...THE CURRICULUM Cecilia Braslavsky 1 A. DEFINITION OF THE CONCEPT OF CURRICULUM According to the history of education, the term ‘curriculum’ was originally related to the concept of a course of studies followed by a pupil in a teaching institution. The concept of “curriculum” was used in the English-speaking tradition as equivalent to the French concept programme d’études. Nevertheless, in recent decades, the concept of curriculum has evolved and gained in importance. Increasingly, it is used universally within the framework of globalization, the theory of pedagogy and the sociology of education. At the same time, the concept acquired such an importance that since the 1990s certain authors underscored the risk of an invading epistemology (i.e. the concept being used to indicate all dimensions of the educational process, without allowing any differentiated analytical approach to its complexity). In fact, the term curriculum is mostly used to refer to the existing contract between society, the State and educational professionals with regard to the educational experiences that learners should undergo during a certain phase of their lives. For the majority of authors and experts, the curriculum defines: (i) why; (ii) what; (iii) when; (iv) where; (v) how; and (vi) with whom to learn. Using educational concepts, we can say that the curriculum defines the educational foundations and contents, their sequencing in relation to the amount of time available...
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...milonga. Pope Francis attained his preliminary education from Wilfrid Barón de los Santos Ángeles, post which he graduated from Escuela Nacional de Educación Técnica Hipólito Yrigoyen as a chemical technician. As a seminarian he accepts the calling of God because of one priest he talk to. He realize that h want to spend his life with God. As a pope a true advocator of humility and self-effacement, Pope Francis has been noted for his commitment to serve the poor and needy and to bridge gaps between people of different backgrounds, faiths and beliefs. All through his life as a priest, Pope Francis has considered social outreach, rather than doctrinal battles, to be the essential business of the church. 2. Compare the life story of Pope Francis to these heroes A) Kristel Mae Padasas-Volunteer: Kristel and Pope Francis are also the same they want to serve God by helping other people by volunteering to help people who are really in need Pope Francis and kristel has the same heart they are really happy when they help people that’s why kristel is like Pope Francis. B) Dr. Edgardo Gomez-Scientist: Dr. Edgardo and Pope Francis is also the same because Pope Francis gives importance to the creation of God Pope Francis appreciates the beauty of nature. Dr. Edgardo is like Pope Francis he is also a hero because he also give importance to the creation of God he wants to save what God created for us he want to save he beauty of nature that...
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...Although José Rizal, now eleven years old, had passed a good entrance examination in Manila in June, 1872, he nearly failed to matriculate in theAteneo in July, because his mother's arrest had made him a month late, and because he looked so little, so slender, so young. He would not have been admitted at all but for the intercession of Dr. Manuel Burgos, a nephew of the recently executed Dr. José Burgos. When finally the boy was accepted, he went to mass and prayed fervently. (01) He had something to pray about and to study for! Tragedy had set purpose ablaze in his young soul --, purpose that would never die. He did not know how to help his home and country but he wouldfind a way! Following the rigid methodical habits which he had learned from his father and which were taught by his Jesuit teachers, he prepared a schedule so that he would not lose an hour: study and reading until four p.m.; four to five, exercise; five to six social and miscellaneous obligations. This careful husbanding of every minute began to show results almost at once. He began at the bottom of the school, but within a month he was "Emperor of Rome". The Ateneo had divided the students into two "empires", Roman and Carthaginian, to fight for academic supremacy. It was this war that soon brought young Rizal triumph and prizes. At the end of the first quarter he received the grade "excellent". When one of the teachers hurt his feelings he stopped trying for honors, so that at the end of the year he came...
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...Iván Ricardo Insights on Bilingualism and Bilingual Education: A Sociolinguistic Perspective Íkala, revista de lenguaje y cultura, vol. 17, núm. 3, septiembre-diciembre, 2012, pp. 263-272 Universidad de Antioquia Medellín, Colombia Available in: http://www.redalyc.org/articulo.oa?id=255025411004 Íkala, revista de lenguaje y cultura, ISSN (Printed Version): 0123-3432 ikala@quimbaya.udea.edu.co Universidad de Antioquia Colombia How to cite Complete issue More information about this article Journal's homepage www.redalyc.org Non-Profit Academic Project, developed under the Open Acces Initiative InsIghts on BIlIngualIsm and BIlIngual EducatIon: a socIolInguIstIc PErsPEctIvE [Percepciones sobre el bilingüismo y la educación bilingüe: una perspectiva sociolingüística] Iván Ricardo Miranda Montenegro holds a Master’s degree in Applied Linguistics to EFL Teaching from Universidad Distrital Francisco José de Caldas. Colombia. He currently works as assistant professor at Universidad Pedagógica y Tecnológica de Colombia. Mailing address: Universidad Pedagógica y Tecnológica de Colombia, Instituto Internacional de Idiomas, Calle 4 sur No 15-134 Sogamoso, Boyacá, Colombia. E-mail: ivan.miranda@uptc.edu.co Abstract This paper is primarily intended to present some major considerations about bilingualism and bilingual education from a sociolinguistic perspective. In the first instance and due to the high complexity of the issue, I will deal with major definitions...
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...Early Education Rizal’s first teacher was his mother, Teodora Alonso. As a tutor, Doña Teodora discovered that her son had a creative and in-depth talent for poetry so she encouraged him to write poems to reduce the monotony of memorizing the ABC’s and to stimulate her son’s imagination. As Rizal grew older, his parents employed private tutors. His first private tutor was Maestro Celestino, followed by Maestro Lucas Padua and later, an old man named Leon Monroy. Monroy lived at the Rizal residence and instructed Jose in Spanish and Latin. Unfortunately, after 5 months of teaching, he passed away. After Monroy’s death, Rizal’s parents decided to send him to a private school in Biñan. Life and Studies in Ateneo (1872-1877) In 1865, college began to function in the Philippines when the Jesuits returned. Jesuits were considered as the best educators in Spain, and perhaps in Europe. So they established an institution called the Ateneo de Municipal. The Instruction of Jesuitical system was considered advanced. Their methods were less mechanical and rigid in discipline. Jesuits introduced physical culture as well as art cultivation, such as music, drawing, and painting. Agriculture, commerce, and mechanics were part of their vocational courses. Being a religious institution, Ateneo’s principal purpose was to mold character. Rizal entered Ateneo de Municipal in 1872. He describe his first professor, Fr. Jose Bech as a “man of high stature; lean body, bent forward; quick...
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...GLOBALISATION AND HIGHER EDUCATION DEVELOPMENT: A CRITICAL ANALYSIS RUI YANG Abstract – This article sets out to analyse critically the nature of globalisation and how it is affecting higher education. The author first reviews the nature of globalisation, and then examines its international impact on higher education development. He contends that globalisation is predominantly economic, and points out that global exchanges in the economic, cultural and educational domains continue to be unequal. At the same time, education is increasingly treated as a business. By exposing the negative side of globalisation and its effects on universities, the author aims to counter the uncritical acceptance of globalisation as a positive force for higher education and society as a whole. Zusammenfassung – Ziel dieses Artikels ist eine kritische Analyse der Natur der Globalisierung und ihrer Auswirkungen auf die höhere Bildung. Der Autor beginnt mit einem Rückblick auf die Eigenheiten der Globalisierung und untersucht dann ihren internationalen Einfluss auf die Entwicklung der höheren Bildung. Er behauptet, dass Globalisierung vorherrschend wirtschaftlicher Art sei und weist darauf hin, dass ein globaler Austausch in wirtschaftlicher, kultureller und erzieherischer Hinsicht ungleich bleibt. Gleichzeitig wird Bildung immer mehr als eine Art Geschäft behandelt. Indem der Autor die negative Seite der Globalisierung herausstellt sowie ihre Auswirkung auf die Universitäten, will er der unkritischen...
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...themselves as citizens of a distinctive island nation in spite of their colonial condition and U.S. citizenship. This sense of uniqueness also shapes their migrant experience and relationship with other ethnoracial groups in the United States. However, this cultural nationalism coexists with a desire for association with the United States as a state or in the current semiautonomous commonwealth status. Location and Geography. Puerto Rico is the easternmost and smallest of the Greater Antilles, bordered by the Atlantic Ocean to the north and the Caribbean Basin to the south. Puerto Rico is a crucial hemispheric access point. It was thus a valuable acquisition for European powers and the United States. Puerto Rico retains its strategic importance, housing the U.S. Army Southern Command and other military facilities. Since the 1940s, the U.S. Navy has used its offshore islands for military maneuvers that have damaged their ecology, economy, and quality of life. Puerto Rico includes the surrounding...
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...LOS PSA Y SU IMPACTO EN LA POBREZA Con una población de 8,8 millones de habitantes, Haití es hoy día la única nación de América Latina clasificada en el grupo de Países Menos Adelantados (PMA) (UNCTAD, 2002), así como entre los de Bajo Desarrollo Humano (PNUD, 2003). El 76% de sus habitantes viven en la pobreza y 55% lo hacen en condiciones de indigencia o pobreza extrema. Dicha situación es aún más marcada en el área rural, ya que abarca a 82% y 59%, respectivamente, de su población. Randolph, G. (2004). Haití: antecedentes económicos y sociales. México D.F. Desde 1492, cuando Colón llegó a la isla de la española, Haití ha perdido suelo y derramado sangre, primero bajo el dominio de los españoles, que plantaron caña de azúcar, y después de los franceses, que talaron los bosques para cultivar café, añil y tabaco. Incluso después de que en 1804 los esclavos haitianos se liberaran del colonialismo, Francia recibió una indemnización de 93 millones de francos de su antigua colonia, abonada en gran parte en madera. Tras la independencia, los especuladores y agricultores de las clases altas expulsaron de los valles fértiles a los campesinos y los empujaron a las áreas rurales más boscosas, donde sus pequeñas parcelas con cultivos intensivos de maíz, judías y mandioca se combinaron con una explotación creciente de la madera como combustible que exacerbó la deforestación y la pérdida del suelo. Hoy queda menos del 4% de los bosques haitianos, y en muchos lugares el suelo ha desaparecido...
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...Quality & Quantity (2006) 40:661–674 DOI 10.1007/s11135-005-2072-7 © Springer 2006 Research Note Factors Related to the Academic Performance of Students in the Statistics Course in Psychology ` ´ JOAN GUARDIA∗ , MONTSERRAT FREIXA, MARIBEL PERO, JAUME TURBANY, ANTONIO COSCULLUELA, MAITE BARRIOS ` and XAVIER RIFA Dept. de Metodologia de les Ci` ncies del Comportament, Facultat de Psicologia, Divisi´ de e o Ci` ncies de la Salut (IV), Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 e Barcelona, Spain Abstract. Many studies have examined the factors that influence academic performance in primary and secondary education as well as at university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time. In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group comprised 211 students enrolled in the academic year 2000– 2001, while the second comprised 287 students enrolled in the academic year 2001–2002. By administering a questionnaire, we obtained information concerning...
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...Quality & Quantity (2006) 40:661–674 DOI 10.1007/s11135-005-2072-7 © Springer 2006 Research Note Factors Related to the Academic Performance of Students in the Statistics Course in Psychology ` ´ JOAN GUARDIA∗ , MONTSERRAT FREIXA, MARIBEL PERO, JAUME TURBANY, ANTONIO COSCULLUELA, MAITE BARRIOS ` and XAVIER RIFA Dept. de Metodologia de les Ci` ncies del Comportament, Facultat de Psicologia, Divisi´ de e o Ci` ncies de la Salut (IV), Universitat de Barcelona, Passeig de la Vall d’Hebron, 171, 08035 e Barcelona, Spain Abstract. Many studies have examined the factors that influence academic performance in primary and secondary education as well as at university, with the purpose of enhancing learning at these stages and reducing drop-out rates. It is within this research framework that we want to emphasise the deficient performance of students enrolled on the statistics course in the Faculty of Psychology at the University of Barcelona. Consequently, this paper attempts to determine the factors that affect student performance in this subject by undertaking an analysis of a structural equation model and determining its stability over time. In order to accomplish our objective, we worked with two samples of students enrolled statistics classes. The first group comprised 211 students enrolled in the academic year 2000– 2001, while the second comprised 287 students enrolled in the academic year 2001–2002. By administering a questionnaire, we obtained information concerning...
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...Chapter 22 Conditional Cash Transfer Programs: A “Magic Bullet” for Reducing Poverty? Michelle Adato and John Hoddinott I n 1997, the government of Mexico introduced a conditional cash transfer (CCT) program called Programa de Educación, Salud, y Alimentación (PROGRESA) to provide assistance to about 300,000 extremely poor households. The essential premise of a CCT program is a cash transfer to households conditioned on their participation in health, nutrition, and education services. Ten years later, PROGRESA, now Oportunidades, covers more than 5 million households in all 31 Mexican states. Approximately 20 countries have adopted a pilot or full-scale CCT program, and another 20 countries have expressed interest in starting one. Most current programs are in Latin America, but others can be found in Asia, Africa, and the Caribbean, and interest is increasing among African countries struggling with extreme poverty and low human capital. CCT programs are increasingly perceived as being “a magic bullet in development.” Are they? This chapter presents a review of the rationale for and operation of CCT programs, an assessment of their effectiveness, and a discussion of key issues facing countries considering these interventions or reforming existing programs. How Do CCT Programs Work? CCT programs have the following characteristics: they are targeted to poor households, and the cash transfers are usually paid to mothers. Some programs also include transfers such as nutritional...
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...------------------------------------------------- INSTITUTO TECNOLÓGICO Y DE ESTUDIOS SUPERIORES DE MONTERREY ENTORNO ECONÓMICO DE LA EMPRESA ANÁLISIS CASO HARVARD THE ORIGINS OF NATIONAL INCOME ACCOUNTING 15 DE MAYO 2011 PROFESORA TITULAR: DR. ALFREDO GONZÁLEZ CAMBERO PROFESOR TUTOR: ELEUTERIO ENRIQUE MARTÍNEZ ALVARADO EQUIPO 43 Keelby Tiellery Lascurain A00932129 Jonathan Ortiz Burillo A01311585 María Angélica Vicenttín A00392662 Magda Carolina Acosta Rodríguez A01311606 Pregunta 1 ¿Por qué es importante la contabilidad Nacional? Es decir, contar con datos sobre el ingreso nacional: sus fuentes y destino. La Contabilidad Nacional, es la información económica de un País, como por ejemplo el ingreso nacional. Este concepto tuvo origen en el siglo XVII en Inglaterra como parte de un esfuerzo para reformar el sistema de impuestos de la nación. Algunos de los primeros economistas que tocaron este concepto fueron Francois Quesnay y Karl Marx, posteriormente economistas como Colin Clark, John Maynard Keynes, Simon Kuznetsm, Arthur Burns. Dando como base para medir el ingreso nacional en países como Australia (1886), Canadá (1925), URSS. (1925), Alemania (1929), Países Bajos y Nueva Zelanda (1931). En la crisis de 1932 en USA, se explica la importancia del ingreso nacional. El senador la Follette concientiza el valor de la información del ingreso nacional para entender y cuantificar el impacto...
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...2005/ED/EFA/MRT/PI/9 Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative The importance of mother tongue-based schooling for educational quality Carole Benson 2004 This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2005 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the EFA Global Monitoring Report 2005, The Quality Imperative”. For further information, please contact efareport@unesco.org The importance of mother tongue-based schooling for educational quality Commissioned study for EFA Global Monitoring Report 2005 Carol Benson, Ph.D. Centre for Research on Bilingualism Stockholm University 14 April 2004 Part A: Overview While there are many factors involved in delivering quality basic education, language is clearly the key to communication and understanding in the classroom. Many developing countries are characterized by individual as well as societal multilingualism, yet continue to allow a single foreign language to dominate the education sector. Instruction through a language that learners do not speak has been called “submersion” (Skutnabb-Kangas 2000) because it is analogous to...
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...ordered in quantity for bulk purchases or special sales. For more information, please contact U.S. Corporate and Government Sales, 1-800-382-3419, corpsales@pearsontechgroup.com. For sales outside the U.S., please contact International Sales at international@pearsoned.com. Company and product names mentioned herein are the trademarks or registered trademarks of their respective owners. All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. ISBN-10: 0-13-375744-7 ISBN-13: 978-0-13-375744-6 Pearson Education LTD. Pearson Education Australia PTY, Limited. Pearson Education Singapore, Pte. Ltd. Pearson Education Asia, Ltd. Pearson Education Canada, Ltd. Pearson Educación de Mexico, S.A. de C.V. Pearson Education—Japan Pearson Education Malaysia, Pte. Ltd. Reprinted from The Supply Chain Management Casebook (ISBN: 9780133367232) by Chuck Munson. Cisco Systems, Inc.: Supply Chain Risk Management 1 María Jesús Sáenz† and Elena Revilla‡ “In an increasingly networked world, supply chain risk management is top of mind in global organizations as well as key differentiator for leading value chain organizations.” —John Chambers, Chairman and CEO, Cisco Systems James Steele, program director for supply chain risk...
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...ordered in quantity for bulk purchases or special sales. For more information, please contact U.S. Corporate and Government Sales, 1-800-382-3419, corpsales@pearsontechgroup.com. For sales outside the U.S., please contact International Sales at international@pearsoned.com. Company and product names mentioned herein are the trademarks or registered trademarks of their respective owners. All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. ISBN-10: 0-13-375744-7 ISBN-13: 978-0-13-375744-6 Pearson Education LTD. Pearson Education Australia PTY, Limited. Pearson Education Singapore, Pte. Ltd. Pearson Education Asia, Ltd. Pearson Education Canada, Ltd. Pearson Educación de Mexico, S.A. de C.V. Pearson Education—Japan Pearson Education Malaysia, Pte. Ltd. Reprinted from The Supply Chain Management Casebook (ISBN: 9780133367232) by Chuck Munson. Cisco Systems, Inc.: Supply Chain Risk Management 1 María Jesús Sáenz† and Elena Revilla‡ “In an increasingly networked world, supply chain risk management is top of mind in global organizations as well as key differentiator for leading value chain organizations.” —John Chambers, Chairman and CEO, Cisco Systems James Steele, program director for supply chain risk management at...
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