Kindergarten Curriculum Essay

I. INTRODUCTION â€Å"The first years of life are important because what happens in early childhood can matter in a lifetime. † (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first stage of compulsory and mandatory formal education. † For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 2 K TO 12 – KINDERGARTEN The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child 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, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care 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 proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012. K TO 12 – KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 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 responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding 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 role of families and communities to support the child through various stages of growth and development. K to 12 Curriculum Guide – 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 sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s 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 inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may 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 only 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 partnerships 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 order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains 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 emphasize Erikson’s 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 bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate stamina to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – 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. Social – Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child demonstrates ability to self –regulate 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 receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate 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 behavior accordingly. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – 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 share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) †¢ †¢ †¢ †¢ †¢ Nationalism (Love of Community) Nationalism (Love of Country) The 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 ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity 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 concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object 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 addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned 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 predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new 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 shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. Higher-Ordered Mental Abilities (Concept Formation) †¢ Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic 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 (Creative Thoughts) †¢ †¢ Higher-Ordered Mental Abilities (Cognitive Flexibility) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability 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 Receptive 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 words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds †¢ The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 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 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally 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 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating 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 Brofenbenner’s Bio-ecological Theory, that defines â€Å"layers of environment, each having an effect on a child’s environment. † 1. Myself – concepts and ideas that help 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 proud of himself and his family. 3. My School – 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 that 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. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared 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 appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm Transition Paradigm Kindergarten Education generally 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 design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content 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 kaalaman sa sariling damdamin Performance 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 iba’t 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 – KINDERGARTEN 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 iba’t-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 Pamilya 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 Science – version as of January 31, 2012 Performance Standards The learner†¦ †¢ demonstrates health habits that keep their bodies clean 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 fundamental gross motor skills properly †¢ †¢ †¢ ? Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills †¢ †¢ †¢ †¢ the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure ? 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) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes 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 prefer describes the characteristics of music, dance, drama and visual art that they prefer 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 Science – version as of January 31, 2012 16 K TO 12 – KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information 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 vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual 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 Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to solve problems. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ compares 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 â€Å"put together,† add to,† and â€Å"plus† to understand the concept of addition †¢ uses the words â€Å"take away† and â€Å"minus† to understand the concept of subtraction †¢ 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 equal parts. †¢ explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects †¢ compares shapes, sizes, and positions of 2- to 3-dimensional objects †¢ uses manipulative to create 2- to 3-dimensional objects †¢ observes sunrise 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 graph 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 nonstandard units to ? Measures them. ? starts to make a graph or chart based on the information gathered 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 SCIENCE 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 science 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 living things knows that living things are made up of parts that have specific functions knows the changes in living things over time †¢ Earth (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.

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US Bank Corp. Analysis - 2538 Words

Finance 421 US Bank Corp. Analysis Analysis of the financial position of US Bank [Type the author name] 12/1/2012 US Bank Corporation (USB) is a commercial bank which offers customers checking accounts, savings accounts, and time services contracts. The bank trades in financial securities but its main source of revenue is various types of loans. These loans range from residential and commercial real estate loans, industry loans, and other individual loans. In this analysis the overall strength of US Bank will be evaluated and will be compared with two similar financial institutions. The two institutions chosen for comparison are Wells Fargo (WFC) and Bank of America (BAC). To evaluate the overall strength the major†¦show more content†¦The largest liability for the three financial institutions are interest bearing deposits. Wells Fargo holds the largest proportion at 50.14% followed by US Bank at 47.70% and then Bank of America at 32.40%. US Bank holds and Wells Fargo have similar proportions of this liability. While these liabilities accrue interest the banks do have to expect frequent cash outflows from this. The three banks third largest liabilities are noninterest-bearing deposits with US Bank having the largest proportion of 23.36%, followed by Wells Fargo at 21.93% and Bank of America at 18.97%. These proportions seems relatively similar to each other but with US Bank’s higher proportion they should be weary. These noninterest bearing accounts are likely to be checking outs and while they do not accrue interest you can expect frequent withdrawals from customers which should keep them weary of loaning out too much money. Finally all three banks have listed other borrowed money as their third largest liabilities. This includes mortgage indebtedness and obligations under capitalized leases. Bank of America has the largest proportion of 14.24%. Next is US Bank with 13.66% and then Wells Fargo with 9.62%. 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The Life And Times Of The World - 2124 Words

The Life and Times of T.S. Eliot When reading T.S. Eliot’s work one can see that the weight of the world often rested upon his shoulders. During the time period Eliot lived in the world was in a state of turmoil. Events such as World War I, The Great Depression, and World War II all occurred throughout the course of his life. Many of Eliot’s works were influenced by his childhood in America, his time in Europe, and by notable poets he read over the course of his life. According to John Worthen, an accomplished biographer, some of these were French poets such as â€Å"Rimbaud, Laforgue, Verlaine and Corbiere† (23). Despite all of these events in and around Eliot’s life, the most influential force on his writing career was during his marriage to Vivienne Haigh-Wood. Thomas Stearns Eliot, or T.S. Eliot, as the world would come to know him was born in St. Louis, Missouri on the 26th of September, 1888 (5). 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Gender Crime Intimate Partner Violence

Question: Discuss about the Gender Crimefor Intimate Partner Violence. Answer Introduction: Intimate partner violence is the concept which is introduced from the domestic violence, and in historic times it is known as domestic violence. Intimate partner violence is conducted when any relationship exists between the intimate partners, and in that relationship one partner tried to use power and access control over the other partner. For the purpose of asserting this power abuser uses various methods which involve physical, psychological, economic, sexual abuse, and it also includes the manipulation of victim by use his or her children. IPV occurs almost in all socioeconomic, religious, and cultural groups, but in maximum cases of IPV women is the victim. There are some cases in which women can also be the abuser may be for self-defense, and in some cases of same sex partnerships. Generally, there is high number of chances that men do not experience any kind of violence from partner, stranger or any other person related to them (CDC, n.d.). In this essay we state the differenc e in experience of men and women related to intimate partner Violence, and also state the causes of these differences. Subsequently this essay is concluded with brief conclusion. Intimate Partner Violence: IPV is defined as when on partner in a relationship hurts another partner purposely either from physical means or emotional means. Intimate partner violence is also known as domestic violence because such violence is usually caused by husband, boyfriend, and ex-boyfriend. Usually, victims of this violence are womens, but there are number of cases in which womens are abusers. Prevalence of IPV has been measured by number of surveys which are based on population, most reliable survey is conducted by Who and known as multi-country study on womens health and domestic violence against women. For this survey WHO collected data on IPV from more than 24000 women in 10 countries. These countries represent various diverse, cultural, geographical and urban or rural environments which show that all the countries are affected by IPV. Following are the facts of the survey which shows that almost 13-61% womens stated that they experience physical violence by their partner, 4-49% of women accepted t hat they experience severe physical violence by their partners, 5-59% of women accepted that they experience sexual violence by their partner at some point of their lives, and 20-75% experience emotional abuse from their intimate partner (WHO, 2005). As per the Personal Safety Survey of Australian Bureau of Statistics, almost 132000 womens of Australia (1.5%) experienced violence which includes any incident cause physical or sexual threat to women in last 12 months from their present partner or previous partner. Survey further stated that every one woman in four Australian women have experienced the Intimate partner Violence once in their life from the age of 15. Generally, for IPV partner is that person with whom respondent currently lives or previously lived with. IPV is the problem which is associated with severe health, social and economic consequences for women and for their families as well, and it also a severe threat for community (Stavrou, Poynton Weatherburn, 2016). As compared to woman who does not experience the intimate partner violence are almost 20 times higher in case of women who experience IPV. These facts are stated by the study conducted by NSW Bureau of Crime Statistics and Research (BOCSAR). Responses of 7800 womens are analyzed by BOCSAR who participated in the ABS Personal Safety Survey (PSS). Nearly 500 womens stated that they experience violence in the two years before the survey is conducted. Generally, Womens face IPV when there is lack of support or if they were financially depend on their partner (NSW, 2017). Some researches together with the samples of national representative states that IPV reported by women is equal to the violence reported by men. These researches are criticized by number of people and authorities because they are only focusing on participation rates and they are not assessing the impact of gender differences for the purpose of using the context of partner violence (Hamberger, 2005). Gender Violence and IPV: Before the period of 1970s, violence against women by their intimate partners has no name, but in the history of Canada different type of violence against women was a serious issue such as women physically abused by their male and no remedy is available for that until social scientists, practitioners, politicians, and the general public interfere in these situations for their own interest. Only forty years ago an exhaustive bibliography on wife beating was written, and after the introduction of this bibliography and efforts put by feminists there are number of residents of Ontario and other Canadian provinces providing attention to the issues related to harms experience by Womens during and after intimate relationships. However, these efforts results in reduction of some myths settle by society such as only poor womens are beaten up by their husbands (DeKeseredy Dragiewicz, 2009, Pp-1-3). In case partners become violent in their intimate relationship then they show different types of behavior and reason behind this behavior are also different and it result in different consequences. There is a great difference between the statistics of male and female who use violence against partner, and it completely depends on whether person is looking for violence related to situation and responsive violence. As per the claim of Family violence (FV) researchers, IPV is symmetrical in nature in which both men and women equally contribute as perpetrator of violence against their intimate partners. For the purpose of establishing the prevalence of violence in relationships, researchers of FV depends on the measurements of discrete acts such as slap or punch, and this data is considered as the primary or sole source of data related to the violence of individual respondents. FV researchers further claimed that IPV is symmetrical and reciprocal in nature, and this claimed is based on the act-based approach. FV states that violence in case of women is more severe as compared to men (Dobash Dobash, 2004, Pp-326-327). FV also used some other figures also such as they measure the various units of counting at different points of the systems processes like incidents, victims, and offenders, and these measurements are done at different reference period such as financial year, calendar year, and other reporting periods. This information is also collected from different agencies also and at different points in time which adds the complexity for the purpose of analysis different incidents (ABS, 2013). However, it must be noted that womens are not innocent and they also cause violence on their intimate partners. Almost 830000 men experience domestic violence every year. In every 37.8 seconds a men became the victim of domestic abuse in America, and these numbers are not accurate and actual figures are still not shown. As per the Jan Brown, the executive director and founder of the Domestic Abuse Helpline for Men, domestic violence must not be determine with gender, size or strength but it must be determined as control and power exercised by one partner over other and no matter whether you are a woman or man. Data was collected by the National Longitudinal Study of Adolescent Health in 2001, related to health of 14322 individuals between the age of 18 and 28. This study also involve questions related to roman or sexual relationships in which that individual engaged in last 5 years and whether that relationships involved any kind of violence. The result of this research shows that ou t of 18761 relationships almost 76% relationships are not violent but other 24% involves violence. In this 24% half relationships are reciprocal and other half are not. In other words, in half relationships both partners are abusers and cause violence. Although nonreciprocal violent relationships are experienced by more men as compared to women, but more women as compared to men had once taken part in reciprocal violence (Rhymes, 2014). Causes of Intimate Partner Violence: Intimate partner violence or abuse initiates when partner feels the need to control the other partner or dominate the other partner. Abuser feels like that because of their low self-esteem, extreme jealousy, difficulties in regulating anger and other strong emotions, or when they feel inferior from their partner because of education or socioeconomic background. There are some more reasons such as many people have traditional beliefs that they have the right to control their partner, and they does not considered women as equal to men and there are some individuals who are suffering from undiagnosed personality disorder or psychological disorder. Whereas, there are number of individuals learned such behaviors in their houses where domestic violence is accepted as normal part of the life. Sometimes dominating nature of partner takes form of physical, emotional and sexual abuse. As per one study, violent behavior of individual caused by interaction of situational and individual factors w hich means that individual learn such behavior from their families, society, and from other cultural influences, and because of such influence either they become violent or victims themselves. There are some abusers who also experience violence in their childhood (Goldsmith, 2016). Masculinity was the other big reason of domestic violence. In starting the relationship between masculinity and violence was identified by those persons who stated that during the period of adolescence masculinity was internalized, and this concept explain the more interaction of boys as compared to girls with criminal justice system (Krienert, 2003). Therefore violence is more related with men and masculinity as compared to women and femininity. Kimmel argued that as compared to women mens are more indulged in violent behavior ad in number of studies males are considered as violence perpetrators while on the other hand females are considered as victims of the violence (Kimmel, 2004; Mills, 2001). This can be understand with the help of the example which stated that as per one study it was shown that during the period of adolescent more mens settle their disputes by choosing the way of fighting as compared to womens, and almost half of the male agreed that they involved in fighting i n last one year (Kimmel Mahler, 2003). Therefore, in case of mens status related to masculinity is high if they shows that they have can protect themselves, and this result in a higher self esteem as compared to others (Krienert, 2003). Things are different in case of females which states that if female involve in any such act involves aggression then they criticized for their behavior or get disrespect from other segments of society for not following the traits of feminine behaviors (Irwin and Chesney-Lind, 2008). As stated above, traits of masculinity are identified as one main reason of aggressive behavior among the men, but there are some other researchers also who stated some different socio-biological factors such as competition related to homosocial which directly predicts male violence. As stated by Kimmel, violence behavior of males occurred because of their roles in the oepidal drama, and for this purpose males try to detach themselves from their mother and get close to their father for establishing masculine identity (Lafrance, 2004). From the young age mens are socialized as to be real men, which means that they must have the ability to protect his family and he must show the traits of bravery and willingness for taking risks. Boys get the education related to use of physical force such on whom, when and why they should use physical force (Rubenser, 2007). Conclusion: After considering all the above figures and facts it is clear that experience of IPV in case of men and women are completely different. This paper clearly shows that in intimate partner violence, more Womens are the victims as compared to men. Studies shows high number of womens which get victimized from IPV but it does not mean that womens are completely innocent in these cases. As per one report, mens also experience domestic violence which shows the hidden face of domestic violence. This paper also states the causes of IPV, which state that masculinity, femininity and cultural background of individual play important role in domestic violence. Therefore, it is necessary that government use different methods to resolve these issues in case of male and female. References: ABC. Characteristics of Incidents. Available at: https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4529.0main+features100112013. Accessed on 12th April 2017. CAD. Intimate Partner Violence. Available at: https://www.cdc.gov/violenceprevention/intimatepartnerviolence/. Accessed on 12th April 2017. DeKeseredy W. Dragiewicz M. (2009), Shifting public policy direction: gender-focused versus bi-directional intimate partner violence, Queens Printer for Ontario. Avaiilable at: https://www.oaith.ca/assets/files/Publications/Shifting_Public_Policy_Direction.pdf. Accessed on 12th April 2017. Dobash R. Dobash R. 2004, Womens violence to men in intimate relationships: working on a puzzle, British Journal of Criminology, vol. 44, issue 3, pp. 324-349. Garcia-Moreno C. (2005). WHO multi-country study on womens health and domestic violence against women: initial results on prevalence, health outcomes and womens responses. Geneva: World Health Organization. Goldsmith, T. (2016). What Causes Domestic Violence. Available at: https://psychcentral.com/lib/what-causes-domestic-violence/. Accessed on 12th April 2017. Hamberger L 2005, Mens and womens use of intimate partner violence in clinical samples: toward a gender-sensitive analysis, Violence and Victims, vol. 20(2), pp. 131-151 Irwin, K. and Chesney-Lind, M. (2008). Girls violence: Beyond dangerous masculinity; Sociology Compass, 2/3, 837855. Kimmel, M. (2004). Masculinities, in Men and Masculinities: A Social, Cultural, and Historical Encyclopedia, Edited by Michael Kimmel and Amy Aronson, Abc-clio Publications. Kimmel, M.S.; Mahler, M., (2003). Adolescent masculinity, Homophobia, and violence, Random School Shootings, 1982-2001 American Behavioral Scientist, Vol. 46(10), 1439-1458. Krienert, J. L. (2003). Masculinity and crime: A quantitative exploration of Messerschmidts hypothesis; Electronic Journal of Sociology, 7(2). Mills, M. (2001). Boys and Violence in Schools: Everybodys Business, Education Views March (16). NSW, (2017). Assaults increase around Lockout Zones. Available at: https://www.bocsar.nsw.gov.au/Pages/bocsar_media_releases/2017/mr-Effect-of-lockout-laws-update-Sept-2016.aspx. Accessed on 12th April 2017. Rhymes, E. (2014). Woman As Aggressor: The Unspoken Truth Of Domestic Violence. Available at: https://www.mintpressnews.com/woman-aggressor-unspoken-truth-domestic-violence/196746/. Accessed on 12th April 2017. Rubenser, L., (2007). Actors influencing reporting behavior by male domestic violence victims; in Encyclopedia of Domestic Violence, Editor: Nicky Ali Jackson, Routledge Taylor Francis Group s.308-314. Stavrou, E. Poynton, S. and Weatherburn, D. (2016). Intimate partner violence against women in Australia: related factors and help-seeking behaviours. Available at: https://www.bocsar.nsw.gov.au/Documents/CJB/Report-2016-Intimate-partner-violence-against-women-in-Australia-CJB200.pdf. Accessed on 12th April 2017.

Ethics and Corporate Social Responsibility

Question: The role of the leader in the practice of good governance and social responsibility in a publicly or privately held company. What role does the leader play in setting and influencing corporate social responsibility? Answer: Introduction Basically, the main aim and objective of conducting this research paper is to develop a clear understanding about the different roles, functions and activities of todays leaders in good governance and social responsibility. Moreover, it is also found that, leader roles are not limited because they also play a wide range of specific and significant role in improving the business, developing innovative work culture and making organization more socially responsible. In the same way, leaders adopt and use best practice of good governance and social responsibility in a publicly or privately held company. In this way, today leaders play innovative and specific roles in setting and influencing corporate social responsibility. Apart from this, it should also be noted down that, todays leaders are also responsible to perform a wide range of roles and functions for the success and growth of the company. Role of Leaders in Practice of Good Governance, Social Responsibility and Setting Influencing Corporate Social Responsibility It is analyzed that, there are several types of actions, best practices and strategies are developed and created by leaders in order to enhance social responsibility. For example, leaders provide strategic guidance and recommendations to the marketing department of the company in order to implement global marketing strategies by considering the environmental factors. It means leaders play a key role in improving the companys marketing decisions and focused on considering the different aspects such as: cultural differences, economic, social, sustainability efforts, technology or physical infrastructure, political or legal system, etc. This helps the company in achieving its long term marketing and business objectives effectively (Vaccaro, Jansen, Van Den Bosch, Volberda). On the other hand, leaders also focuses on developing sustainability report so that the organization can be able to reflect its economic, social, sustainability efforts, environmental and measurement factors. Moreover, it is also accessed that, there are several types of sustainability program, practices, and activities are also introduced by leaders within the organization that empowers and motivate the employees to perform their goals and objectives ethically. In addition to this, leaders also introduced diversity programs within the company and invite the women employees to work in the company (Voegtlin, Patzer, Scherer). Along with this, it is also found that leaders also focuses on developing an innovative and dynamic work cultures that consists with the ethical norms, standards, and rules. In the same way, this ethical work culture of the organizations encourages the employees to fulfill their goals ethically. For instance, different types of corporate governance practices are also introduced by the leaders that ensure the enhancement, protection and creation of the value of the shareholder. For example, leaders focus on improving the suppler Code of Conduct. According to this, the suppliers are responsible to treat employees fairly and provide all the information about the products and services before buying any product. Moreover, this code of conduct is also guides and educates its different supplier to fulfill and satisfy the needs of the customers (Macco). Moreover, there are several types of motivational and encouragement strategies and methods are also introduced by leaders within the company that educate and empower the employees. For example, innovative work culture, training and development opportunities are provided by the company to their employees so that they can fulfill their dreams (Katamba). Moreover, SEED (Supplier Employee Education and Development) program is also developed by leaders that motivate the employees and workers regarding their tasks. For instance, as per this, the company provides opportunities to their work to earn with their bachelor and master degree. On the other hand, it is also analyzed that, leaders is also play a major role in developing an innovative policy related to the Labor and Human Rights. This strategy guides the company to focus on maintain and dealing with the employment issues (Jayasingam, Cheng). For instance, in the global business environment, the company follows and maintains the standards and rules of labor and human rights. In addition to this, leaders are creating regulations and Codes of Practice, establishing Health and Safety Duties, developing duty to protect any person from exposure to hazards and risks that arise from work. Additionally, leaders also introduce innovative diversity policy to maintain the human rights within the company. According to this strategy, company is fully dedicated to avoid unethical hiring. Along with this, leaders also played a key role in developing and creating numerous techniques to diminish the environment issues effectively. Energy efficiency, green product design, environmentally friendly, reduces carbon emission, etc are the important techniques adopted by the company that introduced by leaders within the organizations (Gregoire, Arendt). On the other hand, leaders use participative theory of leadership in order to fulfill their CSR and social responsibility functions. For example, as per this participative theory of leadership, leaders invites the organizational people to take a part in the organizational decision making process. In addition to this, leaders also play a key role in enhancing the workplace skills, roles and abilities of employees. For instance, with the help of participative style, leaders facilitate the conversation and openly shares information and knowledge among the employees for decision-making (Brown, Hallenbeck, Baird). In addition to this, leaders also treats employees equally and fairly and provides fairly and specific workplace opportunities to their employees or management so that they can be able to fulfill their goals and objectives effectively. In addition to this, leaders also play a major role in motivating, encouraging, to the employees to share the innovative ideas (Flynn).Moreover, leaders also try to synthesize all the available information and solutions suggested by the team. For example, workplace problems are also solved by the leaders to the members of organizations by providing them specific and significant ideas, guidelines, and strategies. Leaders also focus on developing strong relations with the employees by understanding their issues and problems effectively. On the other hand, leaders also come up with the best possible solution and communicate it back to the group. Moreover, leaders also effectively communicate with each and every level of employees of the organizations so t hat the organizational long term objectives can be achieved (Alvesson Spicer). In the recent time, the leaders are also working for the overall success and growth of the company by developing and establishing effective business strategies and CSR policies. In addition to this, leaders are also promoting the concepts of sustainability and developing a strong positive and ethical work culture and structure. In addition to this, leaders are also focusing on adopting innovative and new technologies and information tools in order to bring innovation within the organizational business process. Moreover, leaders are also motivating and encouraging their employees to work ethically and in a social responsible manner for the success of the company in an effective and proper manner (Sebastian, Allensworth). At the same time, it is also observed that, to bring the innovation and improve the organizational efficiency, leaders are also introducing new tools and methods. Moreover, corporate strategic vision, mission, long term objectives, and strategies are also modified by leaders for the overall success and growth of the organization. Finally, it can be said that, best and effective CSR, socially responsible practices and strategies are established by the leaders in order to achieve the competitive advantages over the competitors. Hence, it can be said that, the leader is playing a wide range of roles for the total success of the company in the global business environment (Wiest, Eltantawy). Moreover, organizational leaders play a wide range of specific, innovative and significant role in fulfilling the corporate social responsibility functions and objectives. For instance, leaders are also responsible to develop environmental, socially, sustainability policies and strategies within the organizations. In the same way, leaders play specific roles in enhancing the social responsibility. Leaders are also responsible to motivate the employees, to build strong relationships with the outsiders, to ensure the customer satisfaction, and maintain the competitive advantages for the company by adopting and using innovative and specific business and corporate strategies and tactics in an effective and proper manner. Apart from this, leaders are also play key role in demonstrating integrity, encouraging constructive dialogue, creating a shared vision, developing people, building partnerships, thinking globally (Williams). Conclusion On the basis of above discussion, it can be concluded that, leader is a person that influence, affect, encourage, motivate, guides the employees or workers to perform their goals and objectives in an effective and proper manner to fulfill organizational strategic vision and mission. Moreover, a manager is an organizational individual that guides the employees about how to perform their day to day task for the success of the company. In addition to this, several specific roles associated with the CSR, ethics and socially responsible are also performed by the leaders in order to create a unique image of the company in the front of others effectively. Moreover, it is also concluded that, the roles of the leaders within the organizations are not limited to motivation and encouragement. But, they also have to perform certain tasks related to CSR, ethics and socially responsible functions to determine the success and growth of the company. References Alvesson, M., Spicer, A. Critical leadership studies: The case for critical performativity (2012) 65(3), Human Relations 367-390. Brown, T.J., Hallenbeck, R. Baird, M.E. 21st Century Leadership and Management Techniques for State DOTs. USA: AASHTO, 2009. Flynn, G. Leadership and Business Ethics. USA: Springer Science Business Media, 2008. Gregoire, M.B. Arendt, S.W. Leadership: Reflections over the past 100 years (2014) 114(5), Journal of the Academy of Nutrition and Dietetics S10-S19. Jayasingam, S. Cheng, M.Y. Leadership Style and Perception of Effectiveness: Enlightening Malaysian Managers. (2009) 5 (2), Asian Social Science 54-65. Katamba, D. Principles of Corporate Social Responsibility (CSR): A Guide for Students and Practicing Managers in Developing and Emerging Countries. USA: Strategic Book Publishing, 2012. Macco, M. Understanding the Difference Between Management and Leadership. (2000) 43 (1) Research Technology Management, 57-59. Sebastian, J., Allensworth, E. The Influence of Principal Leadership on Classroom Instruction and Student Learning A Study of Mediated Pathways to Learning. (2012) 48(4), Educational Administration Quarterly, 626-663. Vaccaro, I.G., Jansen, J.J., Van Den Bosch, F.A., Volberda, H.W. Management innovation and leadership: The moderating role of organizational size. (2012) 49(1), Journal of Management Studies, 28-51. Voegtlin, C., Patzer, M. and Scherer, A.G. Responsible leadership in global business: A new approach to leadership and its multi-level outcomes. (2012) 105(1), Journal of Business Ethics, 1-16. Wiest, J. B., Eltantawy, N. Mediatization in the Arab World: A Cross-Cultural Comparison of New Media Use. (2015) 5(2), Online Journal of Communication and Media Technologies, 120. Williams, P.L. Developing 21st Century Small Business Leaders Through Formal Mentoring. USA: ProQuest, 2008.

Tycho Brahe Essays - Copernican Revolution, Tycho Brahe,

Tycho Brahe Tycho Brahe Tyge (Latinized as Tycho) Brahe was born on 14 December 1546 in Skane, then in Denmark, now in Sweden. He was the eldest son of Otto Brahe and Beatte Bille, both from families in the high nobility of Denmark. He was brought up by his paternal uncle J?rgen Brahe and became his heir. He attended the universities of Copenhagen and Leipzig, and then traveled through the German region, studying further at the universities of Wittenberg, Rostock, and Basel. During this period his interest in alchemy and astronomy was aroused, and he bought several astronomical instruments. In 1572 Tycho observed the new star in Cassiopeia and published a brief tract about it the following year. In 1574 he gave a course of lectures on astronomy at the University of Copenhagen. He was now convinced that the improvement of astronomy hinged on accurate observations. After another tour of Germany, where he visited astronomers, Tycho accepted an offer from the King Frederick II to fund an observatory. He was given the little island of Hven in the Sont near Copenhagen, and there he built his observatory, Uraniburg, which became the finest observatory in Europe. Tycho designed and built new instruments, calibrated them, and instituted nightly observations. He also ran his own printing press. The observatory was visited by many scholars, and Tycho trained a generation of young astronomers there in the art of observing. After a falling out with King Christian IV, Tycho packed up his instruments and books in 1597 and left Denmark. After traveling several years, he settled in Prague in 1599 as the Imperial Mathematician at the court of Emperor Rudolph II. He died there in 1601. His instruments were stored and eventually lost. Tycho Brahe's contributions to astronomy were enormous. He not only designed and built instruments, he also calibrated them and checked their accuracy periodically. He thus revolutionized astronomical instrumentation. He also changed observational practice profoundly. Whereas earlier astronomers had been content to observe the positions of planets and the Moon at certain important points of their orbits. Tycho and his cast of assistants observed these bodies throughout their orbits. As a result, a number of orbital anomalies never before noticed were made explicit by Tycho. Without these complete series of observations of unprecedented accuracy, Kepler could not have discovered that planets move in elliptical orbits. Tycho was also the first astronomer to make corrections for atmospheric refraction*. In general, whereas previous astronomers made observations accurate to perhaps 15 arc minutes, those of Tycho were accurate to perhaps 2 arc minutes, and it has been shown that his best observations were accurate to about half an arc minute. Tycho's observations of the new star of 1572 and comet of 1577, and his publications on these phenomena, were instrumental in establishing the fact that these bodies were above the Moon and that therefore the heavens were not immutable as Aristotle had argued and philosophers still believed. The heavens were changeable and therefore the Aristotelian division between the heavenly and earthly regions came under attack (see, for instance, Galileo's Dialogue) and was eventually dropped. Further, if comets were in the heavens, they moved through the heavens. Up to now it had been believed that planets were carried on material spheres (spherical shells) that fit tightly around each other. Tycho's observations showed that this arrangement was impossible because comets moved through these spheres. Celestial spheres faded out of existence between 1575 and 1625. Tycho developed a system that combined the best of both worlds. He kept the Earth in the center of the universe, so that he could retain Aristotelian physics The Moon and Sun revolved about the Earth, and the shell of the fixed stars was centered on the Earth. But Mercury, Venus, Mars, Jupiter, and Saturn revolved about the Sun. He put the (circular) path of the comet of 1577 between Venus and Mars. This Tychonic world system became popular early in the seventeenth century among those who felt forced to reject the Ptolemaic arrangement of the planets (in which the Earth was the center of all motions) but who, for various reasons, could not accept the Copernican alternative. Tycho's major works include De Nova et Nullius Aevi Memoria Prius Visa Stella (On the New and Never