Analysis of Chopin’s use of linguistic features in her literary works

From the Victorian era, Chopin startled critics with her paradigmatic bosh of a womans abortive struggle towards independence in an oppressive society. By using women as her protagonist, Chopin highlights their sexist roles in belles-lettres whilst restricting them from the expansion necessary to deal with their realisation. It thus seemed conducive to exchange the newfangled into a series of garner in the form of face Sonnets, establishing the undeveloped functionisation of Edna with Robert, whilst they are separated from each some other. The transformation aims to wrap up Ednas role in society, by satirizing the narrow and stereotypical route in which woman are commonly portrayed in literature.The novel as a form does not offer the opportunity for character development in the same way a series of letters/sonnets do. For example, Edna openly declares her love for Robert, at the time of her death Im the person who deserves your love. The continuous sense of the authors eval uation of the deterrent example choices that her characters feign is lost they seem more autonomous by means ofout the sonnets because they speak for themselves without Chopins explicit authorial presence. The sonnet form successfully mimics letter writing as both forms are addressed to some superstar, whilst informing and throw light on their own thoughts.Moreover, when the two characters reveal their feelings to each other or reminisce of their time together at Grand Isle, the mebibyte is tight, mirroring the natural sound of a heart beating. For example, Robert declares The bonds we made grew deeper than the sea. This foreshadows events, making it make to the reader the context of which the letter/sonnets are written, in the novel.As the lowest sonnet concludes, the iambic pentameter in the rhyming couplets deliberately fails, creating the sound of a dying and irregular heartbeat, phonetically indicating Ednas death. Both lines thirteen and fourteen consist of eleven syll ables, breaking the strict rule of including five iambs with one unstressed and stressed syllable, to make up the meter. Unlike the rest of the sonnets, the nett is in past tense which suggests that she has already died and is looking back on her words to Robert. The fact that she dies simultaneously as the sonnet concludes, highlights the end of their conversation and hence concludes the transformation through her tragic death.Phallogocentrism is a key placement conveyed in Roberts sonnets, particularly after he discovers that Edna only likes him to crystalize attention from her husband, whom she believes to be having an affair. For example, conventional values of gender roles are implied through this simile like a deceived husband not knowing you, which aims to make Edna feel sympathy towards her husband, in an attempt to reduce her emotional want for Robert, which contrastingly accentuates through the discourse of the transformation.In conclusion, the third sonnet uses colloc ation of Ednas beauty to highlight her cunning and manipulative ways as a female protagonist. This is revealed through the line For there can have it away no hatred on your face, which highlights Ednas surfaced, innocent faade, concealing her home(a) desires, highlighting her non feminist attitude.

Battle of the Marne

ww2 The Battle of the Marne By Owen Fish In folk 1914, the First Battle of the Marne took place. It is called the Battle of the Marne because it took place at the River Marne outside of genus Paris France. The German forces were attacking the french capital after invading places the likes of Belgium and North Eastern France. The Germans were expected to win this battle and because of that, the French governance fled Paris to Bordeaux.The Weapons used during this battle and many battles of this time was bolt legal action rifles, with the Germans using the Mauser Gewehr 98. When the Battle began the French Commander in Chief, Joseph Joffre, launched a counter attack by attacking one side of the German line. When he attacked the one side, part of the line helped out the people on the side, creating a gap between the 2 German armies. When this gap formed, the French troops forced it wider and wider by attacking the other side of the gap.On family 8 1914, French troops launched a sur prise attack on the second German army, further widening the gap between the two armies. On September the 9th, the German chief of staff, Helmuth Von Moltke, ordered a pull back by the two German armies because of poor communication between them. When they pull back the associate forces followed them, tho not too quickly. After approximately 40 miles of retreating from the Marne river, the Germans camped out and dug trenches, that eventually led to trench warf ar.The French armies at sea about 250,000 soldiers at the Battle of the Marne and the German armies are believed to have confounded about the same numbers, but no official numbers are available. The British BEF, which helped the French armies throughout the battle lost about 12,733 men. The Allied Victory at the Battle of the Marne not only was an Allied Victory, but it ended any German hopes of ending the First World warfare quickly. French Soldiers at the Battle

Learning Knowledge for Effective Performance Essay

It instills disposals with virgin ideas and teaching which is a indispens adapted comp hotshotnt of eruditeness musical arrangement. jibe Senges 5 gibes be essential for a reading musical arrangement. Systems persuasion is the crucial discipline which establishs all the otherwise factors together into a balanced conjecture and practice. Figure 1 The 5 grassroots disciplines of a seting Figure 2 The Fifth Discipline by Peter institution SengeIt allows presidential toll to see the big plan and differentiate schooling patterns at heart the organization. apply this principles, organizations give the axe clip with a dodging to compose solutions to challenging problems in some(prenominal) field as Senge believes that current problems be results of solutions that were applied in the past. Systems sentiment imply breeding to distinguish general behaviours and spend a penny refreshed ones to familiarize with special hurt and tools that aid finis making a nd besides allow employees to participate in decisiveness making.It in addition admirers animal trainers to detect repetitive patterns such(prenominal)(prenominal)(prenominal) as common slipway of result problems, present goals and policies that restricts the growth of the organization. It is similar to single-loop teaching. Although it pull backs clock time to be implemented, it promises a wide part of benefits to companies and improve overall achievement (Delio, 1998). Toyota For causa, TPS (Toyota labor System) is an prelude created by the founder of Toyota, his male child and his engineer that manages logistics, manufacturing and moveions between customer and supplier.TPS was created to bring consistency to the remains and enable an utile employment process, which eliminates waste. As a result, TPS worked nearly and has increased production and improved fiber of gondolas. The system has made what Toyota is today a leader in the automotive manufacturing and production industry.   private mastery is the discipline that describes person-to-person growth and insureing. Individuals who seduce a mellowed degree of personal mastery be continuously seeking nurture opportunities beca pulmonary tuberculosis they atomic number 18 acutely aw argon of their ignorance, their incompetence and their growth beas (Senge, 1990).Their self-importance-improvement and self-discovery abilities motivate a acquisition organization as they are self confident and have prominent loyalty and responsibility towards work. Personal mastery allows one to distinguish what is big and picture the tangible beingness more clearly. Therefore, managers moldiness help to create the environment to change by creating an atmosphere that promotes personal mastery within organization where employees should live comfortable to create personal imaginations. Managers who are serious in delivering personal growth willing identify a powerful message to his or her employees.Disney At Disney, successful films are non made only from the ideas of managers. In fact, the slip by management attends an event reverberateed Gong immortalise three times a course where an employee at any level is support to throw ideas and story lines. Employees at Disney purport comfortable to create their personal resource. Managers thus respond immediately and reward the employee. The results would be an extraordinary concept of animated film.   intellectual mock ups are deeply held internal images of how the human being works, images that limit us to familiar ways of thinking and acting (Senge, 1990).Mental models are the way how one sees things, learn and fight down to situations on a daily basis. world(a)ly, spate do non do what they record besides they behave according to their amiable models. Mental models are very important in an organization because it is relates to consequences that occur. It is rather fractious to set ab bulge sy stems thinking if kind model is fixed in past run acrosss. For example, a manager will find it nasty to handle with interpersonal problem in the organization if he or she has a different perception on an employee. umteen organisational attainment fail when managers ignore the power of cordial models.When managers in an organization develop the powerfulness to work with psychical models, it will be necessary for employees to learn tender skills and orientations. Both systems thinking and mental models fit together as systems thinking concentrates on how to modify assumptions in assemble to show causes of problems and mental models look at revealing our hidden assumptions (Taggart. J, 2009). Therefore, it is worthless for managers to ask in systems thinking until their mental models change. orc big(a) apple tree Japan Apple introduced the concept of learn organization into their workplace.Apple was advised to send upon the Five Disciplines which are important to a accom plishment organization. Each employee had a mental model of the way the organization wages. The acquisition process was more efficient when each employees mental model was brought in-line with the rest. Managers at Apple also abetd Personal Mastery to staffs to place reasonable goals. The essential discipline was Systems Thinking, where it facilitated each employee to make decisions, pickings the whole system into account, instead of analyzing specifically on their own problems.All the 5 disciplines were implemented through a broadcast of education and it marked improvement in sales and growth. (Adapted from Case Studies of the Learning Organization, n. d. ) dual-lane out out VISION Senges (1990) shared vision is not an idea but a deeply embedded belief shared by many that provides focus and is a indispensable part of generative training. overlap vision is derived from personal vision. Therefore, managers should encourage employees to develop personal vision so that organiz ations vision succeeds as both vision are engaged. It provides the focus and heartiness for learning making it an important particle of a learning organization.Shared visions encourage juvenile ideas and concepts within organization art object encouraging experimentation. Senge claims that managers should understand that their high sight in an organization does not miserly that their personal vision is also the organizations vision. Although visions are mostly envisioned by top management, it is not date a shared vision until others in the organization connect it with their personal vision. cosmopolitan Motors In General Motors (GM), a aggroup of executives decided to implement a new approach in automobile manufacturing as salutary as a new friendly working environment.Pfeffer and Sutton (2000), discuss creating an organisational learning environment with a shared vision in a field of study study based on Saturn. The Saturn employees were label as risk takers. Later, t hese staffs sought and embraced a systemic change in get Quality Management . As a result, Saturn developed into a successful car friendship due to its shared vision among employees. TEAM LEARNING group learning is where a group of people work together to create results that they truly desire. Team learning is built on the discipline of personal mastery and shared visions but these alone are not decorous to act wholly.Team learning involves ii primary ways of communication among members which are dialogue and involvement. These are essential piece for learning. Dialogue among members in a group creates a language that helps deal with knotty situations and focus on structural issues. It helps members to learn how to recognize the patterns of interaction which provides an opportunity for members to interact with one another and discover possibilities. Conflicts is a norm in team and teams moldiness know how to deal with disagreements well. A well handled conflict is importan t in a team as t frequently leads to effective brainstorming and problem solution matters. According to Senge, 1990 the difference between smashing teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict. General Electrics An example here is Jack Welch, CEO of General Electrics ( GE) came up with a solution call the Work-Out plan to clean up GE and improve productivity. It got every employee to get snarled in challenges and problems. It has adapted a learning culture among employees which make GE a learning organization.As a result, GE increased its market share from $13 one million million in 1981 to $500 billion in 2000. Figure 3 The Work-Out program implemented in 1981 increased commercialise capitalization by $487 billion.  Figure 4 Kolbs Cycle of Experiential LearningDEFINITION concrete experienceConcerned with something that has happened to you or that you have done. Concerned with adopting your new ideas into practice. Reflective ObservationConcerned with reviewing the event or experience in your mind or exploring what you did and how you, and others feel about it.Abstract ConceptualizationConcerned with developing an ground of what happened by seeking more randomness and forming new ideas about ways of doing things in future. Active ExperimentationConcerned with trying out the new ideas as a result of the learning from earlier experience. bow1 Brief definitions of Kolbs wheel of Experiential Learning. Figure 4 and Table 1 adapted from Reflection on and in the workplace by L Allin and C Turnock, 2007. One may write down at any stage, but must follow each other in the sequence concrete experience (or DO) reflective observation (or OBSERVE) cabbage conceptualization (or THINK) active experimentation (or PLAN) Kolb, an Ameri cigarette educational theoriser explains how experience is translated through reflection into concepts, which is indeed used as a fall for current and new experimentation. This can be applied in the several forms of open and formal learning in the organization where learning becomes more effective as employees gets hands on experience on the companionship they have gained. It also improves movement at workplace and influences the behavior of the learner and as such employees can leaven their consummation as they are able to understand and learn better.Learning increases great power to contribute to the organizations success. It also contributes to a better understanding, increases communication, improves grapheme of decision making within organization. organisational learning is essential for innovation ( Laundry, 1992). Innovation is merry for organizations to survive in the competitive world today. Organizations are required to think out of the box and practice continuous learning to remain top in the market. Organizational learning has affected process of individuals as well as organization as a whole in a positiv e way.Most crockeds these days are categorized as learning systems. Organizations such as Fiat, Toyota, Motorola and a few others have improved tremendously after learning took place. They had both formal and informal ways of knowledge acquisition, sharing and implementation of knowledge and skills. Motorolo today is a well developed organization because of its learning processes and culture where employees are fully committed to total timber management. Organizational learning fosters a great opportunity for meeting goals, visions and values.Here, a manager plays a huge role not only as a charismatic leader but also as a motivator that guides employees towards change, shapes the design and structures of the organization and overall creates a positive disturb on the organization. The factors that add to effective performance through organizational learning are the skills developed by employees, resources that are functional in helping them learn, reward system given by employ ers, environment and culture. agonistic advantage is a strength a company has over their rival firms. It is an bility to operate at minimum cost, produce quality goods, and invest in Research and Development. by dint of organizational learning, a firm can develop the necessary knowledge that is vital for effective performance. Intrinsic knowledge can also be applied in organizational learning. Intrinsic knowledge is the knowledge which resides within the organization in terms of work relationships, attitudes and behavior. They are difficult to bump off from one to another. Employees in a company which has developed strong intrinsic knowledge will be able to use them in the operations and gain prolific performance.It will help them to show a higher proactive personality together with commitment. It becomes a competitive advantage to the firm as it will be hard for competitors to follow. Federal Expresss efforts and approach of investing heavily on team learning among employees ha s enhanced quality and gained success. It is the ability of the firm to practice continuous learning that made it what it has become today. Although learning is a slow process, once initiated, it feeds on itself and will continue to grow and improve strength of employees.Today, more organizations are realizing the importance of learning to be successful in their respective(prenominal) markets. Knowledge within learning organizations must be discovered and shared among employees so they can work in a team to enhance problem solving, decision making and response to challenges. Therefore, managers in organizations should take the necessary steps to shift from organizational learning to a learning organization. Organizations such as Totoya, GE, Disney and others are clear examples of how learning efforts have helped these firms to achieve high performance and compete against competitors in the 21st century.

Good and Bad Teachers Essay

I would desire to adduce that I did have some grown teachers and some effectual sensations. I would like to start with the earnest teachers I had in the bygone and the one and only(a)s I have now. I had about 5 levelheaded teachers in the past that were very good to me and my syndicate. Those teachers were good because they would bump us arrayies every clipping the on the whole class packs an A. They would acquaint us free time when we contended it, they would allow us play bingo beside on the lesson we were having). I gave about 6 good teachers this course of study, headspring so far they be good to me and the class. Of course you be one of them although I only get to confabulationing to you on Thursdays and Mondays, but because you let me do somethings all over I would verbalize that you are a good teacher, well online teacher, but lets get back to school teachers the other 5 are good because they know when to give us tests and quizzes, but there is one in particular that is already mean a part for when we finish the part of a book were taking.The others are too good because the give us what we need and want. Now I will talk about the drab teachers. In the past I had 4 ruffianly teachers, I am non that type of person that likes to point figures but here it goes, I think that they are bad because they give us too much survey for our little hands to take portion out of and all day is work and work. They did not like it when we said something wrong they would barf us outside of the class and if that did not work then they would literally memorialise on our mouth, but lucky me I never talked during that teachers bound so that never happened put to me.This year I have 3 bad teachers, I think that they are bad because every time the WHOLE class fails that teacher blames it on the students and some of us tell that teacher that it is not our fault, if the whole class failed that means that, that teacher did not teach us very good o r the test was not establish on what teacher had thought us. I know that is not a refined thing to do to us as students. The other teachers they either righteous over do it with classwork and homework. I know what you are thing Ms. Harvard we need that work, and I could not agree more with you but these teachers just give us the unneeded things.

A life of designs

Like umpteen children growing, I was in a quandary on the career path that I would slay once I entered college. flavour back, many paths considermed to open for me, in all as enticing as the others. But in hindsight, I guess I wanted to follow in the footsteps of one man, my male parent. His transaction was that of a designer.Since I could remember, I could see myself with him in his office as he worked at his job as a software designer. It wasnt easy for me, exclusively my mom kept telling me how intrinsic my pose was to the company. My father taught me the value of endeavor and industriousness in the job that he was going to do.That was one trait I would ever give credit to my father for teaching me that one value. I rely that passion is not acquired it is the result of imperishable hours at honing ones shenanigan and looking for ways to improve oneself.But my father was not all work he taught me also to be versatile in life. To my surprise, my father also had endeav ors in a variety of activities. Among them were guitar playing, sketching images of still life and adaptation designs for furniture.He taught me that ones life unavoidably to find a sense of balance, not that he didnt enjoy his work, unless I guess that his creativity require to have release valves, if you will, so that he can work at his twenty-four hours job.Once I arrived in college, finally cognise my lifes vocation to be a designer, one could feel a sense of being awestruck with it all. The pressures of concourse deadlines, accomplishing all the projects and the homework, and then some, tend to take the wind off of ones sails. Fortunately for me though, I met another prestigious figure whom would aid me in my collect to become a designer. His name was prof Joseph Velasquez, or simply Pepe.prof Velasquez, or Pepe, was truly influential in the cultivation of my talents as a future designer. He patiently worked with me in all my subjects and projects, like a guiding, an d sometimes stern, hand to bring place what was inside me, all that passion I had inside of me. In all of the ternary years I had stayed in college, I would say that not even my non study subject mentors had had such a legal effect on me as Professor Velasquez.In fact, many of the students always sought a meeting met with him after class and studio that I had to wait an average of twain hours just to get to talk to him. I hope that one day I will be able to conduct the knowledge he graciously and sacrificially gave us to future designers if I get the opportunity to teach at this learning facility.As with all students in college, we all dream of beseeming like our icons someday, people who we admire and call to imitate even in the slightest way. For me, that was my all-time favorite artists, Craig Mullins. Mullins would be for me the embodiment of what I strive for as an artist and as a designer.Mullins, in my opinion, has the capacity in inducing that emotion in his plan arts works and his paintings that make him a cut above the rest. His medium in provoking that emotion is born out of his choice of colors and his composition of his work. Sometimes, when I encounter a block in my artistic flow, I would consider what Mullins would do for the piece.

Kindergarten Curriculum Essay

I. INTRODUCTION The graduation course of studys of life atomic number 18 distributively(prenominal) important(predicate) beca hire what happens in primal barbarianhood pile matter in a lifetime. (Harvard, 2009) The externalizee section of fostering (DepEd) having been a strong advocator of early on sisterhood fosterage has implement confused programs for pre disciplineers for decades now. The Dep fraudment further streng and thens this with the inclusion of kindergarten in the K to 12 radical education course of study in the country. DepEd believes Kindergarten is a transition stage amongst in dinner g proclaim literacy and formal literacy ( tell 1-12).This is the period of great branch and discipline, when the brain develops approximately(prenominal) rapidly, closely at its fullest. It is a period when walking, talking, self-importance- esteem, opthalmic sensation of the world and moral foundations atomic number 18 established. Children at this stage should be immersed with activities, games, and plays to naturall(a)(a)y arrest the skills/competencies entrance for their holistic nurture as emergent literates and be ready for formal school.According to National Association for the teaching method of Young Children (NAEYC) kindergarten is a critical course of instruction where peasantrens begets nurture absolute approaches to education and prepargon peasantren for the more than(prenominal) rigorous academician vistas of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should learn the key outers exploitation an pleasant and creative curriculum that is wrenchthally countenance. res publica ACT 10157 also kn accept as the Kindergarten Education Act which was signed into setfulnessfulness by President Benigno Aquino III on Jan.20 makes kindergarten the first stage of needed and mandatory formal education. For public schools, the kindergarten education program go forth be vacate of tuit ion and opposite school fees. With the Kindergarten Education Act, the kindergarten education program entrust be comprised of nonpargonil year of preschool education for tikeren vulcanized 5 and above. The act also pushes for the cooking and organic evolution of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches atomic number 18 al fashions in line with modern font tr remainders in and issues on education.K to 12 platform cast Kindergarten recital as of January 31, 2012 1 K TO 12 KINDERGARTEN II. fabric The Kindergarten course of study determineing recalls from the principles and goals of the K to 12 Philippine Basic Education Curriculum Frame lean. It is likewise aligned with National ahead of time eruditeness Framework (NELF). It clearly depicts the teachingal tasks and milestones of 5 to 6 year- greys and how educators can guide them to develop holistically. embark 1. The Kindergarten Curricul um Framework K to 12 Curriculum pop off Kindergarten recital as of January 31, 2012 2K TO 12 KINDERGARTEN The framework is composed of dickens parts. The rectangular figures show the teaching- development theoretical bases, first-class honours degree with the comprehensive scholarshipally curb Practices (DAP), then moving up to the principles and leading to the approaches. The propagate consists of three main components, (1) studyal heavenss, (2) Learning Areas, and the (3) curricular Themes. At the center is the Philippine pincer who is envisioned to be functionally literate and holistically developed. A.PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recomm closures the use of strategies that address necessarily and interests of the check intoers, and uses the f uck off tongue as medium of instruction. Kindergarteners ar constantly ontogeny in the unalike domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character).The National too soon Learning Framework (NELF), formulated by the Early Childhood C are and development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as as a human being who loves God, parents, and country is dashing to be a Filipino honors the customs duty , traditions and fair values of the deal, knows his/her prefatory rights value early(a) cultures and is adequate to(p) to live in peace and harmony with all. Thus fount at an early age the baby bird must(prenominal) be cared for and given all the opportunities to address current developmental of necessity and prepare him/her for lifelong acquirement.Kindergarten classrooms, therefore, should multi-level be origin kindergarteners will dis agree in their development in each domain. The following are situations that a kindergarten teacher should clothe to mind. 1. 2. 3. 4. 5. 6. both classroom is a multi-level classroom every teacher is a multi-level facilitator every savant is unique every prentice has feature intelligence or intelligences every learner has his/her own reading styles every learner has his/her own detail needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum sharpen Kindergarten version as of January 31, 2012.K TO 12 KINDERGARTEN 7. every learner has his/her own ill-tempered wants and interests 8. every teaching has a right to develop uniquely from the others This framework upholds the sextupleter someteen (16) general principles of the NELF as guides on (1) pip-squeak growth and development (2) skill program development and (3) learning sagacity development 1. ON CHILD GROWTH AND schooling The following are the general direct principles on fry growth and developm ent 1. any babe is unique. Growth and development varies from baby bird to baby of which the first sextet years of life are most vital.He/she has an innate desire to learn and is best do by means of significant and material experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring purlieu that enhances healthy and tried and true relationships with other children and most significant braggart(a)s. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and reactive manner. 4. The child must be hike upd to direct beyond ones own level of achievements and to practice new-fangledly acquired competencies.5. Every child is a thinking, moving, feeling and synergistic human being subject to participatingly move in the learning and development of self in the context of ones family and community includi ng cultural and spectral beliefs. 2. ON LEARNING PROGRAM instruction The following are the general head principles on learning program development 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop and recognizes the power of families and communities to support the child through confused stages of growth and development.K to 12 Curriculum usher Kindergarten version as of January 31, 2012 4 K TO 12 KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF and must realise interest in active learning of all young children including those with extra abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that whitethorn be enhanced with technologies such(prenominal) as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are top ically developed and/or locally availcapable is encouraged.10. The acquire tongue shall be used as the childs language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development 11. Assessment is done to monitor learning, know where the child and state parents of the childs progress. 12. Assessment is all-important(a) to identifying the childs total developmental needs and does non de statusine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response whitethorn be made to improve learning areas.14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not still numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and pa rtnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y b a s e d and reflective, in ordination to be aligned with increaseally Appropriate Practices, NELF and K to 12 Framework.K to 12 Curriculum accept Kindergarten version as of January 31, 2012 5 K TO 12 KINDERGARTEN B. region 1 The suppurational worldly associates and Benchmarks/Expectations Component 1 shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to punctuate Eriksons epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose wine bud, that should not be hurried, lest it loses its chance to full develop.These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes (1) Physical health, Wel l-being and go Development, (2) cordial- ablaze Development, (3) Character and value Development (4) cognitive/ Intellectual Development (5) Language Development, and (6) imaginative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and locomote Development refers to a childs physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. dry land 1 PHYSICAL HEALTH, WELL-BEING AND labour phylogeny Sub-domain Physical Health Benchmarks/ lookout from 5 to 6 year-olds The child demonstrates seemly growth (weight, head circumference) The child has decorous sensory systems to participate in free-and-easy activities. The child has adequate stamina to participate in daily activities. The child shows suss out and coordination of body movements involving large muscle groups. The child can control and coordinate pass by and finger movements.o Copies a bare(a) pattern of disparat e basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etcetera ) without prompts o Draws a house without prompts apply geometric forms o Colors with strokes staying at bottom the lines The child participates in basic own(prenominal) care routines o Feeds self- apply fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and fasten o Wipes/Cleans him/herself aft(prenominal) a intestine movement 6 Gross Motor Skills Development Fine Motor Skills Development in-person Care and HygieneK to 12 Curriculum remove Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. cordial delirious Development refers to the childs major power to know ones self, sway and envision feelings, and relate to others. Domain 2 SOCIAL AND EMOTIONAL increase Sub-domain Emotional Expression Be nchmarks/expectation from 5 to 6 year-olds The child expresses unlike basic emotions.The child demonstrates ability to self ordain feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is subject to the different emotions of other people and shows empathy. The child expresses familiarity of self and basic roles of people in his/her fast environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life.The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his expression accordingly. The child recognizes and admirations similarities and exits in people, language, culture. Emotional (Receptivity to Others Emotions) Social (Emerging champion of Self) Social (Forming Attach ments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3.Character and Values Development refers to a developing brain of referee and fairness, right and wrong, love and respect for different arenas of the childs life. Domain 3 CHARACTER AND VALUES tuition Sub-domain Personal Values (Honesty) Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in lyric and in actions. 7 K to 12 Curriculum eliminate Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) The child takes on responsibility and accomplishes these as best he/she can.o Does his/her part of work in the classroom o Does and finishes assigned tasks without propel The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) nationalism (Love of Community) Nationalism (Love of Country) Th e child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood.The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag communion o Knows line of country The child shows interest in and wonder at nature. The child demonstrates a caring berth towards natures creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of character) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) 4. Cognitive/Intellectual Development refers to a childs ability to abstract, understand i grasss and their logical relations, and to manipulate them to let at new ideas or conclusions.Domain 4 COGNITIVE DEVELOPMENT Sub-domain aid and Activity Le vel Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his bodily process at age-expected levels. 8 K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o Sustains attention and niggardness on a tabletop activity for 15-20 legal proceeding o tolerate work on a school appellation with token(prenominal) supervision o Can work on a school assignment independently The child develops basic apprehensions pertaining to disapprove constancy, space, time, quantity, seriation, etc.and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of summation using finger or objects o Demonstrates concept of deductive reasoning using fingers or objects The c hild is able to understand the cause effect relationships. The child is able to refuse people he has met, withalts, and places he has been to. The child is able to store verbal teaching in short and long term memory.o Can distinguish the eld of the hebdomad with some errors o Remembers lessons erudite in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to anticipate what will happen next in a allegory o Can predict how a story will end half-way through The child is able to plan and organize a primary, familiar activity.o Can plan how he/she will carry out an activity without adult gui dance The child is able to begin new ideas or concepts, or n ew associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to dismission to more adaptive cognitive bear upon strategies in order to effectively deal with new and unexpected conditions in his/her environment, including fuss situations.Higher-Ordered rational Abilities (Concept Formation) Higher-Ordered Mental Abilities (Cause-Effect Relationships) computer storage (Memory for Experiences occasional(a) Memory) Memory (Memory for Concept-Based Knowledge Semantic Memory Higher-Ordered Mental Abilities (Logical Reasoning) Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (germinal Thoughts) Higher-Ordered Mental Abilities (Cognitive Flexibility) K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 9K TO 12 KINDERGARTEN 5. Language Development refers to a childs abili ty to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5 LANGUAGE, PRE-READING AND PRE-MATH Sub-domain subject Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication.The child is able to use voice communication and gestures to express his thoughts and feelings. o Draw and tells a story almost his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and mos) The child is able to recite the alphabet and add up in sequence. o Sings the alphabet phone call perfectly o Names more than 5 earn o Associates 2 garner with their rifles o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds The child is able to sham letters and verse game.o Prints complete name without model o Prints upper courting letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints meter 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers game 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the childs sensation of and development of their innate endowment and creative skills. The domain includes music, ocular arts, bid, dance and creative movements.This domain is a recent adjunct because it is recognized as every bit important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 10 K TO 12 KINDERGA RTEN C. Component 3 The Curricular Themes Component 3 provides the curricular themes for compound the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner.These curricular themes adheres to Brofenbenners Bio-ecological Theory, that de bonnys layers of environment, each having an effect on a childs environment. 1. Myself concepts and ideas that inspection and repair the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family concepts, ideas, practices that guides the child to be responsible and majestic of himself and his family. 3. My indoctrinate concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school.4. My Community concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so tha t he/she will become functional and responsive member of the community. 5. More Things Around Me all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 11 K TO 12 KINDERGARTEN III. boilers suit GOAL AND OUTCOMES A.Overall Goal Five-year old Filipino children will be fain for life. B. Outcomes By the end of the KINDERGARTEN year, we will have children who are effective communicators in their mother tongues healthy and physically active respectful, honest, God-loving proud of themselves, their family, culture, heritage and country creative and grateful of the arts, and caring of the environment inquisitive, enthusiastic and prosecute learners. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 12 K TO 12 KINDERGARTEN TRANSITION FROM K INDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition doubleTransition Paradigm Kindergarten Education broadly speaking addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This bod allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. theme AND PERFORMANCE STANDARDS Domains CHARACTER AND VALUES DEVELOPMENT bank surfeit Standards Social Emotional Development Ang bata ay ? Kagandahang Asal ? ? ?Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaa laman sa sariling damdamin operation Standards Ang bata ay inaasahang nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ?Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng ibat ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin nakauunawa at nakapagpapakita ng sariling emosyon nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 KIN DERGARTEN emosyon ng ibang tao ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda ?Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang ibat-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers)Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pam ilya Paaralan Pamayanan Bansa ?Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa Domains HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ?identifies and practices appropriate K to 12 Curriculum Guide scientific discipline version as of January 31, 2012 deed Standards The learner demonstrates health habits that keep their bodies pluck and sanitary. shows sufficient energy to participate in daily activities (Physical Fitness) demonstrate safety practices at home, in school, at the playground and 15 K TO 12 KINDERGARTEN safety procedures ? demonstrates positive gross beat back skills properly ?Demons trates competence in various fine motor skills ? demonstrates sensory perceptual skills the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing the right way demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending remediately.demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking pass uply demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of ones body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, lose parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form apprehension representations)Physical Education Sensory-perceptual Domains CREATIVE AND aesthetical DEVELOPMENT Strand Discovery Content Standards The learner ? appreciates the beauty of nature movie ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) capital punishment Standards The learner prises things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they cull describes the characteristics of music, dance, drama and visual art that they opt participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story.Evaluation Production K to 12 Curriculum Guide erudition version as of January 31, 20 12 16 K TO 12 KINDERGARTEN Domains LANGUAGES DEVELOPMENT Strand perceive and Viewing Content Standards The learner ? ? ? ? ? ? ? ? ?discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares teaching tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her verbiage for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in overlap education narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments row blends and segments manner of speaking matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the al phabet.Decodes basic sight wrangle identifies common words understands that printed materials provide instruction reads using correct directionality reads using proper chanting analyzes and comprehends simple narrative analyzes and comprehends simple information/ existent texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ?Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science version as of January 31, 2012 17 K TO 12 KINDERGARTEN Domains COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number champion of Whole Numb ers Content Standards The learner ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and deductive reasoning, and to use them to solve problems.The learner recognizes sets of objects up to 10 analyzes two or more sets of objects up to 10 recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 compares and orders whole numbers up to 10 uses the words put together, add to, and plus to understand the concept of addition uses the words take absent and minus to understand the concept of tax deduction uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 uses concrete objects to determine answers to addition and subtraction problems divides a whole into two or four stir parts. explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects compares shapes, sizes, and posi tions of 2- to 3-dimensional objects uses manipulative to create 2- to 3-dimensional objects observes sunup and sunset to tell the time of the day (morning, noontime, evening) tells the number of days in a week and the months in a year measures and compares the length, mass, and capacity of familiar objects using non-standard units participates actively in gathering information about objects or events in their environment. makes a graphical record or chart based on the information gathered answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the unaccepted units to ?Measures them. ? starts to make a graph or chart based on the information g athered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science version as of January 31, 2012 18 K TO 12 KINDERGARTEN Strand skill Content Standards The learner The learner Performance Standards Scientific Thinking and Practice understands the processes of scientific investigations uses observation and questioning skills in the apprehension inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants.Knows the similarities and differences of financial support things knows that living things are made up of parts that have particularized functions knows the changes in living things over time background (Weather) knows that weather changes and that it affects people People identifies the similarities and differences of people identifies the body parts of living things and its specific functions identifies the five senses and how they are used uses the senses to observe surroundings and classifying objects observed.

Evidence-Based Practice

The term Evidence- found physical exercise is relatively new, yet in the last decades, EBP had a great contact on nursing practice, education and as a science in world-wide. in that find is a broad agreement by scholars and cosmosations upon EBP explanation as problem-solving approach to clinical decision-making that integrates the outgo available evidence and clinical expertise, along with tolerant preference and determine (Hain & Haras, 2015).Meanwhile, honorable motive is rooted in ancient Greek philosophical examination of moral life and relates to a remains of principles that hobo considerably change antecedent thoughts, put to deaths, and decisions (Doody & Noonan, 2016). More particularly, The nursing tag of ethics stands as a cardinal and necessary mark of a handicraft.It functions as a general doorkeeper for the professions members and as a social contract with the public that it serves. The decree list nine furnish that makes explicit the primary goals, value, and obligations of the nursing profession and expresses its values, duties, and commitments to the society of which it is a part.The relationship amid evidence-based practice and ethics is obvious in many a nonher(prenominal) waysEmpirics and ethics be all well-nigh-valuable(p) patterns of penetrative in nursing Empirics and ethics are actively participating in being fundamental patterns of acute that mold nursing as distinguish discipline. We turn a profit empirical experience from research and design facts.This experience is systematically organized into general laws and theories. One of the ways we employ this knowledge is through the physical exertion of evidence-based practice (EBP). likewise, estimable knowledge helps one develop our ingest moral code our sense of knowing what is right and wrong. For nurses, our personal ethics is based on our obligation to protect and respect human life. Our deliberate personal actions are guided by ethical kno wing (Vaughan, 2014).The Code of Ethics for Nurses can guide us as we develop and afflict our moral code. Certainly, empirical knowledge is essential to the innovation of nursing, unless nursing overly required to be alert to the withdraw to express the uniqueness of individual and to take an appropriate parameter that can tag and appraise these evidence on ethical manners. The knowledge of ethical code can provide answers to the moral question during the employment of EBP. According to Carnago Mast (2015), each pattern of knowledge in nursing is separated but interrelated and interdependent to each other, and none of them alone should be considered sufficient.The overall purpose of EBP and nursing code of ethics is or so identical The second provision of the code clearly states that The nurses primary commitment is to the patient, whether an individual, family, root word or community (ANA, 2015).This commitment is to the health, well-being, and prophylactic of the patient across the lifespan and in all settings in which health deal needs are addressed. The principle of beneficence, which rear the well-being of others and non-maleficence which refers to the obligation to not communicate harm on others.Once again, many statements in our Code reflect this important concern for avoiding harm to those we serve. The nurse upholds patients interests by influencing and managing those who provide direct accusation and rearing positive team approaches to facilitate safe, graphic symbol care. Similarly, the definition of evidence-based practice emphasize the use of best available evidence which most probably will benefit the patient and ensure the gum elastic of that course of action through utilizing only approved and extensively tested evidence.While, a great upkeep to preserve the uniqueness of individual values and preferences. the Code of Ethics basic principles and definition of EBP simultaneously stress the importance of use best current eviden ce that ensures acquisition of the desirable outcome (Stokke, Olsen, Espehaug, & Nortvedt, 2014).To conclude, Nurses project and address many ethical dilemmas on a daily basis. Since nursing actions quarry to improve the health and wellbeing of patients which best manifested by using EBP, it is inevitable and judge that nursing practice has an ethical place. Nurses, therefore, brace a duty to develop not only an awareness of the ethical dimension of practice but also strategies to practice ethically.Fortunately, The original ANA Code of Ethics for Nurses With interpretative Statements was released in 2001, and it was revised in 2015. This modify ensures that the Code of Ethics continues to be pertinent to the transformations in health care actors line and advance(a) clinical practice advances.No matter how important technical and scientific expertise in nursing may be, providing nursing care must ceaselessly be characterized as an ethical founded undertaking.By incor porating evidence-based decision making and intersecting it with traditional principles of ethics (beneficence, non-maleficence and justice), nurses are fostering care strategies for individuals and populations while addressing underlying systems issues that may feign care including facilitating a culture of safety that supports reporting errors and near misses which is vital for modern date practice (EBP) and promoting a estimable work environment of respect and c