Significance of the Factors of Curriculum Development Essay Example for Free

Significance of the Factors of Curriculum Development Essay In the realms of universal educational system, the term â€Å"Curriculum† is widely used. Teacher’s Mind Resources (2011) elucidated that â€Å"the word curriculum comes from the Latin word meaning ‘a course for racing’.† By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a â€Å"set of courses for students take in order to reach certain goals in all levels† (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. â€Å"Curriculum is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some existence outside and prior to human experience.  Rather, it is a way of organizing a set of human educational practices†. The fundamental teachings of the folks of certain communities which were carried out all throughout the time until now are essential even integrated in the curriculum. This is because these things should be preserved. These cultural values may pertain to as simple as respect, love, peace, equality, and truthfulness. Narrowing down to the values established in a community-based are also included. For Filipinos we have the â€Å"Mano po†, and the utterance of the words â€Å"po† and â€Å"opo†. Curriculum for Liberal Education (2008) explained that the integration of cultural values aims to gain critical and appreciative perspective upon one’s own culture by studying other historical periods and other cultural traditions. Furthermore, Cultural values which should be well-thought-out can be visible or non-visible. These visible cultural values are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms and etc We also include non-visible cultural values may incorporate philosophy, beliefs and value system. 2. Knowledge of learner- Oftentimes when we here curriculum, we also associate it with the words â€Å"evaluation† and â€Å"examination† to be administered to the learners to identify their knowledge, skills, values, or as a whole-level of performance. The learner’s intelligence matters in developing curriculum. The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students. The existing knowledge of the learners needs to be considered as a requisite for developing a curriculum so that the contents of the structure will  supplement the established knowledge. The shift toward learner-centered pedagogy represents an important step in the quest to develop creative, autonomous learners who can readily adapt to a rapidly changing society. Learner-centered techniques foster creativity and innovative thinking, absolutely essential abilities for today’s workforce. How do wee this effective? There is now the implementation of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process). Also the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process. 3. Knowledge of Teaching-Learning Theories and principles- Very obvious, learning theories and principles serve as pillars to almost all educational structures like curricula, lesson plans, missions and visions of schools, educational philosophies, and anything related to education since these theories and principles are actually and really factual data gathered from serious and logical experimentation done by proponents in the enterprise to improve and redesign education as it moves along the dynamic world. For instance, â€Å"The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning† (Pasigui, 2011) 4. Body of Knowledge- â€Å"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or delivered to students by the most effective methods that can be devised† (Blenkin, et al ,1992). Of course, the content is a core factor in developing curriculum. This includes, literally, the courses which the students should take in order to end up achieving the goal.  Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, Kelly (1985) claims, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Blenkin, G. M. et al (1992) Change and the Curriculu,, London: Paul Chapman. * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm Significance of the Factors of Curriculum Development We often here the term â€Å"curriculum† in the field of education as if there is a need for this to be emphasized. This is why most educators need to undergo certain studies in order to fully understand this term and how far this term can go. Basically, a curriculum, if being asked to teachers nowadays, has a probable mean definition of â€Å"sets of subjects to be taught†. Others do also have theirs like â€Å"a plan of activities and lessons to be taught† which can be synonymous to the former one. â€Å"Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility† (Smith, Stanley Shores, 1957). Not a passà © statement, even foundational, in fact curricula are structured not fixed but dynamic, that is why it is stated â€Å"it is even more†. Developing curricula is not easy. The developers should tear apart the horizon of possibility and see beyond that regarding how can the curriculum best fit the needs of the society in terms of educational innovation to produce quality education to learners. Moreover, Harden (2001) has elaborated on this concept â€Å"a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work†. Structuring and developing a curriculum is essential to the point that the  government can even intervene in order to provide relevant statistics to the developers regarding current data of the performance of the students in their state to see a match between the needs of the learners and the content of the curriculum. Furthermore, essential factors should be taken into consideration in order to make a good curriculum. These are the following: 1. Cultural Values- This â€Å"means that the education system is based on a First Nation communitys framework of values, priorities and world view, so that the path of educational development chosen to meet a communitys needs is theirs, not what outsiders might choose for them† (Ontario Native Literacy Coalition, 2001). The factor to be considered, very recently became an additional concern, are cultural values. These are values taught in order to attain peace and order in the society or community. Cultural values turned out to be essential since these principles should be conserved most specially these days the world is struggling in chaotic phenomena economically, financially, morally and others. Curriculum for Liberal Education (2008) elucidated that â€Å"as a significant factor in developing curriculum, it looks after the recognition on how the interaction of tradition and innovation nourishes both individuality and community†. In addition, this also includes visible cultural values which are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms. We also include non-visible cultural values may incorporate philosophy, beliefs and value system. All of these things can be considered in developing curriculum. 2. Knowledge of learner- â€Å"Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is  central to the teaching and learning process† (Rogers and Taylor 1998). The involvement of the knowledge of the learners as factor in developing curriculum bridges the gap between what the students gained and stored in the memory bank regarding knowledge and skills, and what will the contents be in the curriculum. The contents with the knowledge of the learners must be supplementary. In the Philippines, the effectivity of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process) and the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process take into account the consideration of the knowledge of learners. 3. Knowledge of Teaching-Learning Theories and principles- These factors pertain to relevant researches made by known proponents who endeavoured to make the educational system better in order to meet the demands of the dynamic world. These have been applied almost ever since proper schooling emerged. To concretize this, in the Philippines, The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning. 4. Body of Knowledge- There is what we call â€Å"four different approaches to curriculum theory and practice† and one of which considerers Curriculum as a body of knowledge to be transmitted. Basically body of knowledge are the inclusion of the contents or the courses to be taken by the students, and to be integrated in the lesson plans of the teachers. â€Å"Many people still equate a curriculum with a syllabus. Syllabus originates from the Greek, and it basically means: a concise statement, the contents of a treatise, the subjects of a series of lectures. In the form  that many of us are familiar with it is connected with courses leading to examinations. Where people still equate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit† (Mednick, 2006) References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm

Significance of the Factors of Curriculum Development Essay Example for Free

Significance of the Factors of Curriculum Development Essay In the realms of universal educational system, the term â€Å"Curriculum† is widely used. Teacher’s Mind Resources (2011) elucidated that â€Å"the word curriculum comes from the Latin word meaning ‘a course for racing’.† By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a â€Å"set of courses for students take in order to reach certain goals in all levels† (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. â€Å"Curriculum is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some existence outside and prior to human experience.  Rather, it is a way of organizing a set of human educational practices†. The fundamental teachings of the folks of certain communities which were carried out all throughout the time until now are essential even integrated in the curriculum. This is because these things should be preserved. These cultural values may pertain to as simple as respect, love, peace, equality, and truthfulness. Narrowing down to the values established in a community-based are also included. For Filipinos we have the â€Å"Mano po†, and the utterance of the words â€Å"po† and â€Å"opo†. Curriculum for Liberal Education (2008) explained that the integration of cultural values aims to gain critical and appreciative perspective upon one’s own culture by studying other historical periods and other cultural traditions. Furthermore, Cultural values which should be well-thought-out can be visible or non-visible. These visible cultural values are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms and etc We also include non-visible cultural values may incorporate philosophy, beliefs and value system. 2. Knowledge of learner- Oftentimes when we here curriculum, we also associate it with the words â€Å"evaluation† and â€Å"examination† to be administered to the learners to identify their knowledge, skills, values, or as a whole-level of performance. The learner’s intelligence matters in developing curriculum. The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students. The existing knowledge of the learners needs to be considered as a requisite for developing a curriculum so that the contents of the structure will  supplement the established knowledge. The shift toward learner-centered pedagogy represents an important step in the quest to develop creative, autonomous learners who can readily adapt to a rapidly changing society. Learner-centered techniques foster creativity and innovative thinking, absolutely essential abilities for today’s workforce. How do wee this effective? There is now the implementation of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process). Also the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process. 3. Knowledge of Teaching-Learning Theories and principles- Very obvious, learning theories and principles serve as pillars to almost all educational structures like curricula, lesson plans, missions and visions of schools, educational philosophies, and anything related to education since these theories and principles are actually and really factual data gathered from serious and logical experimentation done by proponents in the enterprise to improve and redesign education as it moves along the dynamic world. For instance, â€Å"The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning† (Pasigui, 2011) 4. Body of Knowledge- â€Å"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or delivered to students by the most effective methods that can be devised† (Blenkin, et al ,1992). Of course, the content is a core factor in developing curriculum. This includes, literally, the courses which the students should take in order to end up achieving the goal.  Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, Kelly (1985) claims, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Blenkin, G. M. et al (1992) Change and the Curriculu,, London: Paul Chapman. * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm Significance of the Factors of Curriculum Development We often here the term â€Å"curriculum† in the field of education as if there is a need for this to be emphasized. This is why most educators need to undergo certain studies in order to fully understand this term and how far this term can go. Basically, a curriculum, if being asked to teachers nowadays, has a probable mean definition of â€Å"sets of subjects to be taught†. Others do also have theirs like â€Å"a plan of activities and lessons to be taught† which can be synonymous to the former one. â€Å"Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility† (Smith, Stanley Shores, 1957). Not a passà © statement, even foundational, in fact curricula are structured not fixed but dynamic, that is why it is stated â€Å"it is even more†. Developing curricula is not easy. The developers should tear apart the horizon of possibility and see beyond that regarding how can the curriculum best fit the needs of the society in terms of educational innovation to produce quality education to learners. Moreover, Harden (2001) has elaborated on this concept â€Å"a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work†. Structuring and developing a curriculum is essential to the point that the  government can even intervene in order to provide relevant statistics to the developers regarding current data of the performance of the students in their state to see a match between the needs of the learners and the content of the curriculum. Furthermore, essential factors should be taken into consideration in order to make a good curriculum. These are the following: 1. Cultural Values- This â€Å"means that the education system is based on a First Nation communitys framework of values, priorities and world view, so that the path of educational development chosen to meet a communitys needs is theirs, not what outsiders might choose for them† (Ontario Native Literacy Coalition, 2001). The factor to be considered, very recently became an additional concern, are cultural values. These are values taught in order to attain peace and order in the society or community. Cultural values turned out to be essential since these principles should be conserved most specially these days the world is struggling in chaotic phenomena economically, financially, morally and others. Curriculum for Liberal Education (2008) elucidated that â€Å"as a significant factor in developing curriculum, it looks after the recognition on how the interaction of tradition and innovation nourishes both individuality and community†. In addition, this also includes visible cultural values which are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms. We also include non-visible cultural values may incorporate philosophy, beliefs and value system. All of these things can be considered in developing curriculum. 2. Knowledge of learner- â€Å"Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is  central to the teaching and learning process† (Rogers and Taylor 1998). The involvement of the knowledge of the learners as factor in developing curriculum bridges the gap between what the students gained and stored in the memory bank regarding knowledge and skills, and what will the contents be in the curriculum. The contents with the knowledge of the learners must be supplementary. In the Philippines, the effectivity of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process) and the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process take into account the consideration of the knowledge of learners. 3. Knowledge of Teaching-Learning Theories and principles- These factors pertain to relevant researches made by known proponents who endeavoured to make the educational system better in order to meet the demands of the dynamic world. These have been applied almost ever since proper schooling emerged. To concretize this, in the Philippines, The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning. 4. Body of Knowledge- There is what we call â€Å"four different approaches to curriculum theory and practice† and one of which considerers Curriculum as a body of knowledge to be transmitted. Basically body of knowledge are the inclusion of the contents or the courses to be taken by the students, and to be integrated in the lesson plans of the teachers. â€Å"Many people still equate a curriculum with a syllabus. Syllabus originates from the Greek, and it basically means: a concise statement, the contents of a treatise, the subjects of a series of lectures. In the form  that many of us are familiar with it is connected with courses leading to examinations. Where people still equate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit† (Mednick, 2006) References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm

Martin Luther King, Jr. Essay -- African American Black Racism Essays

Martin Luther King, Jr. I HAVE A DREAM! In an era when racial discrimination and public bigotry towards African Americans in the United States was becoming more evident, this simple, but powerful statement by Dr. Martin Luther King Jr. was a beacon of hope for all African Americans in the country. In his speech, on the steps of the Lincoln Memorial, Dr. King expresses his frustration that after a hundred years since the signing of the Emancipation Proclamation, African Americans are still treated like second-class citizens. However, Dr. King also expresses his hope that the status quo will change and African Americans around the country will be â€Å"free at last.† Dr. King uses eloquent statements to appeal to his audience’s emotions and to see the difficulties and hardships that African Americans across the country suffer on a regular basis. Dr. King makes use of sound rhetorical devices to convey his message that â€Å"all men are created equal† and that racism should not, cannot co ntinue if the nation is to prosper.   Ã‚  Ã‚  Ã‚  Ã‚  Upon opening his speech, Dr. King makes reference to past events: the Gettysburg Address and the signing of the Emancipation Proclamation, works both by Abraham Lincoln that ensured that freedom in the United States will endure. â€Å"Five score years ago, a great American†¦ signed the Emancipation Proclamation, [which] came as a great beacon of hope to millions of Negro slaves.† Dr. King does this in order to grasp his audience’s attention and to outline that after a century since the freeing of African American slaves, the Negro race is still treated no differently. He goes on to state that African Americans are â€Å"exiled in their own land. And so we’ve come here today to dramatize a shameful condition.† This powerful message implies that no longer will African Americans sit idly by while their civil liberties and human rights are trampled on by racists and bigots or ignored by the government.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King uses connotations, words such as slaves, injustice, freedom, and hope, to appeal to his audience’s emotions and to stress the importance that public treatment of African Americans must be changed to accommodate the prosperity of our growing nation. â€Å"[Negro slaves] have been seared in the flames of withering injustice.† â€Å"This is our hope†¦ That [whites and blacks] will be able to stand up for freedom together.† He also makes use of connotat... ... skin but by the content of their character. I have a dream that one day†¦ little black boys and black girls will be able to join hands with little white boys and white girls. I have a dream today.† King also uses parallelism to emphasize that the nation must come together to â€Å"let freedom ring† for every American from every corner of the country.   Ã‚  Ã‚  Ã‚  Ã‚  Martin Luther King Jr.’s â€Å"I Have a Dream† speech is one of the greatest and most influential speeches written in the modern day. His use of connotations, hyperbole, and metaphor appealed to his audience’s sense of logic, morality, and just plain old common sense â€Å"that all men are created equal† and to deny this is to deny the intention of the creator. Further, Dr. King’s use of parallelism allowed him to drive his point across â€Å"that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness† and that the country must be transformed into a nation of tolerance, acceptance, and peace. His use of sound rhetorical devices allowed him to sway his audience to change the â€Å"status quo† and enable all Americans to be truly â€Å"free at last.†

Advantages and Disadvantages of Fptp System

First Past The Post, like other plurality/majoriAdvantages and disadvantages of FPTP systemty electoral systems, is defended primarily on the grounds of simplicity and its tendency to produce winners who are representatives beholden to defined geographic areas and governability. The most often cited advantages are that: It provides a clear-cut choice for voters between two main parties. The inbuilt disadvantages faced by third and fragmented minority parties under FPTP in many cases cause the party system to gravitate towards a party of the ‘left’ and a party of the ‘right’, alternating in power.Third parties often wither away and almost never reach a level of popular support above which their national vote yields a comparable percentage of seats in the legislature. It gives rise to single-party governments. The ‘seat bonuses’ for the largest party common under FPTP (e. g. where one party wins 45 per cent of the national vote but 55 per cent of the seats) mean that coalition governments are the exception rather than the rule.This state of affairs is praised for providing cabinets which are not shackled by the restraints of having to bargain with a minority coalition partner. It gives rise to a coherent opposition in the legislature. In theory, the flip side of a strong single-party government is that the opposition is also given enough seats to perform a critical checking role and present itself as a realistic alternative to the government of the day. It advantages broadly-based political parties.In severely ethnically or regionally divided societies, FPTP is commended for encouraging political parties to be ‘broad churches’, encompassing many elements of society, particularly when there are only two major parties and many different societal groups. These parties can then field a diverse array of candidates for election. In Malaysia, for example, the Barisan Nasional government is made up of a broadly-based um brella movement which fields Malay, Chinese, and Indian candidates in areas of various ethnic complexions.It excludes extremist parties from representation in the legislature. Unless an extremist minority party’s electoral support is geographically concentrated, it is unlikely to win any seats under FPTP. (By contrast, under a List PR system with a single national-level district and a large number of seats, a fraction of 1 per cent of the national vote can ensure representation in the legislature. ) It promotes a link between constituents and their representatives, as it produces a legislature made up of representatives of geographical areas.Elected members represent defined areas of cities, towns, or regions rather than just party labels. Some analysts have argued that this ‘geographic accountability’ is particularly important in agrarian societies and in developing countries. It allows voters to choose between people rather than just between parties. Voters can assess the performance of individual candidates rather than just having to accept a list of candidates presented by a party, as can happen under some List PR electoral systems. It gives a chance for popular independent candidates to be elected.This may be particularly important in developing party systems, where politics still revolves more around extended ties of family, clan, or kinship and is not based on strong party political organizations. Finally, FPTP systems are particularly praised for being simple to use and understand. A valid vote requires only one mark beside the name or symbol of one candidate. Even if the number of candidates on the ballot paper is large, the count is easy for electoral officials to conduct. Disadvantages of FPTPHowever, FPTP is frequently criticized for a number of reasons. These include: It excludes smaller parties from ‘fair’ representation, in the sense that a party which wins approximately, say, 10 per cent of the votes should win approximately 10 per cent of the legislative seats. In the 1993 federal election in Canada, the Progressive Conservatives won 16 per cent of the votes but only 0. 7 per cent of the seats, and in the 1998 general election in Lesotho, the Basotho National Party won 24 per cent of the votes but only 1 per cent of the seats.This is a pattern which is repeated time and time again under FPTP. It excludes minorities from fair representation. As a rule, under FPTP, parties put up the most broadly acceptable candidate in a particular district so as to avoid alienating the majority of electors. Thus it is rare, for example, for a black candidate to be given a major party’s nomination in a majority white district in the UK or the USA, and there is strong evidence that ethnic and racial minorities across the world are far less likely to be represented in legislatures elected by FPTP.In consequence, if voting behaviour does dovetail with ethnic divisions, then the exclusion from represent ation of members of ethnic minority groups can be destabilizing for the political system as a whole. It excludes women from the legislature. The ‘most broadly acceptable candidate’ syndrome also affects the ability of women to be elected to legislative office because they are often less likely to be selected as candidates by male-dominated party structures. Evidence across the world suggests that women are less likely to be elected to the legislature under plurality/majority systems than under PR ones.It can encourage the development of political parties based on clan, ethnicity or region, which may base their campaigns and policy platforms on conceptions that are attractive to the majority of people in their district or region but exclude or are hostile to others. This has been an ongoing problem in African countries like Malawi and Kenya, where large communal groups tend to be regionally concentrated. The country is thus divided into geographically separate party stro ngholds, with little incentive for parties to make appeals outside their home region and cultural–political base.It exaggerates the phenomenon of ‘regional fiefdoms’ where one party wins all the seats in a province or area. If a party has strong support in a particular part of a country, winning a plurality of votes, it will win all, or nearly all, of the seats in the legislature for that area. This both excludes minorities in that area from representation and reinforces the perception that politics is a battleground defined by who you are and where you live rather than what you believe in.This has long been put forward as an argument against FPTP in Canada. It leaves a large number of wasted votes which do not go towards the election of any candidate. This can be particularly dangerous if combined with regional fiefdoms, because minority party supporters in the region may begin to feel that they have no realistic hope of ever electing a candidate of their choice . It can also be dangerous where alienation from the political system increases the likelihood that extremists will be able to mobilize anti-system movements.It can cause vote-splitting. Where two similar parties or candidates compete under FPTP, the vote of their potential supporters is often split between them, thus allowing a less popular party or candidate to win the seat. Papua New Guinea provides a particularly clear example. It may be unresponsive to changes in public opinion. A pattern of geographically concentrated electoral support in a country means that one party can maintain exclusive executive control in the face of a substantial drop in overall popular support.In some democracies under FPTP, a fall from 60 per cent to 40 per cent of a party’s share of the popular vote nationally can result in a fall from 80 per cent to 60 per cent in the number of seats held, which does not affect its overall dominant position. Unless sufficient seats are highly competitive, th e system can be insensitive to swings in public opinion. Finally, FPTP systems are dependent on the drawing of electoral boundaries. All electoral boundaries have political consequences: there is no technical process to produce a single ‘correct answer’ independently of political or other considerations.Boundary delimitation may require substantial time and resources if the results are to be accepted as legitimate. There may also be pressure to manipulate boundaries by gerrymandering or malapportionment. This was particularly apparent in the Kenyan elections of 1993 when huge disparities between the sizes of electoral districts—the largest had 23 times the number of voters the smallest had—contributed to the ruling Kenyan African National Union party’s winning a large majority in the legislature with only 30 per cent of the popular vote.

The Case Of Drug Abuse - 855 Words

In the case of drug abuse there are many signs both behavioral as well as physical which is a direct sign of drug use. Nevertheless, every drug has its own unique sign of usage but there are always indications that a person is using. Therefore, some of the changes could be withdrawal from family members, not caring about their personal appearance, sniffy or runny nose and red or glassy eyes to name a few of the signs. Rather look at these sign and assume all drugs have these sign a person must first find out the type of drug someone is using in order to determine the exact signs of that drug. For example if a person is using methamphetamine they would be â€Å"wired† and not sleeping for days or even weeks at a time. They would also lose their appetite and with the loss of their appetite they will start to lose weight. Another sign would be the dilation of his or her pupils as well as become sexually excited when they are using the drug. Although, these are a few signs of this drug there are a few more that can tell someone that a person is in fact using this drug. Now if a person was to be using cocaine their thinking would be impaired, they would be confused, anxious, depressed, short tempered and a decreased sexual drive unlike someone using methamphetamine. Furthermore, they would also have some of the same signs as a meth user such as sleeplessness, and loss of appetite. Therefore, they would be acting differently because the drugs have a different effect on different peopleShow MoreRelatedCase Analysis : The Drug Abuse Essay1820 Words   |  8 PagesIntroduction My case analysis paper is on an individual that suffered drug abuse for many years and now living each day to stay sober. My client is identified as a white, 26-year-old women living in Cleveland, Ohio. She grew up in a very small country town and had a very close and loving family. 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