Curriculum Development and Change Essay -- essays research papers

INTRODUCTION There seems to be a lot of controversy and uncertainty as to  ¡Ã‚ ¥what is the curriculum? ¡Ã‚ ¦ As such, there is a distributing lack of consensus on an all-embracing definition of this comprehensive concept. This is, in part, due to the various interpretations, meanings, emphasis and approaches that the scholars of curriculum studies embark upon. This, in turn, leaves the education practitioners and the general public in the dark as to what constitutes that which should be considered as  ¡Ã‚ ¥good curriculum practice ¡Ã‚ ¦ in educational institutions. This exposition seeks to highlight and evaluate the key concepts of the curriculum and some of the factors that have marked influence on curriculum planning, curriculum development and change. The impact that learning environments, learning theories, culture, ideologies and knowledge have on the curriculum will be briefly brought to the fore. 2. KEY CONCEPTS OF THE CURRICULUM The term curriculum is derived from a Latin word  ¡Ã‚ ¥curere ¡Ã‚ ¦ meaning the  ¡Ã‚ ¥racecourse ¡Ã‚ ¦. Implicit in the meaning is, as cited by Fraser, W.J. et al (1990:81). The fact that the curriculum is  ¡Ã‚ ¥a relatively fixed track or terrain (learning content) which must be covered (mastered) by the participant (learner) in order to reach the winning-post (learning result). ¡Ã‚ ¦ Based on this literal meaning, attempts to clarify what the curriculum is have led to the following definitions: „X  Ã‚  Ã‚  Ã‚  Ã‚  A programme of study „X  Ã‚  Ã‚  Ã‚  Ã‚  Course content „X  Ã‚  Ã‚  Ã‚  Ã‚  Planned learning experiences „X  Ã‚  Ã‚  Ã‚  Ã‚  Intended learning outcomes „X  Ã‚  Ã‚  Ã‚  Ã‚  A plan for instruction According to Graham-Jolly, M. (2000:3), these definitions are narrow interpretations of the curriculum since  ¡Kthe term is often used to refer to the formal academic programme provided by a school, as reflected in subjects on the timetable,,,it might also be used to refer to a particular course of instruction or syllabus. The focus here is, in the main, on didactic activities as they occur within the classroom situation. The latest trend, however, places emphasis on a broader and more inclusive interpretation of the concept, which takes into cognisance the social, political, economic and historical contexts within which the curriculum is designed, developed and implemented. Lubisi, C et al (... ...dequately addressed in an essay of this nature. I also found out that some elements that influence the curriculum are so interrelated and it was not always easy to discuss each one separately. 6.  Ã‚  Ã‚  Ã‚  Ã‚  REFERENCES „X  Ã‚  Ã‚  Ã‚  Ã‚  Fraser, WJ. (1990).  ¡Ã‚ ¥Didactics ¡Ã‚ ¦, South Africa: Butterworths „X  Ã‚  Ã‚  Ã‚  Ã‚  Gatawa, B.S.M. (1990)  ¡Ã‚ ¥The Politics of the Curriculum ¡Ã‚ ¦, Zimbabwe: Jongwe Press. „X  Ã‚  Ã‚  Ã‚  Ã‚  Graham-Jolly, M. (200)  ¡Ã‚ ¥The Curriculum: Theory and Practice ¡Ã‚ ¦ London: Paul Chapman „X  Ã‚  Ã‚  Ã‚  Ã‚  King, M. (1991)  ¡Ã‚ ¥The Politics of Curriculum, Structure and Processes ¡Ã‚ ¦, Pietermaritzburg : Centaur Publishers „X  Ã‚  Ã‚  Ã‚  Ã‚  Lemmer, E. (1999)  ¡Ã‚ ¥Contemporary Education ¡Ã‚ ¦ Sandton: Heinemann „X  Ã‚  Ã‚  Ã‚  Ã‚  Lubisi, C. et al (1998).  ¡Ã‚ ¥Thinking about Curriculum ¡Ã‚ ¦ Cape Town: Oxford University Press. „X  Ã‚  Ã‚  Ã‚  Ã‚  Ozmon, H.A. and Craver, S. M. (1986).  ¡Ã‚ ¥Philosophical Foundations of Education ¡Ã‚ ¦. Ohio: Merrill „X  Ã‚  Ã‚  Ã‚  Ã‚  Taylor, P. and Richards, C. M. (1987).  ¡Ã‚ ¥Curriculum Studies ¡Ã‚ ¦ Berkshire: Nelson

Biography of Jean Jacques Rosseau

Rousseau was born in Geneva, the son of a watchmaker. His mother died shortly after his birth, and his aunt and uncle raised him. At 16 he set out on into the world which brought him into contact with Louise de Warens, who became his patron and later his lover. She arranged for his trip to Turin, where he became a Roman Catholic convert. After serving as a footman in a powerful family, he left Turin and spent most of the next dozen years at Chambery, In 1742 he went to Paris to make his fortune with a new system of musical notation, but he failed. Once in Paris, however, he became friends with Denis Diderot. Diderot later commissioned Rousseau to write articles on music for Diderot†s Encyclopedia. In 1749, Rousseau won first prize in a contest, held by the Academy of Dijon, on the question: â€Å"Has the progress of the sciences and arts contributed to the corruption or to the improvement of human conduct? † In 1765 he was expelled from Bern and accepted the invitation of David Hume to live at his house in England; there he began to write the first part of his Confessions, but after a year he quarreled violently with Hume, whom he believed to be in league with Diderot and Grimm, and returned to France in 1767. After wandering through the provinces, he finally settled in Paris, where he lived in a garret and copied music. The French authorities left him undisturbed, while curious foreigners flocked to see the famous man and be insulted by him. At the same time he went from salon to salon, reading his Confessions aloud. In his last years he began Reveries du promeneur solitaire, descriptions of nature and his thoughts about it, which was unfinished at the time of his death. Shortly before his death Rousseau moved to the house of a protector at Ermenonville, near Paris, where he died. In 1794 his remains were transferred to the Pantheon in Paris. Few people in the Enlightenment Period equaled Rousseau†s influence on politics, literature and education. Rousseau†s thoughts begin with the fact the he believed we are good by nature but when put in society we begin become more disorganized. According to Rousseau, humanity†s only flaw was social behavior as he stated in his book â€Å"The Social Contract. † â€Å"But human nature does not go backward, and we never return to the times of innocence and equality, when we have once departed from them. † (The Social Contract, Book I, Ch. ) Going along with his idea of social order was Rousseau†s aim at freedom. He believed that the purpose of law and government was to expose the people†s wishes for the ideal government. Rousseau†s theory was, since the people decided if a ruler is fair or not, it was up to the society if the government was able to grant the people their liberty and well being. Basically, the government was only as strong as the people worked for it to be. If society didn†t like the tactics used by the ruler, the government would not gain control. Rousseau†s ideas on education are still used today. Rousseau outlined in his book, Emile, that education shouldn†t be viewed as trying to get a child to understand everything, but to draw out what was already in the child. Education was to be monitored and controlled very carefully and in the end, the process should result in the natural development of a child†s potential. Rousseau†s writings were always personal, describing his deeply keep secrets and thoughts. During the Enlightenment Period, Rousseau†s writings were incredibly popular. His book, Heloise, was one of the most popular and his book Confessions is still widely read today. His knowledge of musical theory was amazing because it was self-taught. Although his work did not have an effect on Enlightenment music, his compositions live on today. Rousseau†s influence on the Enlightenment was just as great as many of the more well know philosophs. Rousseau expanded on John Locke†s theory that a society has the right to question the authority of an unjust ruler. Rousseau highly influenced German and English romanticism, a movement in the 18th century that was marked by an emphasis on emotion and imagination. His thoughts about the rule of the government had a profound impact on French revolutionary thought. During the Enlightenment, people were beginning to become more independent and question authority. Society was starting to move away from conventional thinking and Rousseau social contract was the beginning to this revolution. Rousseau†s social contract was an addition to Thomas Hobbes†s social contract. Rousseau†s version stated that the contract was an agreement between free individuals to create a society and a government while Hobbes believed the ideal relationship was between a society and its government. Rousseau contributed greatly to the movement in Western Europe for individual freedom and against the absolutism of church and state. Rousseau†s ideas were a stepping-stone onto which the American colonists followed. Using Rousseau†s ideas on individual freedom, the colonists declared their independence from Great Britain and formed their own colonies. Rousseau†s ideas on education not only reflected the movements of his time, his ideas started a new movement. His thinking has not only influenced our ideas on education, they have formed the basis for what we believe in. Rousseau believed every child had the potential to become great, but it just a matter of releasing their knowledge. Teachers today use Rousseau†s thinking of allowing the free development of human potential to guide students through life. His ideas on education were new and different at the time. With these ideas, Rousseau added to the spirit of his time by creating new standards on education and learning. Rousseau†s thoughts can be summed up in a quote from his book, â€Å"The Social Contract,† (Book 2, Ch. 2) â€Å"Man is born free and everywhere he is in chains. Let us then admit that force does not create right, and that we are obliged to obey only legitimate powers. In that case, my original thought recurs, live free as equal individuals in a state of nature. â€Å"

Fermentation of Carbohydrates: Ethanol from Sucrose Essay

Objective: To demonstrate a fermentation process, isolate the ethanol produced by fractional distillation, determine the composition of the ethanol solution recovered, and make stoichiometric and yield calculations. Procedures: Fermentation Weigh out 20.0 g of sucrose and place it into a 250-mL Erlenmeyer flask. Add 100 mL of water and gently shake until all the sucrose has dissolved. To this solution add 0.60 g of dipotassium hydrogen phosphate (K), 1.8 g of sodium phosphate hydrate (Na3PO4ï‚ ·12HO) and 2.0 g of dried baker’s yeast. Vigorously shake the contents to mix them thoroughly. The Erlenmeyer flask is fitted with a one-hole rubber stopper containing a short piece of glass tubing. Latex tubing (8 -12 in.) is attached to the glass tubing. An overhand knot is loosely tied in the tubing. The low part of the loop is filled with just enough water so that the passage is blocked, but gas from the fermenting chamber will be able to push the water out of the way and escape (brewers call this an airlock). This setup excludes air (and oxygen) from the system (which allows anaerobic oxidation) and prevents further oxidation (by aerobic oxidation) of the ethanol to acetic acid. Label the fermentation setup with you r name and place the flask in the incubator chamber Isolation by Fractional Distillation Do not shake the flask; avoid disturbing the sediment on the bottom! Get your flask from the incubator bath or chamber. Carefully remove the rubber stopper from the 250-mL Erlenmeyer flask. Prepare a vacuum filtration assembly using two 250-mL side-arm filter flasks, a 5.5-cm Buchner funnel (with a Filtervac or neoprene adapter), and two lengths (each 12 in.) of vacuum tubing. [N.B. We use the second flask so between the aspirator and our filter flask so that the filtrate will not become contaminated if tap water is pulled back through the hose.] Place a piece of filter paper into the Buchner funnel so that it covers all the holes and lies flat. Into a  250-mL beaker, place 100 mL of water and one tablespoon of Celite. Stir vigorously and pour the mixture into the Buchner funnel while the water is running and a vacuum is applied. A thin layer of the Celite Filter Aid will form on the filter paper. Discard the water collected in the filter flask. Do not suck too much air through the filter pad; if it dries, it may crack and be unusable. Carefully decant the liquid in the fermentation flask above the sediment through the Celite Filter Aid, using suction. This technique traps the small yeast particles in the Celite Filter Aid but lets through water, ethanol, and any other liquid impurities. This liquid filtrate will be distilled. Obtain a distillation setup and assemble the glassware for distillation. Note the placement of the thermometer bulb in the adapter take-off to the condenser. Securely clamp the apparatus and condenser, and secure joints with plastic clips. Use a small dab of silicone grease on all the standard-taper joints as you connect them. Collect the distillate in a graduated cylinder. Use a round-bottom distilling flask that will be filled approximately one-half to twothirds full; a 250-mL round-bottom flask should do. Add 2-3 boiling stones to the flask. Use a heating mantle for the heat source and a Variac to control the heat. Your mantle may have a built in voltage controller. Gradually turn up the heat until the liquid in the distillation flask begins to boil. As the vapors rise in the head, you will see liquid condensing; this ring of condensate will rise in the column. Control the setting on the Variac so that the condensate rises slowly through the column and at an even rate. (If the rate is too fast, the column will flood.) The temperature readings at the distillation head will rise; when the temperature reaches (about) 78 °C, begin to collect the liquid that distills. Discard any liquid distilling before this temperature is reached. Collect liquid distilling between 78 and 90 °C. Collect 10-15 mL of distillate. Turn off the heat source and remove the heating mantle from the distillation flask. Weigh a 50-mL beaker to the nearest 0.001 g. With a 10-mL volumetric pipet, transfer 10 mL of distillate to the beaker (V). Do not pipet with your mouth; use a pipet bulb. Reweigh the beaker and liquid (5), and by difference, determine the weight of the distillate. Determine the density,  and by referring to the graph, determine the percent composition of the ethanol.

How to Write the Carnegie Mellon Essays 2015-2016

Founded by Andrew Carnegie in 1900, Carnegie Mellon University is a private research university home to over 6,000 undergraduates. Located in Pittsburgh, Pennsylvania, the college boasts 17 varsity teams in the NCAA Division III classification. While it frequently finds itself placed in the top 25 colleges in the nation, perhaps Carnegie Mellon is best recognized for its phenomenal Computer Science program—except for a brief deviation in 2009, CMU is consistently ranked #1 in Computer Science, beating out the likes of Stanford, Cornell, and MIT. Its other programs aren’t too shabby, either, and as a result over 33,000 seniors each year apply to CMU. Applicants to CMU have seven different colleges to choose from: Regardless of whichever college student choose, all applicants are required to fill out a writing supplement. With an acceptance rate of just 18%, students will need to write top-notch essays to secure their spot. Luckily, Admissions Hero is here to help: Note: this year’s CMU app is essentially identical to last year’s. We’ve updated this year’s post only slightly to reflect new trends in admissions. Read last year’s post here . Please submit a one page, single-spaced essay that explains why you have chosen Carnegie Mellon and your particular major(s), department(s) or program(s). This essay should include the reasons why you’ve chosen the major(s), any goals or relevant work plans and any other information you would like us to know. For freshmen applying to more than one college or program, please mention each college or program to which you are applying. Because our admission committees review applicants by college and program, your essay can impact our final decision. Candidates applying for early decision or transfer may apply to only one college and department. This prompt is essentially asking you to write a â€Å"Why X† essay for Carnegie Mellon. Because so many students apply to CMU, the admissions officers are interested in accepting only the students who are genuinely interested in attending CMU. Therefore, you should do some research to find specific examples of resources you would like to take advantage of as a potential CMU student. For some, this might mean going online to read more about CMU’s Fine Arts resources; for others, you might want to ask your close friend who attends CMU about the engineering facilities. Either way, the goal is to have some details on-hand for when you go to write your essay. When you actually answer this question, your best bet is to cover three topics: If you can answer all three questions in a smooth manner, then you will have an effective essay.   List the books (if any) you’ve read this year for pleasure. Choose one and in a sentence describe its impact on you. There’s no â€Å"trick† to this question—the adcoms literally just want to know what books you’ve read this past year. You should have some books to list, but be as truthful as possible. If you are unsure which book you want to choose to describe in one sentence, then ask yourself, â€Å"Is there anything I want to tell the admissions officers about myself that I haven’t already?† If you have a clear answer to this question, then you can strategically choose a book that will allow you to convey that message when you describe its impact on you. For example, if you haven’t yet told the adcoms about your deep love of philosophy—specifically, when it comes to morality—then you might accordingly choose Justice , by Michael J. Sandel and describe how the book allowed you to examine various case studies and develop a new perspective on what morality really is. If there was an interruption during your secondary school or collegiate experience or between your secondary school and collegiate experience (gap year(s)) when you were not enrolled and as a result, not making normal academic progress, please explain the reason for the interruption. The majority of students will not have to answer this question; however, if you are a student who fits the description above, then your best bet is to honestly describe what occurred. If you feel that your reliability or character is called into question when you only objectively describe the situation, then succinctly explain yourself at the end of your description and—if appropriate—express that things will be different in the future. For students whose interruptions were due to taking a gap year (or something similar), then describe your experience and explain its impact on you briefly. For example, maybe you volunteered in Africa for 6 months and now you are a more mature individual. Finally, if you took time off due to a family occurrence or illness, then—once again—explain the situation and leave it at that. While not a requirement, have you been interviewed by an alumni or on campus representative prior to applying for admission? If so, indicate the name of your interviewer and tell us how it impacted your decision to apply. This question is pretty straightforward if you did not get interviewed before applying to CMU—don’t answer it. If you did receive an interview, then hopefully you remembered to record your interviewer’s name. When describing how it impacted your decision to apply, it’s best to recall specific details from your conversation—for example, maybe you and your interviewer share a love of Quidditch, and your interviewer mentioned to you that CMU has a strong Quidditch team. Mentioning small yet specific details about either CMU or your interviewer’s experience with CMU will go a long away in showing that you were impacted by your interview.

Personal understanding of crime commission Essay

Personal understanding of crime commission - Essay Example Mr. X is an experienced marketing executive in a midsize inventory-distribution firm. He is well admired by the management for his outstanding performance in marketing and customer retention. He has played a pivotal role in enhancing company’s turnover by expanding the business area and by providing excellent customer service. As far as his social life is concerned, the person is well recognized for his commitments in social, political, and religious institutions. As the situation is too complex to stand, he would seek the best but practical alternative. He understands that the only way to obtain money is to defraud his employer. However, $4000 is not a small amount to take away without the knowledge of the employer. Although he gets good amounts of daily collection that exceeds 4000 dollars, he is answerable to the accounting section for each expense. At the same time, Mr. X does not have access to any other source except the amounts he collects from customers. Once the source is determined, the person would analyze the possibilities of avoiding immediate impacts of the act on him as well as on the organization. The mode of operation is exceedingly important to him because he wants to lessen the subsequent effects of the action. He does not want to spoil his career and social status or to put his company in trouble. The sole objective is to deal with the present situation. Mr. X takes the list of debtors and identifies the customers who are most liable to the company. Company allows credit to a certain limit as the part of its fiscal policy toward potential customers. Balance collection is not an easy task; and moreover inappropriate approach might result in customer dissatisfaction. As the market is highly aggressive, allowing credit is essential for customer acquisition. Mr. X knows that if 4-5 customers remit their due amounts, it would easily meet his requirement. However, it is not reasonable to force them for an immediate

Corporate finance Essay Example | Topics and Well Written Essays - 5500 words

Corporate finance - Essay Example That means it is the theory between the shareholders & the company managers. This term includes the expense of solving the potential conflicts between the two relevant groups. According to this theory, because of incomplete information & uncertainty, two types of problem can arise. Such as- A potential agency problem arises whenever the manager of a firm owns less than 100% of the firm’s common stocks. However, if the owner-manager incorporates & then sells some of the stocks to the outsiders, a potential conflict of interests immediately arises. In most large listed companies, potential conflicts of interests are important, as those firm’s managers generally own only a small percentage of the stocks. In this situation, shareholder wealth maximization could take a back seat to any number of conflicting managerial goals. In addition to the conflict between stockholders & managers, there can also be conflicts between creditors & stockholders. Creditors have a claim on the part of the firm’s earning stream of payment of interest & principle on the debt, & they have a claim on the firm’s assets in the event of bankruptcy. Stockholders have a control of decisions that affect the profitability & risk of the firm. Creditors lend the firm on the base of – 1) Capital Structure: A firm’s capital structure is that mix of debt & equity that maximizes the stock price. At any point of time, management has a specific target capital structure. Capital structure policy involves a trade-off between risk & return:- Financial flexibility or the ability to raise capital on reasonable terms under adverse conditions. The greater the probable future need for capital, & the worse the consequences of the capital shortage, the stronger the balance sheet should be. Managerial conservatism or aggressiveness that refers some managers are more aggressive than others, hence some firms are more inclined

Writing a proposal for case study in conflict management design system

Writing a proposal for in conflict management design system - Case Study Example The system should be able to resolve conflicts using the interest based approach, the rights based approach and the power based approaches. For conflict management systems to be successful, organizations should be commited to educate its employees on positive values and beliefs that are associated with conflict. The organization should commit itself to educate its employees on behaviour that is compatible with successful conflict management systems. The employee attitudes towards conflicts should be neutral. The organization should commit resources’ in educating employees on the need to avoid perceiving a conflict as a situation whose outcome is about gains and loses. This is because a conflict management system will work if the mindset of employees is not tilted in the direction of a blaming mindset. Allowing for elimination of a blaming mind set ensures that the conflict management system assists in handling conflicts in a constructive manner. This will significantly reduce unproductive employee time, work place stress and litigation (Bercovitch & Jackson, 2009). The organization should provide open communication systems vital for the working of conflict resolution systems. Once the organization commits itself to having an open communication system, it will have provided a ground for the working of the conflict resolution system, by eliminating the mistrust between employees and managers. For the conflict management system to work the organization should ensure that it commits itself to avail primary decision making centers in the organization’s structure. Moreover, the organization needs to put up decision making centers that are cooperative. This will promote consensus and facilitation when the systems are used for conflict resolution. The project intends to achieve myriad objectives through the conflict resolution systems. The system will ensure that