consumer choice of technology. The purpose of this study is to investigate the factors influencing consumer choice of Internet access option in Iraq. By drawing from theories of technology adoption, 17 factors were identified. Some factors are grouped into categories. For example, the age factor was divided into three groups, namely, â€Å"age1, age2 and age3† (depending on the respondents’ ages). Education, the second factor, was divided into four groups â€Å"edu1, edu2, edu3 and edu4,† according to peoples’ levels of education. The third factor,

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Financial Management in Nonprofit Organizations - Essay Example The researcher found some key differences between the financial systems of both types of organizations. Those differences were mainly related to the sources of finance and its use by the organizations. The main difference that gives rise to all other differences is the motive of both organizations. The motive of the owners of for-profit organizations is to earn higher amounts of money to bring it in personal use. On the other hand, the motive of the management of not-for-profit organizations is to help people and society in resolving key issues. Such organizations get money to use it for the betterment of society. From the study, the researcher concluded that although there are some key differences between for-profit and not-for-profit organizations regarding sources and use of money, but a large number of for-profit organizations also show corporate social responsibility and spend some part of profit on social causes. The researcher also recommended the management committees of not- for-profit organizations to create and implement a proper check and balance system which should eliminate the chances of corruption by ensuring the use of money for social causes in a transparent manner. Introduction Financial management system of nonprofit organizations is generally different from that of for-profit organizations. ... In this paper, we will discuss some of the core issues regarding financial management systems of both types of organizations. The issues will include sources of funds, use of debt, and organizational objectives. We will discuss these issues in order to find some differences between working and financial systems of both types of organizations. Sources of Funds Source of funds is one of the main differences between the financial management systems of both types of organizations. Sources of funds refer to the way through which organizations get money to carryout business activities. There are different sources of funds for both types of organizations. For-Profit Organizations Private for-profit organizations get their funds in shape of profits that they get from their business activities. These organizations do businesses related to different industries and get huge figures of revenue every year. Some companies belong to construction, pharmaceutical, and garments industry, whereas some belong to other industries. Apart from receiving funds in form of profits, these companies also get funds from banks in the form of bank loans. These organizations have to pay back the loan to the banks in a given amount of time at agreed interest rates. If they do not do so, they become defaulters. However, in case of nonprofit organizations, there is no such issue because nonprofit organizations do not get loan from anywhere. For-profit organizations manage proper financial statements to know from where they have received funds and to whom they have to pay back the funds. Government organizations, on the other hand, receive funds from federal and provincial governments to run business activities. The profits are sent to the government to use for development

Strategy for Tablet Development Research Paper Example | Topics and Well Written Essays - 1500 words

Strategy for Tablet Development - Research Paper Example In order to bring a revolution in the existing business practices of the company, it is important that a new pricing strategy is devised that is based on the strategic objectives of each product individually. Furthermore, the decisions for the allocation of funds for the Research & Development (R&D) of each product should be taken individually and on annual basis to achieve the desired objectives of the product and the company. 1.1 Aim The aim of this report is to compare the previous two new pricing and R&D allocation strategies for the core products X5, X6 and X7 using CVP analysis and calculator and analyse their results. 1.2 Objectives To analyse the subsequent performance and life cycles of each product due to the difference in the decisions. To compare the new pricing decisions and R&D budget allocation strategy for each core product, namely: X5, X6 and X7 taken in 4 years (i.e. from 2012-2015). To provide rationale of the results proposed strategy with theoretical support. 2 A nalysis of Pricing and R&D Allocation Strategy Used in Phase 3 Due to the use of CVP calculator, in the year 2012, the price of the product X5 was $263 and experienced a growth of

Marketing Management Essay Example for Free

Marketing Management Essay Executive Summary What if I told you that you can get stylish clothing and accessories and the only catch was that you have to clean out your closet? If you said yes, then Jenny’s Closet Party is the dynamic answer for you. Jenny’s Closet Party LLC is designed with you in mind, by creating the ultimate â€Å"Girls Night Out† experience, combining fashion, food, and fun while mingling amongst friends. Uniquely swapping from one fashionista’s closet to another and the remaining items are donated to a local charity. Sounds the perfect win-win scenario right? Jenny’s Closet Party, â€Å"A great excuse to clean out your closet†. First Step: Upon receipt of an invitation or retrieval of flyer, specific details will be highlighted as to a theme, what items are being requested, deadline for dropping of your items and also what you should expect the day of the event. Go through your closet and find articles of clothing or accessories that you would like to swap. The items must be in style, of good quality and condition. Some of the categories (depending on theme) may include: clothing, shoes, earrings, scarfs, jackets etc. Second Step: Bring the items to the Donation Center at the Porter County Expo Center two weeks prior to events (Fridays) from 9:00 am – 5:00 pm. At this time you will be given a voucher at this time in which you will redeemed for tokens to shop with the day of the event. Third Step: The day of the event doors will open an hour and thirty minutes prior to shopping. At this time while mingling, you can enjoy complimentary wine and horderves that will be accompanied with light music to enhance your fun filled evening. Also, vouches can be redeemed for tokens during this time. Fourth Step: Prior to the scheduled shopping time, guest will be reminded of how  all this works, rehashing the guidelines that were laid out on the initial invitation/flyer. Guests are encouraged to keep what they have donated anonymous while picking. However, displaying and sharing their great finds amongst everyone creates sure excitement. Once the shopping time has been launched, participants will be able to go in rounds and selected two items at a time (to keep it fair) to purchase with tokens. Final Step: When the event is over and guests have gone home, the remaining items will be rounded up donated to a local women’s shelter. Sales Forecast During the first two years of business, Jenny’s Closet Party anticipates generating $300,000 from endorsements and corporate sponsorships. Each member of this company is responsible for the minimum of two sponsorships ($500) in order to reach our strategic goals. We expect to generate the most sales during the summer months. Environmental Analysis Jenny’s Closet Party LLC is a small company whose headquarters is located at 2143 Freedom Street Portage, Indiana; however, events will be hosted at the Porter County Expo Center located at 217 E. Division Road Valparaiso, Indiana. The company consists of eight employees; 5 full-time and 3 part-time employees. Jennifer Smith (CEO) will provide the executive leadership and oversee operations of every entity of the company. She will also be instrumental in developing strategies, vision and key performance indicators, to ensure goals are being met. She will be the face of the organization and will concentrate with building rapport and relationship with businesses. Taquanna White (Business Manager) will work closely with the CEO, manage the day-to-day business operations. Serve as our technical expert with keen knowledge in finance and computers. Serves as back up in absence of the CEO a, ensures tasks are being carried out, mentors and manage staff. Bonita Sims is the (Bookkeeper). Her responsibilities include keeping track of financial transactions, audits, payroll, procurement and inventory. Georgia Manuel (Head of Marketing) is our fashion expert. She will be in the community, charge of sales and marketing  and maintaining our Social Media/Blogging keep the company abreast of the latest trends and fashion news. Dionne Payne (Administrative Worker/Hostess) serves as supportive staff doing: project coordination, prepare reports, meeting arrangements, manage calendars, answer phones calls and serve as a hostess at the events. Our three part-time employees will assist with preparations leading up to the event as well as working on the day of the event. Competitive Forces: Jenny’s Closet Party has been facing challenges over the last few years with consumers shopping in the thrift and resale arenas. The once known dismal second-hands stores offering outdated clothing have become the ultimate treasure hunt for unique finds at a great price. Much of the recent growth can be attributed to young shoppers, many of whom are passing on trips to the mall in favor of thrift stores (Tully, 2012). Resale stores offer a variety of unique finds at a fraction of the cost of retail stores and propose great risk to new startup companies like Jenny’s Closet Party. The Goodwill industry is a well-known non-profit organization that has been around for over 100 years. There huge targeted audience loves bargain shopping who are drawn by shopping incentives and those by who donate to their cause of giving back to the community. â€Å"We provide employment, job training and other community-based programs for people looking to advance their careers, build their skills and further their education† (Goodwill Industry International, 2014). Economic Forces: With a fluctuated economy and staggering unemployment rates many consumers have become more frugal with how they spend their money. Although the retail industry has experienced growth, the resale industry is blossoming and is making great head way to become the new trend for preferred shopping. While many businesses close their doors every day, resale remains healthy and continues to be one of the fastest growing segments of retail (NARTS, 2014). Consumers are seeking cleaver ways to save money and the affordability of shopping at malls with high markup priced garb is not an option. With millions of people looking for ways to save money in tough economic times, a growing number of consumers have turned to resale shops to find their clothes, furniture and household goods (Tully, 2012). The  Northwest Indiana Region’s Gross Revenue Product (GRP) over the past 3 years (2009-2011) has gradually increased by 3%. Porter County’s population is 166,557 (2008-2012) with the median household income was $62,457 compared to the states average of $48,374, of this population 50.95% are women (U.S. Census Bureau, 2014). Over the course of the year, household purchases rose by 0.5 (U.S. Department of Commerce, 2014). This shows that women in the Northwest Indiana Region have buying power which has influentially contributed to the region’s economic growth. Technology Forces: Technology is rapidly evolving and is unprecedented in the business industry. Technology is vital and plays a major role in the success or demise of a company; ultimately impacting processes, pricing, promotions and placement of products and services. Technology force is used just about in every capacity of a business operation, from finances, book keeping and cash registers down to marketing. Social Media mediums such as Pinterest, YouTube and Facebook are some of the most popular ways in which technology has to connect with consumers. Retailers with Wi-Fi allows customers to use their Smart Phones to research products, compare prices, and download coupons with apps to make purchases. Due to the rapidly growing competition of on-line shopping, in-store retailers and swapping businesses must set themselves apart by meeting the customers’ needs and provide them with the ultimate one-on-one experience and technology can effectively help with this. Legal and Regulatory Forces: Jenny’s Closet Party is a limited liability company. A legal limited liability company is a hybrid-type of legal structure that provides the limited liability features of a corporation and the tax efficiencies and operational flexibility of a partnership (small business association 2014). Although, LLC’s have similar characteristics as corporation and partnership, the government does not hold them accountable to the same standards, structure and tax laws. To start an LLC one should research and decide what type of business they would like to organize. Specific documents to establish a business should be filed with the Secretary of State to start a business (procedures may vary from state to state). Information submitted should include: Business name, registering, creating agreements and articles  of incorporation. Once the company has been incorporated you will required to secure licensures, permits, EIN number, tax status and other required paperwork. Once all the necessary paperwork is complete and the business is established, the next steps should include obtaining insurance and doing the necessary footwork to get the business up and running such as networking, creating the brands image, and securing the necessary finances. Political Forces: The political forces that have a direct effect on Jenny’s Closet LLC and other business are the stability or instability of the government, economic/trade policies, tax rates and different events that happen in our communities and throughout the nation. These factors can affect how consumer spending. Consumers are more incline to shop at stores like Jenny’s Closet and resale outlet stores. The resale, consignment and thrift store industries has boomed in the aftermath of recession in the 1990’s. For this included an increased need for households to sell unused items for cash and reduced quantities of disposable income that made it necessary for people to shop at cheaper outlets (NARTS, 2014). Social Cultural Forces: As society and cultures change, so should your business. In order to have a successful business, one must recognizes and adjust (according to the current times) in order to succeed. Some socio-economical dynamics that businesses must adapt to as the world evolves: demographics, marketing/advertisement, trends (staying on top of consumer preferences) and external factors that may require adjustments within the company.

Overview and analysis of Leadership theories

Overview and analysis of Leadership theories Men make history and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better Harry S. Truman. Leadership has been defined in several ways. In its simplest form, leadership has been described by Susan Ward as the art of motivating a group of people to act towards achieving a common goal. Leadership, however, is a very complex subject, and encompasses such wide ranging disciplines like human psychology, man management, management of resources, communication skills, technical knowledge etc. A leader, therefore, is a person who has these skills and knows how to use them to motivate, guide and inspire the team to achieve his vision. For centuries, leadership has traditionally been associated with the military. In recent times, however, the importance of business leadership has become more and more evident. As a consequence of this paradigm shift, the old theories of leadership have given way to new ones, more aligned towards the business environment. Overview of Leadership Theories The concept of leadership has witnessed a gradual change from individual leadership to organisational leadership. A study of the evolution of leadership theories through the ages clearly highlights this point. The earliest studies on leadership were based largely on existing leaders, giving rise to the theory that leaders were born, not made. The dominance of the male gender, particularly in military leadership, gave rise to the Great Man theory, which suggested that born leaders would arise when the situation called for them. It is quite evident that in the modern sociological environment, this theory can be considered to be irrelevant. An offshoot of the Great Man theory was the Trait theory, which suggested that some people had certain inborn traits that qualified them to be good leaders. This theory suffers from similar drawbacks as the Great Man theory. Moreover, both these theories are applicable to individual, rather than organisational leadership. A quantum jump from the earlier theories came with the concept of the Behavioural theory of leadership. With this, the focus shifted to learning, rather than inheriting the art of leadership. The Participative Leadership theory evolved on the premise that better decisions could be made if the process involved several people instead of one person alone. On the other hand, according to the Situational Leadership theory, the leadership style would depend on situational factors. In the study of leadership in the context of modern business, the two most popular theories that have emerged are the Transactional theory and the Transformational theory. The transactional leaders work through a process of clear structures, and a system of rewards and punishments forms an integral part of the process. The Transformational theory is based on the leaders vision and his ability to get his subordinates to follow that vision by personally inspiring them and transforming them by enlarging their vision, motivating and providing intellectual development. Literature Review Studies on leadership have been carried out since time immemorial. In circa 500 BC, Sun Tzu described the five traits of a successful leader (Gagliardi, 1999). It is believed that his thoughts on leadership closely approximate the Situational Leadership theory of modern times. In 16th century AD, Niccolo Machiavelli put forth theories on how a prince should acquire and maintain his state. Other strategists of their times such as Lao Tzu and Confucius of China and Chanakya of India also taught leadership principles some of which are still relevant today. Since the turn of the twentieth century, when the action shifted from the battlefield to the boardroom, new leadership theories have been presented, existing ones have been revised, reviewed and reframed, and new leadership gurus have become household names. The Trait Theory. The Trait theory has been in existence since the early 20th Century. Various studies carried out by different researchers (Stogdill, 1948, 1974; Mann, 1959; Lord, DeVader and Allinger, 1986; Locke and Kirkpatrick, 1991) are in agreement that specific traits exist that distinguish leaders from non-leaders, but differences exist in the traits identified by them. However, it is evident that mere possession of these traits does not make a leader as a combination of personality and situation would determine the leadership qualities at any point of time. Moreover, the identifications of traits is a subjective issue, and their validity would remain debatable. The Behavioural or Style Approach. In the early 1950s, the focus of leadership theories shifted from traits to behaviours as many scholars felt that leader behaviour was more important than mental, physical or emotional traits. Two studies carried out by Ohio State University and the University of Michigan in the late 1940s and 1950s set out to validate this theory. Using a questionnaire on a sample population, the Ohio study concluded that there were two distinct aspects of leadership: initiating structure or task oriented behaviour; and consideration, or showing concern for subordinates. The Michigan study concluded that leadership behaviour could be either employee oriented, or production oriented. Both these studies indicate that there are certain universally applicable leadership behaviours, but there is no proper empirical evidence to support these. Moreover, these studies have not taken the effects of variable situations into consideration. Situational Leadership Theory. Based on Reddins 3-D Management Style theory and developed by Blanchard and Hersey (1969), this is one of the most widely used theories that has found widespread use in training and employee development and works on the premise that the situation will dictate the type of leadership. Depending upon the situation, the leadership style could either be directive or supportive. The leader will have to modify his style along with the variance in employee morale and skills. The figure below represents the correlation between the leadership style and the situation: The Situational leadership model places the onus of employee development on the leader. Because of its simplicity and ease of implementation, this is in wide use for training of leaders. It needs to be borne in mind that as the development of subordinates progresses, the leader himself also needs to develop and to adapt to the changing situation. Transformational Leadership. The term transformational leadership was first used by Downton (1973) but the concept was brought into prominence by James MacGregor Burns (1978). According to this theory, transformational leaders provide inspiration and motivate their subordinates to work towards a common objective. Burns divided leaders into two categories: the Transactional leaders who work on a system of rewards and punishments for the work done; and the Transformational leaders who make a connection with the followers to work towards the common goal. This theory was further developed by Bernard Bass (1985), who put forth the view that transformational leaders make their followers aware of the importance of the task and of their own needs for personal growth, while at the same time motivating them to place the organisational interests before their own. Further research has been carried out by Bass Avolio, 1990; Kunhert, 1994; and Avolio, 1999. Studies have demonstrated that transactional leaders had generally performed up to the expected standards, while transformational leaders have exceeded expectations (http://www.abolrous.com/hazem/leadershiptheories.pdf). Transformational leadership has been widely accepted by many organisations, but although they make an important contribution to the literature, but they should not be heralded as a revolutionary approach that makes all the earlier theories obsolete. (Yukl, 1999). Contemporary studies of various leaders and organisations indicate that for the successful implementation of organisational goals, there is a requirement of a mix of transformational leadership (at the top management level) and transactional leadership (at the implementation level). Notable amongst the research on this theory are the ones carried out by Bennis Nanus (1985) and Trichy DeVanna (1986, 1990), using similar methodologies of interviewing a large number of CEOs. Bennis Nanus came to the conclusion that the traits of transformational leaders can be described by four Is: Idealized Influence (leader becomes a role model) Inspirational Motivation (team spirit, motivate, and provide meaning and challenge). Intellectual Stimulation (creativity innovation) Individual Consideration (mentoring) Trichy DeVanna found that leaders bring about change by way of a three step process: Recognise the fact that there is a need for change Create a vision and design a plan based on this vision Institutionalize the change . http://sbinfocanada.about.com/od/leadership/g/leadership.htm Ward, Susan: Leadership http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm Leadership Theories Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, (Winter): 19-31. Gagliardi, G., (2001) Sun Tzus art of war plus its amazing secrets: The keys to strategy. Clearbridge publishing. Seattle, WA. http://www.1000ventures.com/business_guide/crosscuttings/leadership_situational.html Situational Leadership Leadership Theory and Practice, Peter G. Northouse, Third Edition Management of Organizational Behavior, Paul Hersey, Seventh Edition http://www.abolrous.com/hazem/leadershiptheories.pdf Leadership Summary European Journal of Work and Organizational Psychology, 1999, 8 (1), 33-48: An Evaluative Essay on Current Conceptions of Effective Leadership, Gary Yukl http://business.nmsu.edu/~dboje/teaching/338/transformational_leadership.htm Transformational Leadership: David M. Boje (2000) http://psychology.about.com/od/leadership/a/transformational.htm Transformational  Leadership: Kendra Cherry

Anne Frank Essays -- essays research papers

The diary of Anne Frank, written over a two-year period, tells about her life while she and her family are in hiding in Holland. They are staying in a secret attic of the office building where Mr. Frank used to work in order to escape from the Nazis during World War II. During their stay in the annex, they are supported by several people in the office building, who risk their own lives to insure the secrecy of the Jewish hideout and to provide them with food and basic supplies. Much of Anne's diary tells about the daily routine of the occupants of the attic. It also describes in detail the characters of Anne's father, mother, and sister, as well as the characters of the three Van Daans and Mr. Dussel, who share the attic with them. Anne's difficult situation is made more complicated by her own adolescence. Her maturing process, coupled with the misery of her cramped quarters and her constant fear of discovery and capture, is clearly seen in the pages of the diary. She tells of the conflicts she has with her mother and sister, the support she receives from her father, the love that develops between her and Peter Van Daan, the constant bickering of the inhabitants of the attic, and the deprivations that she must endure while in hiding. She also gives a detailed accounting of what is occurring in the war, especially in Holland, and reflects upon her past life. The straightforward and simple diary is filled with conflicting emotions, ranging from depress...

The Game :: Creative Writing Essays

The Game They tried to hide the huge needle, of course. He laid with his face planted hard into the sheets. His father and a nurse held him down by his shoulders and legs. The needle was pushed in just above his hip. He took it better than most boys his age. He clenched as it made its way through his skin. It stopped when it met his hipbone. The doctor had to ratchet it now, hard, to penetrate the bone. He clenched harder. The doctor now rocked the needle around in every direction now, to break of the thread of marrow that was drawn. The boy's lips finally opened. His father would never forget the scream that came out. All he did was tighten his grip as the boy thrashed. It was this, or it was death. The doctor had all that was needed for now. A sample to analyze before making a final decision. Tomorrow, if all was good, the needle would have to go in four more times, it wouldn't hurt though, promise. "Don't worry, David, you'll get anesthesia next time. You'll be numb, you'll never feel a thing." He stepped out of the car and looked around. Before him he observed a stately building, manicured flowers, lush green grass. He noticed some men wearing spotless shoes, and neatly creased slacks standing on the grass observing a small white ball and trading remarks that made them smile. Everyone, everything, seemed so peaceful, so clean, so perfect at Timuquana Country Club. David Duval was just nine. He was so short that his bag of clubs almost dragged on the ground. He was slightly chunky, with freckled skin. His bottle-thick glasses sat on his nose. He carried six bags of golf balls to the driving range. If you watched how he carried himself, you wouldn't know that he had really just started playing, or that the bag of clubs was irritating a string of puncture scars on his hips. He poured the balls out and began sending them flying across the grass. The men finished and moved away. David left only to collect six more bags of balls, about 150 more balls, and returned, again and again. "David," Woodrow Burton, a club employee, begged, "you better leave some of them balls for the members." David, saying nothing, opened his palms for the balls. Soon those calluses would be hard, those hands wouldn't feel a thing.

Doctor of Philosophy Essay

Rich are not relevant to a general audience: â€Å"From the time I was small, I have been very active in defending our environment,† â€Å"From the first time I saw environmental protestors, I realized that they were all crazy. † Note that some of these topics could be converted into theses that would be arguable to a general audience if they were de-personalized and established as arguable issues. Also keep in mind that personal examples may play a significant supporting role in your essay–but not in the thesis or topic sentences. †¢ A thesis should be very clearly written in precise, familiar terms, avoiding language that is overly vague, broad, specialized, or technical. You can assume that your general audience consists of well-informed, intelligent adults with good, general vocabularies, but you cannot assume they are specialists in a particular subject–at least not in English 1A. Example of a vague and overly broad thesis: â€Å"In some cultures, aspects of the environment may play a role in life’s spiritual and metaphysical dimension. †Example of a thesis that is too specialized for a general reader: â€Å"The image of the child in eighteenth- and nineteenth-century scientific, historical, and literary narratives is often representing or figuring interiority, growth, historicity, and development. † (This thesis may be quite clear to advanced scholars of literature or history, but a general audience would probably find it too obscure. ) †¢ A thesis may reliably forecast the organization of the essay, letting the reader know what main supporting points will be covered and in what order. This forecast is sometimes called a plan of development (POD) or a blueprint. A POD is often a good idea, but it is not an obligatory part of the thesis in English 1A; you may present it in the sentence following the thesis, or you may skip it altogether Example of POD in thesis: Skateboarding should be limited to special parks because it poses a nuisance to pedestrians, leads to serious injuries, and causes thousands of dollars’ worth of damage to public and private property. Example of POD following thesis: Skateboarding is not just a harmless recreation and should, in fact, be limited to special parks. As it now stands, the sport poses a nuisance to pedestrians, leads to serious injuries, and causes thousands of dollars’ worth of damage to public and private property. The following thesis rules also apply to your essays in English 1A, but keep in mind that as your academic writing becomes increasingly skilled and sophisticated, you may outgrow these restrictions. And they may not apply to the essays you write in other courses (check with your instructors). †¢ Limit your thesis statement to one sentence. †¢ Do NOT frame your thesis as a question–it should be a declarative statement. †¢ Do NOT rely on an implied thesis. We will encounter some implied theses in our readings, but your essays must have an explicit thesis statement. †¢ The thesis must appear in the essay’s first paragraph (the introduction) at the end of the paragraph. †¢ Underline your thesis in English 1A to make it easier for me (and for you! ) to identify it.

A Psychiatric Disorder with a Biologic Basis: OCD

Obsessive-Compulsive Disorder (OCD) is a psychiatric disorder with a biologic basis. It includes intrusive thoughts (obsessions) and repetitive rituals (compulsions). The obsessions produce anxiety while the compulsions reduce anxiety. Anxiety is defined as a â€Å"hyperalert state causing excessive autonomic arousal and diminished coping† (1). The obsessions are repetitive thoughts the person cannot keep from having that can include ideas, urges to do something, or images. The compulsions can include excessive hand washing triggered by on obsessive concern about germs. Or, the person may feel constantly unsafe and have to repeatedly check their safety, such as repeatedly making sure that the doors are locked or that the stove has been turned off. The cause of OCD is a neurochemical imbalance in the brain, so medication can be an important part of treatment. It is the fourth most common psychiatric problem in America, occurring as frequently as schizophrenia. 5 million people in the United States have OCD, just about equally divided between males and females. Although OCD is sometimes treated lightly, it is a serious disorder. Up to 92% of people with it say it has interfered with important relationships, and nearly 60% report that it decreased either schoolwork or with their jobs. Daily patterns are affected by the repetitive nature of compulsions or because the person tries to avoid situations that trigger their OCD responses. Three different neurotransmitters have been implicated in OCD: nor epinephrine, serotonin, and dopamine. Because neurotransmitters are involved, medication can often help in the management of OCD. Diagnosis is based on the individual's symptoms and can include interview, observation, the use of questionnaires, and reports from family members regarding the person's difficulties. In addition to medication, education and brief counseling can help the individual understand his or her disorder. Cognitive therapy can help the individual use logic and rational thinking to combat the effects of OCD.

Alexander Hamilton vs. Thomas Jefferson

Philosophically speaking, Thomas Jefferson based his political ideals from the writings of John Locke who assumed that the function of the government (as a trustee of the people) is to protect the rights, property, and liberty of the individual, in the pursuit of happiness. Thomas Jefferson put this primary axiom when he wrote the Declaration of Independence, stating that governments created by men ought to protect the rights and liberties of an individual, moreso of the fecundity of every states under the protection of the United States confederation (that the state is the trustee of its citizens.If the government then fails its duty, the people have the right to overthrow it. The implication of this principle is to establish a truly representative government; a government ruled by separated powers (to ensure the stability of the state) – the executive, legislative, and judiciary, – as in their case, the federal and state government. It was necessary for Jefferson to e nsure that every state be given equal amounts of freedom, unconstrained by the functions of the federal government. This is not the case with Alexander Hamilton.This two-star general and secretary of Treasury saw the future of political stability lying in the hands of a strong government, represented by a strong leader (accompanied in governance by an assembly elected by the people). In his words, â€Å"An executive for life has not this motive for forgetting his fidelity and will therefore be a safer depository of power† (Zaide 392) He was in effect suggesting an executive elected for life, for which it is generally unconstrained by the rudiments of politicking.Thus, in every occasion to which he was asked to explain his plans for the newly-born republic, he always made it clear that an elected executive for life is not tantamount to a monarch. Nevertheless, in the latter part of his life, he abandoned the idea, focusing instead on strengthening the powers of the federal gov ernment, often making many enemies at the state governments. On the Credit System When Hamilton became secretary of treasury, he had a ready made plan for transforming America’s economy into a credit-based economy, unhampered by the problems of agricultural production (land based economy).Basing his policies from David Hume, an English economist, he argued that the only way for the private sector to participate in the economy is in the credit system. Private wealth would be converted into bonds, used as paper capital, which could be lent to foreign states. In such case, both the public and the government would benefit. Money would float in the economy, lowering interest rates, and hastening capital accumulation.Although, the credit system has some advantages, Hume warned the dangers of this system (which Hamilton disregarded), included of which is an oppressive tax system, vulnerability to indebtedness, and of course wealth gap among the citizens. Jefferson dismissed Hamilton ’s action in writing, claiming that such economic policies will put the nation in a state of limbo, hampered by the lack of respectability in the arts of economics, and infiltration of economic principles in the form and nature of the government to which they established.He also noted that such schemes implemented by Hamilton where in themselves the representation of his interests; the tyranny to which he was and was always represented. Together with Madison, Jefferson indicated his concerned as to who should be paid and how much by the federal government; a proposition that Hamilton left without considerable measures. Nevertheless, a public credit policy would left the government at the mercy of the public sector via in the court of law, for which contracts are well-established to be good and sincere.On the National Bank Hamilton was on the idea of establishing a national bank, governed by private individuals. He argued that efficiency would be the lasting mark of a bank rul ed by the private sector (based from Adam Smith). Corruption would be a no-no for this group of entrepreneurs. Capital accumulation would hasten, giving the federal government revenues to finance its activities.In his words, â€Å"It is in therefore in the interest of the federal government to give the private sector a freehand in the economy; for an economy closely governed by the government seemed to be inefficient and lacked the motive to accumulate capital, be it in monetary monetary and discretionary forms†( Zaide 392). The bank then would be a safe haven of federal banks, for the governing body is itself not corrupt. Jefferson, on the other hand advocated for the establishment of a national bank, but unlike Hamilton, this bank will be predominantly governed by the federal government, with some representation from the private sector.This would ensure according to him the efficacy of the federal government’s power over fiscal matters. Nonetheless, together with Mad ison, he argued that if such bank governed by the private sector is established, what are the chances then that such bank would represent the interest of the nation (Toynbee 359). On Taxation Hamilton implemented strict excise tax on liquors arguing that liquors was a good source of revenue, as it is dangerous for the health and morality of the citizens of the nations.It was liquor that destroyed the dignity of the American nation during the Continental war (indiscipline broke among the soldiers of the revolution because of liquor). Nevertheless, economically, taxes on liquor would serve as the point of capital accumulation for other industries developing in the United States. Because of his policies, a peaceful Whiskey Rebellion followed. Although the citizens of Pennsylvania did not resist (when Washington and Hamilton came in with the militia), Hamilton ordered the detention of suspected dissidents.Jefferson bitterly criticized the actions of Secretary Hamilton claiming that such acts were acts of tyranny. The tax on liquor itself was impinging the right of every citizen to the pursuit of common happiness. He put his views into action when he abolished taxes on liquor during his presidency. He simply backslide the policies of Hamilton, putting pressure on congress to adopt his own scheme, which Jefferson claimed would benefit the nation. Policies on War Hamilton did not support the French revolution and its ideals claiming that such revolution was too radical and dangerous for the nation of America.Jefferson bitterly opposed his plan to declare war on France, claiming that such actions would put the United States in the same footing as the Western imperial powers; of which represented the pinning of a tyrant and oppressive monarchical system of government. Jefferson however, supported the war against the Barbary States in North Africa, claiming that the pirates residing in the said states were harassing American shipping in the Mediterranean. Prospect for t he Future of America Hamilton believed that the future of the United States lies in its economy and military strength.The economic success of America would lift the status of the United States to a position of power. Thus, to maintain its status as a power, the United States then should maintain or create a large armed force capable of pressuring other nations to obedience, which is, following its political and economic agenda. Jefferson, during his presidency slashed the budget of the army and navy. War and aggression had no place in Jefferson’s policies. For him, prosperity lies in foreign diplomacy and fair trading.There was definitely no room for imperialism. References: Declaration of Independence. USHistory. Org. http://www. ushistory. org/declaration/document/index. htm. June 28, 2007. Johnson, Paul. A History of the American People. Chapter V, VI. Harper Publisher’s. 1963. Thomas Jefferson. The White House. http://www. whitehouse. gov/history/presidents/tj3. ht ml. June 28, 2007. Toynbee, Arnold. A Study of History. (Abridged) Oxford University Press, 1987). Zaide, Gregorio. World History. Manila: Rex Publishing House, 1965.