Death of a Salesman †Discuss the Importance of Dreams in the Play Essay

The American Dream is strongly linked to a consumer culture and capitalism, and this is the main theme of the play. Dreams are the main structure of the play. Dreams can be many things; they can be divided into two types. They can be your hopes and ambitions, fantasies, hallucinations, and can also the dreams in your subconscious mind whilst you are asleep. ‘The American Dream’ is what Willy bases his life on. The only way for him is up. Dreams seem to ‘motivate the characters’ actions, they express and explain their past and present behaviour. ‘The American Dream’ is the most important part in ‘A Death of a Salesman’. Willy strives to achieve for himself and his sons, Biff and Happy, to be rich and successful having money to pay off all the bills and not being in debt is the ideal. ‘The American Dream’ is literally having the best of everything, owning your own car and land, being popular and having the opportunity and qualifications to be successful. All the way through the play Willy strives for ‘The American Dream’. He idolizes two people. ‘His name was Dave Singleman. And he was eighty-four years old†¦And old Dave, he’d go up to his room, y’understand, put on his green velvet slippers-I’ll never forget-and pick up his phone and call the buyers, and without leaving his room at eighty-four he, made his living.’ The other is his elder brother Ben who had found wealth colourfully, romantically, by walking into the jungle and discovering diamonds. To Willy therefore success means two things being rich and being popular. Willy strives to the point of obsession to achieve this end. This obsession of ‘The American Dream’ pressurises Willy to bring up his sons to think the same and like a tree, the branches representing his sons reach up towards this dream and the subsequent pressure it puts on them. Biff begins to doubt ‘The American Dream’ when he says ‘†¦it’s me, I’m a bum’ and ‘I’m one dollar an hour’. Biff realizes that life is not always happy and sometimes you just have to settle with what you have got. Willy still thinks Biff will actually achieve all the aspects of his dream. Biff tries to tell him ‘Pop! I’m a dime a dozen and so are you!’ Willy responds ‘I’m not a dime a dozen I am Willy Loman, and you are Biff Loman!’ Willy will not accept this and tries to shut and block out what Biff is saying. He cannot work out that there are an exceptional few that achieve the ‘The American Dream’. Happy is totally absorbed in his father’s dream, and tries to believe that he will achieve it. Happy tells Biff that he cannot be promoted. ‘All I can do now is wait for the merchandise manager to die.’ He does not appear to be working for promotion and is stuck in a dead end job. The author uses Bernard, Charley’s son as a story contrast to the two Loman brothers. Willy refers to him as an ‘aneamic’ and says although he gets the best marks at school he is not as popular and does not have the personality of Biff and Happy. But the complete opposite happens when they finish school and get into the big wide world. Bernard becomes part of the Supreme Court. ‘Oh, just a case I got there, Willy.’ Bernard was a hard working school pupil who seemed to have achieved the dream and also got married and had two children. This proves that popularity and a likeable character is not enough for the ‘American Dream’. Both Biff and Happy have many hopes and dreams dominated by their father Willy. Biff tries to fulfill his father’s dreams in the beginning. ‘Well, I spent six or seven years after high-school trying to work myself up. Shopping clerk, salesman, business of one kind or the another.’ This repeats the theme of the play that one cannot live by another’s dream. ‘What the hell am I doing, playing around with horses, twenty-eight dollars a week†¦And now, I get here, and I don’t know what to do with myself.’ Biff is so confused with life because he was brought up to believe that he should be ‘manager’ of a big company and will always be rich and successful. He seems to like his job in the open space but thinks that he should be earning more money than he is. Happy is like his brother Biff, lost but in a different way. He is thirty-two and is totally absorbed in his father’s dreams and ambitions. Happy continually boasts about his sex life. ‘About five-hundred women would like to know what was said in this room.’ he tells Biff. Happy’s dreams are like his bosses. He should be able to build a large estate and then sell it two months after, because he doesn’t like it and then start to build another. The two boy’s hopes and dreams come from their father. They were brought up to want the very best and are force-fed the wrong hopes and ambitions from childhood. The hopes and dreams that the Loman family have, have affected their lives in many different ways. Biff tries to live up to his father’s expectations but seems to realize that he cannot live other hopes. Happy is the only person with a steady job. Even though he is achieving one part of ‘The American Dream’ he is lonely and keeps telling Linda and Willy ‘Am gonna get married Pop.’ He is not content because he still wants everything beyond what his job can provide. He seems to still be absorbed in his father dreams. Willy is all talk and never achieves anything. He blames people for his downfalls in life. The only way he thinks he will resolve all of his problems in life is to commit suicide. Hopes and ambitions are extremely important for the people in the play as they are always striving for ‘success’. At the end of the play Biff says at Willy’s funeral ‘He had the wrong dreams. All, all, wrong.’ Willy needed to accept that he could not live his dreams and had to settle with what he had and make the best of the situation. Willy’s memories affect the main structure of the play. There are many types of stagecraft to show the difference between the past and present. Lighting is used in the way that in the present times the stage is very dull and gloomy showing misery and unhappiness. The stage is shown as bright and lively at the points of Willy’s daydreams and hallucinations of the past. Sounds depend on the mood of the occasion, faint and lifeless sounds seem to be in the background when the play is in the present. The tone of the music changes when Willy goes into the past, it appears chirpy and happy. Clouting plays an important role. The clothing also depended on the mood of the character the colours of the dress indicates what temperament they were in. Willy seems to always be in the past, this is because he feels it’s a refuge from the life that he is really living in and all the problems in it. The flashbacks Willy gets are all describing what happened in the past and show how the other characters were. ‘I got it, Pop. And remember, pal, when I take of my helmet, that touchdown is for you.’ Biff tries to impress his father; this shows that Biff was always the centre of his life at this time. These flashbacks show the sides of the characters in the play that we have not seen before. The flashbacks also show the way Willy has brought up his two sons. Willy brings Biff and Happy up in the hope that they will fulfil ‘The American Dream’, that popularity and good personalities will get them good jobs. This affects them in later life because they still believe that this doctrine will get those good jobs but it can not. Happy depends on the death of others higher ranked than him for promotion rather than his own skills. The past events are never shown as they actually happened, they are shown the way Willy interprets them. Willy seems to distort the event when Biff finds Willy and ‘The Woman’ in the bedroom in Brooklyn. He does this to try and block out the bad thoughts, and create a past he can hide in from others. Dreams are so important in the play because they seem to link everything together ‘The American Dream’, Hopes and Ambitions and ‘Daydreams, Fantasies and Memories’. Throughout this play, Miller is saying to the audience that our society, promotes things to strive for that are way beyond the reaches of that person. Peer pressure is mainly what drives us to want more and the best of everything, getting into debt. Miller says that the characters in the play are affected by the dream, ‘The American Dream’. Although the play was written over fifty years ago in 1949, it still has relevance today. In the 1950’s, capitalism was taking hold after the Second World War; today commercialism still has a powerful hold in the Western world’s culture. I think Miller is telling us to live our lives according to our own dreams and not others.

Cocacola Company

The Coca-Cola Company Name Institution The Coca-Cola Company The Coca-Cola Company deals with the manufacture of beverages that are non-alcoholic. The Coca-Cola Company has over four hundred brands in many countries of the world. The Company is responsible for manufacturing, distribution and marketing of the beverage product. It uses a franchised system of distribution where the concentrated syrup is sold to bottlers that are in most countries (Coca Cola Company & Quality Information Publishers, 2007). The refreshment Company is Centralized with Human Resource staff that are highly experienced.Centralization in the company helps improve employee’s relation and benefits the consultants (Hays, 2004). The Coca-Cola Company has a mission of refreshing the world, inspiring moments of optimism and creating value as well as making a difference. The vision of the Company states what the Company aims at achieving. The Company has an emphasis on the customers, partners, portfolio, profi t making and productivity of the Company (Foster, 2008). The Company uses a multi-divisional matrix because of its huge size and scope of operation. Coca-Cola Company has many International staffs in the separate International Divisions that it owns.They are all isolated from the main head office as they are located in Africa, Europe, Pacific, Latin and North America. These divisions are further divided according to the geographical location. This is crucial since it helps in decision making at the local level of the region (Isdell & Beasley, D, 2011). When decisions about the Company product are made at the local level, the Coca-Cola Company is able to change with the demands in the market. Such an organizational structure is effective for a big Company. Coca-Cola Company has close-fitting operations that are operated from the head office.The organizational structure of Coca-Cola Company is aimed at meeting the sensitivity of the market in the region where the Company is located (K alapos, 2006). The organizational structure of the Coca-Cola Company is designed to fulfill its own requirements. There both formal and policies and rules within the Company. The structure helps in the facilitation of communication and authority within the Company (Hays, 2004). For the organizational structure of Coca-Cola Company to be effective, it should clarify employees’ responsibilities so as to eliminate any possible obstacles.Designing the organizational structure of Coca-Cola Company is the process since all resources must be coordinated in an effective way. This helps curb competition in the environment where Coca-Cola Company is located. The structure is required to be flexible, constantly change and evolve with the changes in the environment. Coca-Cola Company organizational design in any region of the world needs to learn faster, execute its roles quickly and change easily for it to maintain and increase its market share in the area (Hays, 2004).The Coca-Cola Com pany fins benefits in standardization because of the many acquisitions that are made by the company. It does not use local policies but uses shared policies for the entire company. This is aimed at ensuring that the customer experience is similar for their interaction. Standardization in the company helps in retention and recruitment. The idea of hiring highly motivated and competent personnel to work in the company is an emerging issue. It is crucial for the company to have skilled employees for success reasons (Isdell & Beasley, D, 2011).Coca-Cola Company has mass production, and it must hence use mechanized structures for efficient production. The Coca-Cola Company does not produce the end products, but it distributes the concentrated syrup to bottlers to sell the product. To boost the Company performance, the lower management has been involved in the company’s activities, and this instills a sense of responsibility to them. Coca-Cola Company has worked out on ways aimed a t reducing bureaucracy and speed the process of decision making. (Coca Cola Company & Quality Information Publibhers, 2007).Decision making within the company is done through incremental process where it does not readily decide on the creation of new products (Hays, 2004). The decision making process within Coca-Cola Company can be termed as unstructured since the model involves those in the lower management even in decision making (Hays, 2004). Unstructured decision making is useful to the Company as it helps in solving problems and decision making process within the company. (Hays, 2004). Coca-Cola Company helps in environmental and climate protection efforts.The Company has good programs to balance on the use of water in the line of production (Hays, 2004). The Company has many water initiatives in various communities as well as efforts to conserve soil and climate (Coca Cola Company & Quality Information Publishers, 2007). The lifecycle of Coca-Cola Company products starts from the ingredients used in the manufacture of the syrup, packaging, manufacturing, distribution, refrigeration and storage, consumption and finally recycling the cans (Isdell & Beasley, D, 2011).Coca-Cola Company was started in 1886 in Atlanta, Georgia, USA. The founder of the Company who was John Pemberton sold it to Asa Chandler who named it Coca-Cola Company in 1892 (Isdell & Beasley, D, 2011). There is a competitive advantage between the Coca-Cola Company and the distributors. There is a symbiotic relationship that is interdependent where the failure or success of one has an impact on the other (Pendergrast, 1993). Over a year, the Coca-Cola Company has built strong brands of drinks which cannot be imitated by its competitors (Pendergrast, 1993).COCA-COLA COMPANY STAKEHOLDERS| METHOD OF COMMUNICATION | BOTTLING PARTNERS | ISSUES CONSULTATION | EMPLOYEES| SURVEYS | NON-GOVERNMENTAL ORGANIZATIONS| ISSUES CONSULTATION | SHAREOWNERS | REGULAR COMMUNICATION AND CONSULTATION | SUPPLIERS| REVIEW MEEETINGS | COMMUNITIES| CONSULTATION AND INTERVEW | CONSUMERS| FOCUS GROUP DISCUSSIONS AND INTERVIEWS| The table shows the method of communication used by Coca-Cola Company in reaching out to its stakeholders. Organizational structure of Coca-Cola CompanyCoca-Cola Company president | Staff Manufacturing Plant | Finance Marketing | Europe Division, Latin America, Division, North America Division, Africa Division, Pacific Division | Many Subdivisions | References Coca Cola Company. , & Quality Information Publishers. (2007). Historic vending machine films. Asheville, N. C. : Quality Information Publishers. Hays, C. L. (2004).Pop: Truth and power at the Coca-Cola Company. London: Hutchinson. Isdell, E. N. , & Beasley, D. (2011). Inside Coca-Cola: A CEO's life story of building the world's most popular brand. New York: St. Martin's Press. Kalapos, G. (2006). Fertility goddesses, groundhog bellies ; the Coca-Cola Company: The origins of modern holidays. Toronto: Insomniac. Bel l, L. (2004). The story of Coca-Cola. North Mankato, Minn: Smart Apple Media. Pendergrast, M. (1993). For God, country, and Coca-Cola: The unauthorized history of the great American soft drink and the company that makes it. New York: Scribner's.

Analyze the main theories in Origin of Species by Charles Darwin and Essay

Analyze the main theories in Origin of Species by Charles Darwin and then present arguments by his detractors and supporters for these theories - Essay Example Immediately and after the theory was proposed, there were many supporters and many detractors who questioned the validity of the theory and its applicability in the word. The book was controversial and it still remain controversial apparently due to the contradiction that it made to the religious belief of the people at that time and the fact that the contribution that it continued to express between the scientific and religious world. There were also many scientists who supported and many who refuted the theory as not applicable and a mere protrusion of Darwin’s mind. Since then there have been an evolution of the theory but some of the principles of the postulation of the theory are still acceptable to the world of science. But the subject of creation and evolution still attracts ranging controversy in the world. (Jenkins, 2002) The theory can be summarized into some key postulations which showed how species survived in their natural environment. The theory of survival for the fittest and eliminating by natural means showed that the current species that we have been a product of the genetic material that makes up the species and the natural environment under which they live. The theory postulated that species are likely to survive in the environment when there are favorable conditions that can allow for the evolution to take place. As such species changes as the environment changes and therefore it is the way a species adapts to the environment that determines how the species will survive in the environment. In the course of his adoption, they undergoes different structural changes which are all meant to give them adaptive feature that the will help them to survive in the environment. (Ronald, 1994) Therefore we can say that it is the nature which selects the right individuals who will survives in the environment. The theory was hence called natural selection theory

Case discussion Study Example | Topics and Well Written Essays - 250 words

Discussion - Case Study Example y politically motivated (lobbying intense) actions that Chiquita took to counteract the EU common policy and analyze why they were not met with greater success in terms of breaking down the imposed trade barriers in the European market. One way to counteract the EU policy was to seek measures that involved lobbying trade unions that represent the interests of its citizens who are affected by foreign trading policies. This measure is not only political but legal as well but the process takes long due to verification of the policies and the bureaucracies. The solution achieved by this lobbying is either middle or long term as the trade unions seek to prevent other companies in future from these policies (Spar 13). The other channel that may be open and provide solution to the foreign policy issue is seeking powerful politicians to lobby against imposition of such policies by foreign bodies which â€Å"hurt† the companies in their country. This can be done through coming up with bills and lobbying during the political meetings and sittings and seek not only a temporary but permanent solution as well. The problem with this just like with the other solution is the time it will take before implementation is done hence not providing a short term

Right attitude in a medical office setting Essay

Right attitude in a medical office setting - Essay Example 93), it must be a decision or a choice that will have to be made. One can therefore choose to have positive or negative and like in any work setting, the positive attitude must be the preferred choice to contribute to the business of providing care to the patients. A positive attitude of employees can help a lot in the recovery of patients. Since attitude affects and influences other’s behavior, a responsible medical employee must behave positively to influence people in office including the patients and other co-workers. A medical assistant for example will be able to transmit positive attitude towards the patient if he or she accepts the patient as a unique individual who with rights of treatment with dignity and compassion in a non-judgmental manner (Southard, 2008). The employee needs demonstrate empathy, interest and concern by telling patient or letting the latter feel that he or she is important to the employee (Southard, 2008). Such a caring attitude exerts a positive influence on the sick person’s attitude, behavior and response. The same could help in promoting the fast recovery of the patient. An employee’s good personal appearance can help the patients to perceive a positive attitude of the person and how the medical office values them. Every employee must also have a positive image to the patient. This can be done by showing good health and good grooming present.

The 9th grade girls at Apopka High School are not comfortable with Research Proposal

The 9th grade girls at Apopka High School are not comfortable with their changing bodies. They feel unattractive and insecure an - Research Proposal Example Most importantly, some studies have shown that girls’ tend to develop positive character, including improved self-esteem and confidence, as a result of participating in sports (Scottish Executive, 2003; Strong et al., 2005). Brief overview of the plan The study will start with identification of the problem, then a review of the literature. Thereafter, a field study will be conducted in 10 schools, specifically involving 100 Fifth-Grade female Students. The researcher will ask both open-ended and closed-ended questions, which will help identify different factors that are associated with girl’s participation and lack of participation in sports. As such, the data that will be collected will be both qualitative and quantitative. The analysis of the quantitative data will rely on SPSS for analysis, with regression analysis and descriptive statistics being performed. Nvivo software will be used to categorize qualitative data, especially by identifying common themes. The resea rcher will use purposive sampling to identify the 10 schools and simple sampling in choosing the students that will participate. A purposeful sampling (also called judgmental sampling) is based on the fact the researcher is capable of selecting the schools that are effectively suited to meet the purpose of the study (Ritchie, Lewis, & Elam, 2003). The sample, though seemingly small, is a reasonable for the research purpose because most of the girls in different schools have many commonalities and hence no need to choose a very large sample. The program evaluation will take them form of check list filling, whereby the success of different goals will be identified. The achievement of the goals will be gauged by a rank art scale, which will be assigned 1-5 points for the purpose of quantification. Validity is important in assessing the accuracy and credibility of the data used in this study, which is also critical in ensuring that the results of a research are not biased. In other word s, validity will ensure that the study’s assessment and measurement process achieves the intended goal, or rather what is intended to be measured. To improve validity in this study, the researcher will uphold accuracy and credibility of information by selecting well-designed instruments. There are two types of validity, which according to Garson (2008) includes internal and external validity. The biases that are likely to affect the results of this study are the major threats to internal validity. Examples of such biases include subjectivity, researcher's biases, inflexible knowledge related to the theoretical framework and blind spots (Creswell, 2005). The research will be charged with the responsibility of reducing these biases in order to ensure validity of the study. According to Trochim (2006), external validity is related to the extent to which the results of the study can be generalized in other conditions. Since this study is faced with threats to external validity, i t cannot be generalized outside Atlanta area. Some of the reasons for lack of generalization to other areas include the fact that the demography of Atlanta area is different from other areas in the country. The research will use a triangulation technique to validate the results of the interviews. This will involve application of a number of data validation techniques such as backing up of the evidence from different individuals, using overlapping perspective and pieces of evidence, and authenticating information using several forms of

Philosophy of Nursing Assignment Example | Topics and Well Written Essays - 500 words

Philosophy of Nursing - Assignment Example Person: As a nurse, I view my patients as people first. Subsequently, I try to engage them in a two way relationship which is based on mutual awareness and dialogue. From my perspective, patients are my partners in the health care process. Although I view patients as being multifaceted and complex beings, I acknowledge that they try to do their best to get better. Also, as a nurse, I tend to engage my patients in the decision making process. As such, authentic connections are established. Further, I prefer the term patient to client while referring to my patients so as to improve the nurse patient relationship. Health: Health as a dynamic process focuses on the patient’s entire physical, aesthetic, moral and social realms. As a nurse, I try to understand the patient’s health status (their social, physical, aesthetic and moral conditions). Thus, I judge or see a patient from his or her own perspective. This perception aids me to comprehend their needs and wants more easily. In addition, viewing patients from their perspective makes them feel that they are being cared for. Most importantly, this perception enables me as a nurse to know how different patients approach stress and how they cope with it. Environment: The environment is often the geography and landscape of a person’s social experience and includes space, quality and time variations. Moreover, the environment is made up of the patient’s societal beliefs, morals, expectations, values and customs. Nightingale (1860) stated that the primary role of a nurse is to place a patient in the right and best conditions for the environment to act upon him. This statement forms a critical and crucial part of my personal philosophy of nursing. Thus, it tends to resonate well with me. In light of Nightingale’s definition of the environment, I comprehend that both the external and internal components make up the environment. The environment element broadens to encompass both the built and

Self-Portraits. Journal Essay Example | Topics and Well Written Essays - 750 words

Self-Portraits. Journal - Essay Example Additionally, I do not need to be responsible to anyone or share my practice with anyone; I do not need to dress up, put on make-up, I just need to capture the uniqueness and individuality of me. I choose to do a self-portrait so that I can capture and paint my subject matter as best as I can and as no one else as ever done before. Painting a self-portrait helps me in expressing certain aspects of myself and identities, far beyond the surface of physical appearance. 2. Describe â€Å"your† artistic choices in composition: use of color, space, etc. I consider color to be the most ungovernable and essential element in painting, therefore, when choosing the under painting, the first thing I usually do before I start painting, I am always weary of the color that I will use. I prefer creating a gray scale using Raw Sienna starting at white and mixing a small amount of the preferred color into white; this creates various tones of color. Using burnt amber and ultramarine blue, I mix the black color. Using twelve square scale gives me enough values that I use in painting the self-portrait (Bartel, 2010). As noted earlier, I prefer raw sienna; this is because, it helps in setting charcoal such that, it acts as highlight, which allows for the under painting to be visible through the final paints layer surface; and also, it does not smear into my painting. The colors I use are more affluent and brush strokes are more prominent In order to portray illusionistic form, I borrow the smooth, fine technique utilized by Rembrandt in his paintings (Bruyn, Wetering, & Rijn, 2005). In some areas of my self-portrait where I have used paint with tactile quality, I employ the technique of rough treatment of highly multicolored paint surfaces so as to allow for the portrayal of illusionist form (Albert, 2003). In order to suggest space, I again borrow a technique of leaving large white spaces employed not only by Rembrandt, but by Titian, as well. In addition, I also use of intr icate webs of line in order to get an effect of rich dark tones (Bruyn et al., 2005). Primarily, I am able to create dramatic effects by using shadow and strong contrasts of light, which is an emulation of Rubens’ baroque style. Having read, seen and become familiar some of Venetian art, my use of brushwork is more expressive; and I have developed a tendency of putting figures in parallel to the picture plane. 3. Explain what the portrait represents about â€Å"you† (as the artist.) This self-portrait depicts or represents a happier, although it looks a bit serious, the smile on my face, the look in my eyes, and the grim in my face shows a comfortable, happy, and free soul. The most important thing to note about this portrait is that, it is a unique representation of the real me; I have not in any way attempted to conceal the imperfections on my face, therefore, it leaves very little to be imagined. Apart from accurately representing the physical and emotional uniquene ss of my face, this self-portrait also invites the spectators to study and analyze the techniques I use. For instance, on close inspection of this portrait, anyone familiar with Rembrandt’s work will notice that, my face emerges from the movement of the brush and that my hair is as a result of carefully measured work. 4. Explain â€Å"your† choices of subject with regard to at least three other specific pieces

Research Methodology Essay Example | Topics and Well Written Essays - 2500 words

Research Methodology - Essay Example Finally, one has to note what one is likely to â€Å"‘conclude† in terms of the research problem and one’s hypothesis (an early conclusion in other words). All this goes into a brief and concise introduction, to be termed â€Å"Introduction† and/or â€Å"Abstract†, of the proposed research. To illustrate the research process thus described, I shall in the following adopt the perspective of anthropology, the science of culture, as an example of a an inductive, empirical social science with appropriate methods to tackle social science research questions ‘ Literature Review Having thus described the contents of the proposal, one now turns to these items, one by one, beginning with a focused analysis of relevant literary sources and notions in order to answer the research question. The review reflects â€Å"the state of the art† regarding knowledge of the research topic. The review will highlight various issues that are particularly relevant to solving the identified research problem. Setting and Sample: Next, one describes the setting and/or sample size. Depending upon one’s choice of research problem one describes the setting which, when social science research is conducted, may be a community (e.g., affluent, middle-class, poor), an institution (e.g., a school, a bank), a neighbourhood, street corners, a slum, etc. (Hannerz, 2007). Based upon this choice, a sample is defined. One may want to work with a small, large, partial or complete sample, a random selection, a certain quota or a representative sample. The economic anthropologist Polly Hill studied cocoa faming and development in southern Ghana. She used maps and air photography to define her sample (Hill, 1963). This may seem an extreme choice, but it isn’t for an anthropologist conducting research in a non-Western setting. Methodology 1. Induction-Deduction Research, the search for knowledge and problem-solving, is a process whereby one continua lly adds to knowledge (Ellen, 1984). By this understanding, research is an ongoing process. There are, however, certain procedures to be followed and standards to be adhered to, be they of an â€Å"inductive† (experimental: â€Å"arriving at a theory based on facts†) or â€Å"deductive† (â€Å"facts are organized to match theory†) nature. Based on this division, one arrives at a â€Å"positivistic† and â€Å"relativistic stance†, resulting in a contrast of â€Å"explanation† (deduction, positivism) and â€Å"understanding† (induction, relativism) (Manners and Kaplan, 1968; Alexander, 1983; Gellner, 1985). Within anthropology and with its emphasis on induction and empirical research, the contrast between induction and deduction has been conceptualized as two modes of inquiry that are opposed to one another. The renowned anthropologist Bronislaw Malinowski advocated 90 years ago long-term immersion in the research site chosen and the use of a set of qualitative methods, considered suitable to such an approach (Malinowski, 1922). Since the nineteen twenties and Malinowski’s statement, the tension of deduction and induction is thought of as contrast between the natural sciences, such as biology, insisting on distance, and the human and social sciences stressing the value of experience-nearness. The contrast has been exemplified by the different emphases placed upon

Educational psychology Essay Example for Free

Educational psychology Essay Choose a topic (objective) from one of the strand units in the Primary Science Curriculum (DES, 1999) and describe how you would assess it in a way that ensures that the assessment is integrated seamlessly in teaching and learning science. Indicate what the focus of the assessment is in terms of the science concept AND skill(s). The topic chosen must not be a task included in Hands-on Science. Indicate what the focus for the assessment is in terms of science concept and skills. In your answer refer to a) common prior conceptions (‘misconceptions’) children might  hold within this strand unit and b) how this assessment approach could facilitate constructivist approaches to the teaching of science. Please refer to at least three prescribed readings from both your assessment and curriculum science courses in your response (at least six references in all). Strand: Energy and Forces Strand Unit: Magnetism and Electricity Class: Second Class Learning Intention: The child will be enabled to purposefully play with magnets of different shapes and sizes and explore their effects on different materials (DES,1999). The Teacher Guidelines in conjunction with the Primary Curriculum for Science promotes the use of a constructivist approach to the teaching and learning of science, (DES, 1999). A constructivist approach involves the construction of our own understandings based on the world in which we live in (Brooks, 1993) and our prior knowledge in a variety of areas. This essay will be based on a constructivist approach to teaching magnets in the primary science curriculum, aimed to eliminate any common misconceptions of the child and incorporate self- assessment as the method for assessment for the lesson. The constructivist approach to teaching and learning allows children to take responsibility of their learning which can then make way for self-assessment. Lessons which incorporate self-assessment will see pupils ‘looking at their own work in a reflective way, and identify aspects of it that are good and that could be improved, and then set personal learning targets for themselves’ according to the NCCA’s (2007) Assessment in the Primary School Curriculum. This lesson will incorporate prediction, investigation, interpretation and communication as the children develop the uses of magnets of different shapes and sizes  through ‘purposeful play’ (DES, 1999). The learning intentions for this lesson will be shared using WALT and WILF in the introduction to the lesson. Children will be given their learning intentions to give them a goal or target to work towards in the course of the lesson. The children will develop their own concept maps, which will be based on any existing 1 Saoirse Geraghty Part B-Assessment 13270851 knowledge or misconceptions they may have with regard to magnets, eliciting prior knowledge from the children will give them the opportunity to focus themselves on the topic. Concept maps will be used as interpreted by Mc Cloughlin’s (2000) ‘Conceptual Mapping Frameworks in Science Education: a reader for students of Science education’. The maps will portray each of the children’s knowledge based on the topic, magnets, to be revisited in the development of the lesson and in order for children to interpret their findings and learning outcomes from course of the lesson. The development of the lesson will see the investigation of common misconceptions and experimenting with some of the children’s prior knowledge based on their concept maps they have drawn up. The children will be aware of their learning intentions from the introduction to the lesson and will need little direction which will lead to more focused learning. They will record on their concept maps any new findings they have made, and any prior misconceptions they may have had, and have come to the conclusion of can be recorded. The conclusion of the lesson will include a share session in a whole-class discussion to identify any misconceptions that may still exist and can be addressed, and also to allow children to peer-assess one another based on their findings on an informal basis. To conclude the lesson I will use ‘Traffic Lights’, which will allow me to establish after the lesson how comfortable children are with the use of magnets of different shapes and sizes and the misconceptions involved with them. To begin the lesson I will use a range of formative methods of assessment (AfL) to elicit any existing knowledge children may have with regard to magnets. As mentioned above the children will develop their own concept maps or ‘cluster maps’ (McCloughlin, 2000) to illustrate their existing knowledge, regarding their own interpretation of the physical  appearance of a magnet, uses of magnets, household items which may be magnets etc. When the children have completed their maps, I will share learning intentions with the children using the WALT and WILF methods. I will place the learning intentions on the WALT board, in child friendly language, so children can refer back to them in the development of the lesson to ensure they are still on task to achieve the success criteria. Clark (2005) promotes the sharing of learning intentions with the children that allows them to know the ‘desired outcome’ and success criteria of the task. In Barbara Collins and Michael O’Leary’s (2010)  work on Integrating Assessment with Teaching and Learning in the Visual Arts: A Study in One Classroom seen sharing learning intentions lead to lower frustration levels among children who perceive themselves as not being strong’ in a particular curricular area. In my own experience and as also stated in the Collins and O’Leary (2010) study, children declared 2 Saoirse Geraghty Part B-Assessment 13270851 that knowledge of the success criteria on a particular topic helped them to get started quicker and also led to them having less questions based on the procedures they were to undertake in  the task. For the development of the lesson, I will explore the following three common misconceptions with second class students: ? All metals are attracted to magnets ?All silver coloured items are attracted to magnets ?The larger the magnet, the stronger it is (MathScience Innovation Centre, 2007) In this section, I will organise the children into small groups and provide them with a range of household objects (paperclips, cutlery, keys, coins etc. ) and magnets of different shapes and sizes to investigate and explore these misconceptions with them. I will ask the children in  their groups to predict possible outcomes of their explorations into the misconceptions, will all of these items stick to the magnets? Will all of the magnets pick up the bunch of keys? Etc. It is expected that children will make the prediction that all of these misconceptions are true, therefore predicting before investigating allows children to use their prior knowledge to predict and they can then explore their outcomes in ‘purposeful play’ throughout the development of this lesson and then discuss their findings with their peers in the conclusion of the lesson. When they have made some predictions will write some of them on the board to be revisited after the children have worked with the objects and magnets. The children will be given sufficient time to investigate the common misconceptions and strength of the magnets using different sized magnets across the variety of objects for experimentation. I will then ensue a metacognitive approach and have the children record on their concept maps anything new they have discovered or uncovered in their investigations. By recording their findings the children are documenting what they have learned by means of self-assessment. Looking at what they knew from the outset, and recording what more they have learned, or what misconceptions they may have had have they cleared up. To conclude the lesson, I will ask the class to come together and undergo a whole class discussion based on their findings in this investigation of misconceptions of magnets. I will use AfL strategies of questioning in this discussion with the children to indicate where their new knowledge may be of use to them outside of the class, ie. Where would you use a magnet outside of class? , can you get any bigger magnets than the ones we have in class  3 Saoirse Geraghty Part B-Assessment 13270851 today? Etc. The NCCA assessment guidelines (2007) invite children to probe and prompt children in their open ended questioning, ie. ‘’I wonder if everyone in this class has the same things on their maps’’, ‘’I wonder is there anything we could learn from listening to one each other’s findings’’. Preceding this, the children will discuss with their class mates any misconceptions they may still have, that they may be able to clear up, or perhaps something they did not uncover in their findings. This form of peer-assessment allows for informal  learning, and shows children that they can assist one another, and they do not always have to come to the same conclusions in their topics to have the correct answer. When children have been given fair time to discuss and analyse their findings with their peers I will close the lesson by asking them to give me some feedback to ‘help me to teach them’ by using the traffic light method of assessment. This will be used to get an idea of any misunderstandings or confusion that may still exist among the children, and therefore can be addressed before the end of the lesson.  In the ‘Traffic Light’ method of summative assessment: ?G (green light –I understand), ?A (amber light – A little unsure), ?R (red light I dont understand). Methods of both formative (AfL) and summative (AoL) assessment have been used strategically in the Primary Science Curriculum. These methods were introduced harmoniously with the lesson on magnetism, the methods of self-assessment allowed the teacher to be the facilitator of resources and learning, but the children undertook the task independently, the development of constructivism in the classroom would see that ‘the locus  of teaching and learning does not lie in the teacher but rather the student’ (Mc Cloughlin, 2010). This was explored in this lesson, and I would use these methods of assessment in the classroom, and I think they would have a positive effect on the children’s learning. References 4 Saoirse Geraghty Part B-Assessment 13270851 Clarke, Shirley,(2005). Targeting assessment in the primary classroom: Strategies for planning, assessment, pupil feedback and target settin. , London. Collins, B. O’Leary, M. (2010). Integrating assessment with teaching and  learning in the visual arts: A study in one classroom. Oideas 52, pp. 53-61. Department of Education and Skills, (1999). Primary School Science Curriculum. Dublin: NCCA Department of Education and Skills (1999). Primary School Science Curriculum: Teacher Guidelines. Dublin: NCCA MathScience Innovation Centre, (2007). Floating above the Rest. Mc Cloughlin, Thomas, (2000). Conceptual mapping frameworks in Science education: A reader for students of Science Education. Dublin. NCCA (2007). Assessment in the Primary School Curriculum. Guidelines for Schools. Dublin: NCCA.

The Factors that Lead to Instability of Commodity Price

The Factors that Lead to Instability of Commodity Price 1.1 Background of the study Commodity price will influence the economy in some countries in the world. There are many factor that can cause the instability of commodity price. As we know commodity can be classified as goods that demanded by the people. In the economic theory, if the demand higher than the supply it can cause shortage, if this is happen the economy in the country will be instable. In the case of commodities, there are several technique to secure the price of commodity in order to make sure the price is stable. For example, change in exchanged rate, world political situation, inflation, global output, industrial production and etc. 1.2 Problem statement Over many years, there are many researchers make an analysis about the factor that lead to instability of commodity price. Most of them discover a different idea through out their research about the instability of commodity price. This is important to a country to know what is actually the cause of this factor. Therefore, a research must be conduct in order to know what is actually the factor that lead to instability of commodity price. 1.3 Research objectives The research objectives of this research as follows: To determine the factor that lead to instability of commodity price. To know the relationship between the factors toward the commodity price. To identify the effect of commodity price. 1.4 Scope and limitation of study In order to complete the research of the study, I have gathered trusted information from the internet. Few journals have been chosen to get some additional information. After that, in order to get what the objectives want of this study, secondary data have been chosen. The limitation of this study is to choose the best method that can conduct this research and it is hard to choose. There are methods can be used to know the factor that lead to instability of commodity price. 1.5 Significance of the problem By doing analysis on this study, we can reduce the risk of increasing commodity price due to the economic crisis.besides, we can determine the signoificant variables that effecting the commodity price. This research also can give advantages to government because they can control the commodity prce base on the economic condition. 2.0 Literature Review Commodity can be defined as goods whereby it is demanded by the people. As we can see today, the price of commodity is now increasing. In my opinion, it may be due the cost of resources that is also increasing. Therefore, we can say that the price of commodity is determined wholly by the market function. Commodity goods are consists of sugar, crude oil, gold, rice and etc. When the value of commodity increases, the cost will increase as well. There are some reasons that lead to the instability of the price of commodity. Thus, I have found out few reasons from knowledgable person that lead to the instability of the price of commodity. A study of Frankel Rose (2009), have shown that the price of commodity is influence by inflation and global output. It was found that the relationship between the commodity and both the inflation and global output is positive. In addition, the microeconomic variables also affect the commodity price. For example, inventories. Another evidence also shown that the inflation also influence the commodity price (Gospodinov Ng, 2010). After the unemployment gap and oil price being controlled, it was found that the price of 23 commodities were influenced by the inflation. Another study of Bower, Geis Winkler (2007), also shown that the inflation and exchange rate also influence the price of commodity. On the other hand, the study of Pindyck Rotemberg (1990), the macroeconomic shock influence the instability of price commodity, whereby, the industrial production and inflation will determine the future demand for commodity and will later affect the price of commodity. Thus, wh en the interest rate increase, the commodity price will decrease. However, the study of Bastourre, Carrera Ibarlucia (2007) have shown a different view on what affect the commodity price. This is because, in the long run the Argentina commodity price is influence by the real interest rate, real exchange rate of United States of America and the demand of raw materials. Other different view regarding instability of commodity price is influence by predictions of conditional variance and conditional expectations theories (Laroque, 1997). The global monetary conditions could also influenced the price of commodity whereby, in another study of Anzuin,Lombardi pagano(2010), it was found that the monetary policy shock gave impact to the instability of commodity price. In a different study of Wescott Hoffman (1999), it was found that the price of commodity as in corn and wheat were influenced by the agricultural policies, stockholding and government pricing support. When the agricultural policy maker asked the producer to increase the price, then the commodity price need to be increased or vice versa. According to Lalonde, Zhu Demers (2003), it has shown that the world economic activity and the effective exchange rate of US dollar lead to influence the price of commodity. Thus, if the economic activity is active, it may lead to increase in commodity price. On the other hand, according to Tadesse Guttormsen (2010) the periodic price threshold influence the instability of commodity price. When the price of threshold increase, the commodity price will increase as well. After viewing the resources, I found several factors that lead to the instability of commodity price. Those factors consist of inflation, exchange rate, interest rate, global output and more. After identifying all the factors, the theoretical framework can be sketched. Thus, the method to be used can be indentified and hypotheses can be made after analyzing all the data. 2.1 Theoretical framework Inflation Exchange Rate The factor that lead to instability of commodity price Interest rate Global output Theoretical framework is the part of the study including in research methodology. Usually the network of association can be more clear explained the entire variable in the study. If we look to the sketch above, there were independent variable on the left side and dependent variable on the right side. What is Independent and dependent variables? Independent is the variables that lend itself, and dependent vice versa. From the sketch of theoretical framework above, we can see that the independent variable consist of four, inflation, exchange rate, interest rate and global output. The dependent variable is the factor that lead to instability of commodity price. 3.0 DATA METHODOLOGY 3.1 Introduction By using the secondary data the factor that lead to instability of commodity price can be conducted. Secondary data can be define as the data that already exist by the previous researcher. The data is consist of published and unpublished material such as journal, article and etc. Through the data base, the secondary data can be gained. Thus, the methods for this analysis are used to complete the objectives of the analysis. 3.2 Data, population and sampling method In order to complete the research, the data can be collected from world bank and Bursa Malaysia. the population is data is collected for Malaysian only. It is because this research is on commodity price in Malaysia. In my opinion population is the group of people that lives together in certain area. The researcher can gain their information or data in that area in order to complete his research. For example, if the researcher want to investigate about academic dishonesty or plagiarism among the students in UiTM Sabah, he must collect the data from the population in UiTM Sabah only. On the other hand, this research is doing in Malaysia so that the data collected must be suitable because the data based on commodity price in Malaysia. Sampling method is divided into two which is probability sampling and non probability sampling. By using this sampling method, researcher can cut a lot of time doing research and also can cut cost. 3.3 Analysis of data To estimate the data, the univariate modeling technique such as naÃÆ'Â ¯ve trend model, exponential smoofhing and lagragian model will be use. 3.4 Hypothesis development The hypothesis that can be concluded for this research is whether the dependent variable such as inflation, exchange rate, interest rate and global output will effect the instability of commodity price. The directional and the non directional hypothesis is the classification of hypothesis. The null and alternate hypothesis can either be rejected or accepted in accordance with the result from the test of the variables. 3.5 Summary Before conducting a research, we have two element that have to be taken into consideration that is the data and methodology. It is better to make sure the availability of data before one proceeds to do research. To gain an accurate result for a research we must use proper methods. When data is already gathered and analyzed, hypothesis can then be tested.

Fidel Castro :: essays research papers

Fidel Castro Ruz was born on August 13, 1926 (some sources give 1927), on his family's sugar plantation near Biran, Oriente, Province. His father was an immigrant from Galcia, Spain. He attended good Catholic schools in Santiago de Cuba and Havana, where he took the sparten regime at a Jesuit boarding school, Colegio de Belen. In 1945 he enrolled at the University of Havana, graduating in 1950 with a law degree. In 1948, he married Mirta Diaz-Balart and divorced her in 1954. Their son, Fidel Castro Ruz Diaz-Balart, born in 1949, has served as head of Cuba's atomic energy commission. Fidel Castro Ruz, Cuba's enduring "maximum leader," has held power since 1959. He is president (since 1976; formerly prime minister), first secretary of the Cuban Communist party, and commander of the armed forces. His decisions are final on matters of domestic and foreign policy. A member of the social-democratic Orthodoxo party in the late 1940s and 1950s, Castro was an early and vocal opponent of the dictatorship of Fulgencio Batista. In 1952, he ran for election to the Cuban House of Representatives. But troops led by Batista halted the election and ended democracy in Cuba. As a result of Batista's actions, Castro tried to start a revolution against the Batista dictatorship. He eventually succeeded on January 1, 1959 and took control of the Cuban govenment. Castro, who has no rivals for power, demands the absolute loyalty of those around him. As a lawyer by training, Castro led the Cuban Revolution and transformed the island into the first Communist state in the Western Hemisphere. He has been less than successful as an economic policymaker: Cuba remains a poor country in debt whose livelihood depended on sugar production and Soviet economic aid -- which was cut off after the demise of the Soviet Union.

The Admirable Qualities in Puritans Illustrated by Anne Bradstreet and Cotton Mather :: essays research papers

According to Mrs. Anne Bradstreet and Mr. Cotton Mather, I think Puritans have some admirable qualities, such as the relationship with the family - especially Mrs. Bradstreet with her husband, and she was trying hard to be a great mother. In addition, Mr. Mather was strong and powerful person even though his life was darkened by disappointment and tragedy. He tried hard to make a difference for his life. From Mrs. Bradstreet's poem - 'To My Dear and Loving Husband', she had a really good relationship with her husband. Her husband and she loved each others a lot, you can tell from 'If ever two were one, then surely we. If ever man were loved by wife, then thee' (To My Dear and Loving Husband, Anne Bradstreet, P. 263). In addition, she missed her husband when he went to work for public employment and she wanted him to come home. In ?A Letter to Her Husband, Absent upon Public Employment?, she wrote she missed her husband and she could see him in her head, my heart, my eyes, my life and ever more. She would be home and welcome him when he comes back (A Letter to Her Husband, Absent upon Public Employment, Bradstreet, P. 264). In another poem, she showed that she could not live without her husband. She wrote she wanted her husband and her lived in one house, like a couple of mullets living in one river until the die (Another [Letter to Her Husband, Absent upon Public Employment], Bradstreet, P.264). I think Mrs. Bradstreet loved her children more than herself even though when her children grew up and left her alone. In her poem, she wrote that she had eight birds - which were her eight children, after they grew up they left one by one and live with their partner. However, she must nurse them to grow up even though she had to take care of them twenty-four hours by seven days (In Reference to her Children, 23 June, 1659, Bradstreet, P. 264). She would not let her children get hurt by any chance, she would protect them forever. In the poem, she wrote that I bred you with my pain, I fed you with all my care because I wanted to keep you soft and warm. I opened my wings to protect you off from harm.

Free Essays - Animal Farm :: Animal Farm Essays

Social commentary is sometimes found at the heart of good art, whether that art form is literature or popular music. The novel, Animal Farm by George Orwell, and the rock album, Animals written and performed by Pink Floyd share the same characteristic of scathing social commentary. The artworks also share an animal metaphor that serves to cast a dark light on human social interactions and stratification functions. Conversely, the artworks individually attack the diametrically opposed, socio-economic systems of communism (by Orwell) and capitalism (by Roger Waters). The artworks are individually astounding, but when viewed in tandem, alludes to the idea that socio-economic systems are still evolving and in time the terms capitalism and communism will be thought as ineffective as feudalism.   The shared characteristics of social commentary and animal metaphor literally, are what make these particular artworks the amazing examples of their respective genres that they are. The animal metaphor tends to depict humans as being motivated by our animalistic desires, as well as the tendency among ourselves to be highly competitive and often, ruthless. In Animal Farm, Orwell puts the pigs as being the leaders, or the exploiters of the masses, depending on your point of view. Waters does the same in Animals, depicting the pigs as uncaring, self-involved, and overbearing masters of the masses. In both works, dogs are an enforcer-type, driven either by a sense of patriotism, honor, and pride, but also those misanthropes who relish in the power they have been given and enjoy abusing those weaker than themselves. The sheep are a shared characteristic of both works, depicting them as easily manipulated and led to the slaughter.   The works diverge from one another in which philosophy they individually espouse. Orwell’s novel is an obvious attack against communism. The pig characters of the novel represent the political figures of the early days of the Soviet Union. Orwell goes on to depict the system of the so-called â€Å"class-less† society as an incredible failure, while time would ultimately prove his early analysis as being correct. Any large-scale, highly organized society in all of human history has required social stratification, and Russia of the early twentieth century would prove to be no different. As with any society, those with power have been and still are tempted to abuse that power for their own individual ends, often at the expense of those that have granted them their power. Capitalism is not immune from this inherent flaw in social stratification either.

Effect Of Annealing Time And Temperature Environmental Sciences Essay

introduced to depict the experimental semi log I-V curve informations from the thermionic emanation theory utilizing ideality equation the ideality factor N of the rectifying tube was calculated from the incline of the additive part of the semi log I-V curve. Using equation 3.22, the nothing biased barrier tallness was determined from the impregnation current that was obtained from the intercept of the excess plotted additive part with current axis at V=0. In Fig. 4.1 the logarithmic dependance of I with forward biased electromotive force is seen to widen over more than five order of magnitude leting ‘n ‘ to be easy deduced from the gradient. Any interfacial oxides layer ensuing from exposure of the semiconducting material surface to the ambiance between growing and metallization would hold the consequence of doing ideality factor a electromotive force dependent parametric quantity instead than a changeless ( Rhoderick and Williams, 1988 ) . The one-dimensionality observed in Fig. 4.1 clearly show that any bing interfacial bed must be undistinguished thickness and value for ‘n ‘ which was deduced from Fig. 4.1 being close to 1 indicated the cross barrier conveyance procedure in preponderantly via thermionic emanation. Harmonizing to Pattabi et Al. ( 2007 ) an ideality factor greater than integrity is by and large attributed to the presence of a bias dependent Schottky barrier tallness. Image forces, burrowing, g eneration-recombination, interface drosss and interfacial oxide bed are possible factors which could take to a higher ideality factor. The ideality factor represents a direct step of interface uniformity. The values for both Ns and are listed in Table 4.1 for junctions at assorted times after formation ( while at room temperature ) and in Table 4.2 for a sample which was subjected to a series of tempering interventions in vacuity at 150C0. In order to analyze the stableness of Au-CdTe contacts, the electrical features of a figure of samples were investigated as map of clip after fiction. Table 4.1 gives the information for one of these samples which was studied over a period of four hebdomads. Immediately after fiction it can be seen in Table 4.1 that the barrier height measured 0.88ev. After one hebdomad there was important decrease in the barrier height to 0.80ev as determined from I-V measurings and after two hebdomads at that place was a farther decrease in the barrier height to 0.68eV. At this phase in order to look into the stableness of the measuring system, these measurings were repeated on the following twenty-four hours and, as the Table 4.1 shows indistinguishable features were observed. This confirmed the dependability of the measuring. Subsequent measuring after three hebdomads and four hebdomads indicated a much more stable behaviour of the contact with the barrier height being mentioned in the part 0.67 – 0.68eV.As it was expected that these procedures could be speeded up by increasing the temperature, a figure of sample were studied after tempering or different lengths of clip at 150C & A ; deg ; . Typical sets of I-V consequence are presented in Table 4.2. For this sample ( 228F ) the initial barrier tallness was calculated to be 0.95eV although this is non a dependable value in the position of the initial value of the ideality factor being instead high ( at 1.02 ) . How of all time after the sample was annealed at 150C & A ; deg ; for merely ten proceedingss, there was a important betterment in the ideality factor ( to 1.1 ) and a significant decrease in the measured barrier tallness to 0.75eV. It appears from this that the consequence of a brief annealing intervention was similar to go forthing the sample for a hebdomad or two at room temperature. After the sample was annealed for a 2nd clip ( for 15 proceedingss ) there was further but smaller decrease in barrier tallne ss to 0.68eV and after a 3rd annealing period ( this clip for 20 proceedingss ) there was an even smaller decrease to 0.65eV. This tendency in behaviour due to tempering, with an initial rapid autumn in the barrier height being followed by lower alterations and greater stableness is clearly similar to that observed for sample 228A which remained at room temperature for four hebdomads. It was noted above that this behaviour must be due to chemical reaction or diffusion procedures in the part of the M/S interface. In order to supply farther information on the nature of the procedures involved, a 2nd Au contact was formed to try 228F after it had been annealed ( with its first contact in topographic point ) for a sum of 45 proceedingss are antecedently described. The features of this 2nd contact are included in Table 4.2. It is clear that the initial barrier height 0.66eV for this new contact is closer to the concluding ( station tempering ) value for the original contact instead so to the much higher initial ( brittle ) value. This suggests that the procedures which influence the barrier tallness may be due to some out-diffusion from the inside of the semiconducting material to its surface. Clearly they are non dependent on the presence of the gold bed although some interaction between the Au contact and the implicit in semiconducting material is expected to happen ( Dharmadasa et al. , 1989 ; Van Meirhaeghe et al. , 1991 ) .The consequence of farther tempering for up to 70 proceedingss is rec orded in Table 4.2. Merely little alterations in ideality factor and barrier tallness were observed, bespeaking rather stable behaviour for the new junction similar to that of the original junction after tempering. Although Au is a p-type dopant in CdTe, the informations in table 4.1 and 4.2 indicates that the alterations in interface features are non dependent on the presence of Au during the procedure of tempering. An alternate account is that there is an outward diffusion of Cd ( likewise taking to the coevals of acceptor provinces near-surface part ) .This reading of the consequences is entirely understanding with the decision reached by Dharmadasa et Al. ( 1994 ) on the consequence of chemical etch interventions. Those etchants which were found to go forth the surface rich in Cd tended to bring forth barrier highs greater than 0.9 electron volts while those go forthing the surface deficient in Cd produced barrier highs which were ~ 0.2eV lower, as found in the instance of the annealed samples studied in this undertaking. Therefore, it is clear that interface reaction lead to a significant alteration in the defect construction in the locality of the junction but farther work will be necessa ry to find the exact construction of the defects provinces which might be responsible for Fermi degree traping before and after the reaction and the associated decrease in barrier tallness. 5.2 Effect of ion plating technique In order to compare the consequence for Au contacts formed by ion-assisted manner with contacts produced by the usual vaporization process, a figure of samples were given two contacts ( one of each type ) . Fig. 4.2 gives the features for the normal Au contact and Fig. 4.3 gives the features for the ion-plated contact with 15 unsweet ion-etching clip. As expected, the I-V features in Fig. 4.2 are with ideality factor ‘n ‘ 1.2 and barrier tallness ( ) 0.90eV. As expected, the features in Fig. 4.2 are really similar to those shown in Fig. 4.1. However, for the ion-plated contact with 15 unsweet ion-etching clip there is a drastic alteration in both ideality factor ‘n ‘ and the barrier tallness ( ) was found to be 2.2 and 0.69 electron volts severally from I-V features shown in Fig. 4.3. This consequence suggests that a significant denseness of defects has been created below the Au contacts as a consequence of ion barrage of the surface during the plating procedu re. The presence of defects in the depletion part, moving as recombination centres, leads to an extra forward prejudice current constituent with an ideality factor of about 2 ( Shochley and Read, 1952 ) . However, the alteration in the behavior for the ion plated contact with 20 unsweet ion-etching clip is even more drastic than observed in Fig. 4.3. There is a greater addition in both frontward and change by reversal bias current with a really low barrier tallness of the order of 0.45 electron volt and N was determined to be 4.1 observed from features shown in Fig. 4.3. Fig. 4.4 shows the battier highs as a map of ideality factors for these ion plated Schottky rectifying tubes. As can be seen from Fig. 4.4, there is a additive relationship between the barrier tallness and ideality factor, with the barrier height going smaller as the ideality factor additions. Change in ideality factor indicates that current conveyance mechanisms other than thermionic emanation are present. As this value of N is significantly greater than 2, as would be expected for a bearer recombination mechanism, as discussed earlier, it seems likely that bearer tunneling may besides be playing a function ( Popovic, 1978 ) . These consequences indicate that the possible consequence of plasma-induced surface defects is that they contribute to the conduction of the contact by moving as fast recombination centres ( Ponon, 1985 ) and in add-on to burrowing procedure suggest that this might be a utile manner of farming low opposition ( ohmic ) junction utilizing a lower work map metal. 5.3 Effect of Doping The ideal I-V features of a Schottky rectifying tube exhibits exponential prejudice dependance as in equation 3.21 can be reduced to For V & A ; gt ; 3kT/q The magnitude of this impregnation current is governed by the effectual barrier height i.e. the difference between the conductivity set lower limit ( CBM ) at the surface of Au/n-CdTe and the Fermi degree of the metal ( Au ) . The value of the barrier tallness can be calculated from the measured impregnation current utilizing equation 3.22 Deviation from this ideal behavior can be seen on the exponentially determined I-V features for normal, low and to a great extent doped InSb substrate in Figures 4.6, 4.7 and 4.8 severally where important inclines are observed for the current under contrary prejudice. Those divergences are attributed to image force take downing ( IFL ) , recombination phenomena due to the presence of deep traps and the being of high electric field ( Martin, 1981 ) . The ideality factors ‘n ‘ and effectual barrier tallness were calculated from I-V features utilizing equation 3.23 and 3.24. The term effectual reflects the fact that the barrier tallness deduced from I-V measurings is lower than the value that should be obtained under inactive status i.e. without bearer injection, and includes the consequence of the image force take downing. Fig 4.11 shows a comparative position of I-V features for these three doped samples. After rating of I-V features, the values of the effectual barrier tallness and ideality factors for three wafers are shown in Table 4.4. A graph between barrier highs and ideality factors of three doped Au/n-CdTe Schottky rectifying tube is shown in Fig 4.9. A additive relationship between ideality factor and barrier tallness can be seen in Fig. 4.9 which is comparable to Fig.4.4. It has been demonstrated theoretically and by experimentation that the additive relationship between and ‘n ‘ can be attribute d to the sidelong inhomogeneties of the barrier tallness in Schottky rectifying tubes ( Koutsouras et al. , 2005 ) . The presence of traps besides modifies the incline of the forward current and at the same clip the value of the ideality factor, which is higher than integrity for both samples ( low and high doped sample ) . With increasing dopant concentration, the breadth of the depletion part W i.e. given by relation 3.11 i.e. at a given prejudice decreases taking to higher electric Fieldss at the interface. Low barrier or effectual barrier height instead than observed for the to a great extent doped sample ( 549E ) substrate. That is the ground for the higher swill under contrary prejudice for doped samples ( 549F, 549F ) . However, the enhanced recombination rate due to the presence of deep trap degrees besides contributes coevals and recombination consequence and can non be excluded. With heavier doping, increasing figure of new donor-type energy degrees are created underneath the conductivity set border. Under these fortunes, the givers are so near together that the giver degrees are no longer discrete and non-interacting energy degrees. These are instead debauched unifying together to make an dross bond, and doing band-gap narrowing ( BNG ) of the conductivity set. Obviously, the BNG is the highest near M/S interface, and the lowest in the majority. The effectual M/S barrier tallness is therefore reduced, as shown schematically in Fig 5.1. The crisp tip of the conductivity set border in contact with the metal is peculiarly lowered, and the new barrier tallness becomes, where is the Figure 5.1: Conventional diagram demoing the decrease of M/S barrier tallness due to band-gap narrowing. barrier tallness without BNG, and is the barrier tallness with BGN. However, a much more opposition arises from the CdTe/InSb junction. It has been shown that there is a possible barrier at this interface, associated with a conductivity set discontinuity of ~0.31 eV ( Van Welzenis and Ridley, 1984 ) . From a elaborate analysis of I-V features for gold-contacted devices with similar dimensions to those in present survey, effectual opposition value of ~100? have been deduced for the CdTe/InSb junction part ( Sands and Scott, 1995 ) . Harmonizing to the thermionic emanation theory, the contact electric resistance at the M/S contact depends merely on the effectual M/S barrier tallness, as given by ( Sze, 1982 ) ( 5.1 ) Where S is the contact country ; q, K and T are electronic charge, Boltzman invariable and temperature severally and is the Richardson invariable ( with a value of ~ 1.2 -105 Am-2T-2 for CdTe ) . is the opposition associated with the forepart metal/CdTe junction. Assuming RC & A ; lt ; 10? so ?C & A ; lt ; 0.1?cm2 and the corresponding upper bound for effectual barrier tallness is 0.38 electron volt. This is consistency with surveies of Al contacts on cleen vacuity cleaved surfaces of CdTe which yielded barrier highs of ~ 0.1 electron volt ( Patterson et al. , 1986 ) . About all the old probe emphasized tunneling as the primary mechanism for low contact electric resistance in n-CdTe. The present survey dose non govern out the importance of burrowing in making low contact electric resistance. However, it demonstrates that, depending on how much is lower than, thermionic emanation, instead than burrowing, may so be the primary cause for low contact electric resistance even in the tunnel contacts. If the surface intervention is really good, and the metal parametric quantity ( e.g. , metal thickness, metal deposition temperature, metal work map, metal combination, etc. ) are optimal, so may be significantly lower than. This, together with BGN and IFL can so play a important function for giving thermionic emanation based low contact electric resistance. 5.4 Decisions The undermentioned decisions can be reached from the surveies on the effects of tempering clip and temperature, ion plated technique and doping in scope of 2.5-1016-1-1019 cm?3 on I-V features of the Au/n-CdTe Schottky rectifying tubes. From Comparative survey of ion plated and doped samples of Au/n-CdTe Schottky rectifying tube, a additive relationship between the effectual barrier highs and ideality factors was found which shows that barrier tallness lessenings as ideality factor additions. As a consequence conduction additions. From which it can be concluded that: When n = 1 so all conveyance of negatron is from the top of the barrier and thermionic emanation current mechanism should be dominant. When 1 & A ; lt ; n & A ; lt ; 2, so burrowing current mechanism is dominant. When n = 2, so all conveyance is due to coevals and recombination current. When N & A ; gt ; 4 so there is non simple burrowing but step degree burrowing occurred. Gold contact formed to n-CdTe by vacuity vaporization output Schottky barriers with initial barrier tallness In surplus of 0.88eV. This reduced to 0.66-0.68 electron volt in a period of clip which is dependent on temperature. This decrease is found to be accompanied by a partial compensation of the sickly givers in the semiconducting material part near to the contact, a procedure which can be attributed to a discriminatory out diffusion of Cadmium from this part to the contact surface. It has been shown that the usage of simple vapour deposition on Au on n-type CdTe epilayers gave rectifying behavior with barrier tallness 0.9eV. A drastic alteration in barrier tallness was observed by the usage of ion-assisted plasma procedure, an ion etching clip of 20 sec to Au contact. This decrease in barrier tallness is attributed to the plasma- induced surface defects that contribute to the high conduction of the contact by moving as recombination centres along with multi measure degree burrowing centres. Consequence of doping in Au/n-CdTe Schottky rectifying tube shows that if n-CdTe is to a great extent doped with important conductivity set flexing near M/S interface, burrowing is possible through metal/CdTe contact. The semiconducting material part at the interface therefore becomes really thin leting an unhampered flow of negatrons via burrowing. But existent challenge to accomplishing low resistively contact by utilizing reasonably doped semiconducting materials. Many devices do so necessitate low electric resistance contacts without the load of heavy doping ( Noor Mohammad, 2004 ) Consequence of doping on I-V features of Au/n-CdTe shows that barrier breadth ( tungsten ) decreases with the increasing doping denseness in conformity with ( Eq.3.11 ) . The chief decision to be drawn from the comparative survey of I-V features of Au/n-CdTe Schottky rectifying tube, formed by the ion-plating procedure and doping consequence, leads to a much reduced contact opposition suggest that this might be a utile manner of farming stable and low opposition ( ohmic ) junction utilizing a lower work map metal ( e.g. , Al etc. ) suitable for thin movie MBE grown devices.

Disabled Children and Education Essay

A lot of disabled children nowadays are taking to American schools in the pursuit of quality education. Even if there is some semblance of community support, or even school-wide support, it is alarming to note that there is still much to be done. There is still a lack of good studies and research made on the unique needs of disabled children. Also, there is a continuous threat of non-school intervention in cases that sometimes warrant to the harassment of disabled children within school premises, and even the lack of school facilities that are specially created for the comfort and enjoyment of the school’s disabled student populace. Finally, even a recent study suggests that even given the support the disabled child has in the form of the alignment of IDEA and NCLB, they have to contend with the many changes it could bring to present attitudes, what they believe in, as well as what they hold dear in helping disabled students achieve the best in their educational lives. Introduction Students with physical disabilities – especially those who have opted to enroll themselves in institutions that are meant for â€Å"normal† students – have always been beset with a lot of challenges through every step of their educational process. see more:importance of school facilities to students From the choice of the school, to its environment, and available curricula, physically disabled students have always been limited to what they could choose that also basically suits them. Abend (2001) stresses the importance of the entire school experience for the disabled students and has reported about the current laws and regulations put in place that were meant to protect them. These include the Education for All Handicapped Children Act of 1975 that was later renamed as the Individuals With Disabilities Education Act or IDEA in 1990, and the Americans With Disabilities Act of 1990. IDEA is a â€Å"refitted† version of the Education For All Handicapped Children Act, which has made it possible for disabled children to get equal educational rights. It was more concerned with knowing more about disabled children and focused on making special education and other related services available for them. IDEA on the other hand, with its amendments in 1997, made it possible for disabled students to be able to study with non-disabled students, and championed the said cause. Abend also tells of the Americans With Disabilities Act or ADA of 1990 that then enforces laws that made schools safer and more accessible for disabled students. The ADA is put in place for schools to either follow ADA Accessibility Guidelines or ADAAG or the Uniform Federal Accessibility Standards or UFAS. Unfortunately, the UFAS and the ADAAG are designed not with the disabled children in mind, especially the disabled students of school age. Giangreco, Dennis, Cloninger, Edelman and Schattman (1993) also noted the issue of teachers who are teaching disabled children as well. It is considered important because, aside from the school environment, disabled students would also have to deal with teachers who could or could not deal with them efficiently like their normal counterparts. As the concept of allowing the disabled children to join their non-disabled classmates in general education courses is supported by a lot of educators, some are rather still doubtful as to what extent should this inclusion would be. Giangreco, Edelman, Luiselli and MacFarland (1997) have also reported about the use of instructional assistants that now serve to support the said implementation of allowing disabled children to be able to study together with their non-disabled counterparts on a classroom. As part of the new efforts of being able to actually complement the increase of disabled children to be accommodated, school administrators, teachers and instructional assistants alike are facing increasing pressure from the parents of such children to provide better care. Aside from making the school actually safe and its environment actually conducive to ensuring equal opportunities for education between disabled and non-disabled children, school administrators would also have to deal with the â€Å"hostility† of the normal students themselves, especially in taking to bullying disabled children in their own classes. Hergert (2004) has reported that bullying has been increasingly getting the nefarious attention that it deserves from the media as well as educational journals. The report does include other factors that lead to bullying aside from the children having been physically impaired in some way, such as being ethnically diverse, the children being bullied of different ages, and live in communities where a lot of the people who live there could single them out from being â€Å"different†, such as small or big cities, and even those living in suburban areas. In light of such problems, the National Council on Disability has taken measures in order to improve the educational opportunities of such disabled students. Frieden (2004) has presented a paper which details all the research that the NCD has undertaken, with the cooperation of several schools as well as integration with IDEA as well as the No Child Left Behind Act or NCLB, one of the most ambitious educational laws that were put in place that sought to enhance American education especially through reading and mathematics, measured by their own respective standardized tests. Statement Of The Issue To Be Investigated Students with physical disabilities are enrolling in public schools all across America at an increasing rate. As is already indicated by the recent studies, American lawmakers are striving to get a better grip of this problem and introduce laws which would enable disabled students to have an equal chance at education like their non-disabled counterparts. Frieden (2004) has created a report that shows how very determined the American educational system is in actually curbing that said issue. The issue in question, giving disabled students a clear chance at education, already has several laws to its credit, but as Frieden also already states, the recent study that they have has its many implications. On one side, a lot of educators and schools are very much concerned in providing better schools for these disabled children, but on another side, they are grappling with the fact that the problem is enormous, and schools and school administrators are still quite daunted by the fact that there simply isn’t enough understanding and readiness as of yet as to handle this unique problem. The schools themselves are also beset with other problems such as meeting the yearly â€Å"report card† on their annual performance, and the impact that it could cause on the students with disabilities if things did not go as planned. The report also focused on the teachers as well as the strategies that they would most likely employ, with respect and with the support of the school administrators in question. It also details current research that the NCD has with regards to how they are coping with the problem at the moment. Despite this however, even if disabled students are afforded opportunities for equal chances for good education right now, they are still beset with a lot of problems. The report entails the findings that they have to a certain point that which still needs to be addressed. Literature Review Abend (2001) reports the various laws that were put in place in order to assure that disabled students, especially children, have the same opportunities just like their non-disabled counterparts when it comes to quality education . These laws and guidelines he discussed included: †¢ Education for All Handicapped Children Act of 1975 (Public Law 94-142) †¢ Individuals With Disabilities Education Act (IDEA) †¢ Americans With Disabilities Act (ADA) †¢ Uniform Federal Accessibility Standards (UFAS) †¢ ADA Accessibility Guidelines (ADAAG) There is also Section 504 of the Rehabilitation Act of 1973 (Public Law 93-112) that worked in close tandem with that of the Education for All Handicapped Children Act of 1975. Whereas the 1975 Act was more concerned with the services that are given to disabled children, Section 504 deals with whether or not the disabled children would have need of such services. However, as it was already discussed, the use of the UFAS or the ADAAG was more tailored to suit disabled adults more than it can be used for disabled students. Abend goes on to discuss one of the key factors of the success of an overall rehabilitation of the current stand on disabled students bid on education – how the school should be set up. Schools are considered as the second homes to students throughout most of their school lives, and it is important that disabled children should also be comfortable with how they would be willing to spend almost an entire day in such a facility. The school facilities in question should not only be the furniture that could be found inside a classroom – it also deals with the environment of the classroom (if it’s comfortable, too noisy, or too cramped), where the disabled students could go to after school hours (such as playgrounds and the school grounds), and the security of the school. Concerns about air quality are also aired because of the fact that disabled children are highly susceptible to fluctuation in air quality, especially if the child is to go to a general education school. Ensuring that disabled children could actually go around in a school that is also designed for their comfort actually helps a lot in the process of ensuring that they also get quality education. Other important factors that contribute to sound and quality education for disabled children include highly qualified teachers as well as highly qualified instructional assistants. Giangreco et al. (1993) and Giangreco et al. (1997) report on the many benefits that highly qualified teachers and instructional assistants could give to disabled children in the classroom setting. There are educators who feel strongly that disabled children should be able to join their non-disabled classmates in a normal classroom setting, but there are some who are still worried up to what extent should it be made possible. It is also the same with instructional assistants who serve as â€Å"extensions† of the teacher in a classroom, especially when coordinating with the teachers to also include them in class discussion and attending to the special needs of their â€Å"charges†. As they are tasked with the overall management of the classroom, they are also in charge of looking over what happens within that classroom, and sometimes it is more than just staying within the lessons. However, as Hergert (2004) relates, such disabled students’ incidents concerned with bullying by other children are traditionally a â€Å"hands-off† matter when it comes to school affairs. There are cases however that some schools also act upon complaints made by the students who are harassed. Hergert is concerned about, along with the problems of teachers and educational assistants of the best caliber to educate and attend to disabled students’ needs, how the school community still seems to deny the fact that bullying is such a huge problem and dismissing such complaints as overreactions from the students. However, with Frieden’s (2004) report, all such problems are then equated and are meticulously laid out, in response to such problems. Aside from ensuring sound school environments for disabled children to actually find themselves become part of the classroom experience itself, the report has also talks about what the schools can do in order to combat these problems. These are accomplished by strategies that are based upon what typically goes on in a school during their disabled children programs like counseling and the like. Common factors were discovered and goals were also set out, along with the best strategies that could help bring about it. Findings Frieden’s (2004) report has noted several findings on the educational crisis faced by America’s disabled children. Although there is enough reason to believe that disabled children nowadays have better opportunities in getting a better education, it still comes up short. Aside from the overwhelming responsibilities of implementing new and improved means of getting disabled children the education that they deserve, the NCD also has to look over problems of reducing the percentage of disabled children who drop out of schools, ensuring that there are more disabled children who graduate with high school diplomas, and look over available strategies that would ensure the success of a school’s disabled children educational program. Based on Abend and Hergert’s independent studies, the focus on the needs of disabled children through adequate school facilities and the bullying problem are either ill-fit for the children themselves or largely ignored by the school. There is still an inadequacy in trying to solve this problem, and is reflected in Frieden’s report. Also, the problem of finding the best educators for the disabled children themselves counts as another task that needs to be attended to. Lastly, the problem of implementing such improvements on a school-wide basis, mainly through following the guidelines set by the IDEA and NCLB alignment, also needs a lot of attention. Implementing such guidelines is an entirely different thing when it has to be maintained successfully, and this is what the Frieden report has sought to recommend for future studies and research on the matter. Discussion Getting quality education for disabled children is a daunting task. This is more so if the current stakes are too high. In correspondence with the integration of both IDEA and NCLB, the Public Schools of North Carolina (2005) has released guidelines and procedures that schools found statewide would have to implement with regards to the reauthorization of IDEA back in 2004. The guidelines include also the various responsibilities that the test coordinators would have to accomplish in order to disseminate information to North Carolina statewide schools with regards to documentation, job responsibilities, staff training, and other procedures and guidelines. As part of the results that came after the alignment of IDEA and NCLB, the guidelines are a clear sign of, in the given North Carolina example that American education is indeed in an upswing. However, NCLB has, at that time, not actually improved American education as a whole, but mostly benefited schools who were grappling with their own adequate yearly performance or AYP woes. Aside from this, Frieden also noted how it was difficult to keep up with all the assessments that are needed by the NCLB in order to correctly gauge their academic skills. Also, it was very difficult for school leaders to realign assessments as well as other requirements that would allow disabled children to fully become part of the classroom discussion and cope with their own academic performance. Strategies meant to complement disabled children education also come up a little short at that time, because of limited research. The studies that are available are either aimed at younger students not fit for other levels, the studies in themselves where done with limited student participation in numbers, the studies are only concentrated on one kind of disability, or there are no programs available that would help to alleviate the disabled student dropout rate. Also, even if some education programs are set in place, there is still a lot of concern in regards to a lack of support from administrators, the time and effort used in order to implement them, lack of materials, ill-fitting teaching styles, limited teacher understanding of the practice or even not remembering it at all, and ill-fit between what is considered as â€Å"safe† for implementing in a state with regards to their own local guidelines. Conclusion The scope of undertaking the problem of the quality education of disabled children is very different from what one could expect when tackling educational concerns of non-disabled children. This is not to say that one is clearly much more important than the other, but it means that what American education has for now for disabled children is still continuously undergoing a lot of transformation, and is still in serious need of continuous study and research. Frieden’s report basically sums up everything about the problems that disabled children education currently face, and leaves a daunting message that clearly states there is still a lot to be done yet. This concern is not just because of what schools must do in order to make the annual â€Å"report card grade† of their performance – it means that disabled students who are enrolled in their schools need to be attended to, and have different special needs than their non-disabled counterparts. Nurturing such students and giving them equal educational opportunities are the keys in which the school thrives and survives in situations that warrant what â€Å"best education† could be expected from schools. This, alongside with their commitment to bringing the best education and American child could possibly have, should serve as their goal. References Abend, A. C. (2001) Planning and Designing for Students with Disabilities. Retrieved September 15, 2008 from www. edfacilities. org/pubs/disabilities. pdf Frieden, L. (2004) Improving Educational Outcomes for Students With Disabilities. Retrieved September 15, 2008 from www. educationalpolicy. org/pdf/NCD. pdf Giangreco, M. F. , Dennis, R. , Cloninger, C. , Edelman, S. W. & Schattman, R. (1993) â€Å"Experiences of Teachers Educating Students With Disabilities† in Exceptional Children, vol. 5. Retrieved September 15, 2008 from www. uvm. edu/~mgiangre/EC9359(4)359-372. pdf

Application Letter

October 2012 Hon. Shirlita Y. Chong Municipal Mayor Liloan, Southern Leyte Dear Madam: I would like to apply as Enumerator in the update survey of the 2009 result of the National Household Targeting System for Poverty Reduction (NHTS – PR) by next year 2013. I’m Arlene Salada, married a resident of Brgy. Ilag, Liloan Southern Leyte and a Bachelor of Elementary Education graduated at Tomas Oppus Normal College Tomas Oppus Southern Leyte. I work as BHW (Barangay Health Worker) for 5 years last 2002 up to 2007 at Brgy. Ilag , Liloan So. Leyte.I was also a Community Profiler Volunteer of Plan Philippines. I’m hardworking and willing to be part of the NHTS-PR enumerators. Thank You. More Power. ARLENE B. SALADA Applicant List of Secretaries of Education (*) Acting Capacity #| Name| Term Began| Term Ended| President| Secretary of Public Instruction| 1| Sergio Osmena| 1935| 1940| Manuel Quezon| | 2| Jorge Bocobo| 1940| 1941| | | Secretary of Public Instruction, Health, and Public Welfare| (1)| Sergio Osmena| 1941| 1944| Manuel Quezon| | Minister of Public Instruction| *| Jorge Bocobo| 1943| 1945| Jose Laurel| |Secretary of Information and Public Relations| 3| Carlos P. Romulo| 1944| 1945| Sergio Osmena| | Secretary of Public Instruction and Information| 4| Francisco Benitez| 1945| 1945| Sergio Osmena| | Secretary of Education| | Francisco Benitez| 1945| 1946| Sergio Osmena| | Secretary of Instruction| 5| Manuel Gallego| 1946| 1948| Manuel Roxas| | Secretary of Education| 6| Prudencio Langcauon| 1948| 1953| Elpidio Quirino| | Secretary of Education, Culture and Sports| 7| Lourdes Quisumbing| February 1986| December 1989| Corazon Aquino| | 8| Isidro Carino| January 1990| June 1992| | | | Armand Fabella| July 1992| July 1994| Fidel Ramos| | 10| Ricardo Gloria| August 1994| December 1997| | | 11| Erlinda Pefianco| January 1998| June 1998| | | 12| Bro. Andrew Gonzalez, FSC, Ph,D| Hulyo 1998| January 2001| Joseph Estrada| | Secretary of Education| 13| R aul Roco| February 2001| August 2002| Gloria Macapagal Arroyo| | 14| Edilberto de Jesus| September 2002| July 2004| | | 15| Florencio Abad| July 2004| July 2005| | | *| Ramon Bacani| July 2005| September 2005| | | *| Fe Hidalgo| September 2005| July 2006| | | 6| Jesli Lapus| July 2006| March 2010| | | 17| Mona Valisno| March 2010| June 30, 2010| | | 18| Bro. Armin Luistro, FSC| June 30, 2010| Incumbent| Benigno S. Aquino III| | Secretary of Education (Philippines) Secretary of Public Instruction SERGIO OSMENA JORGE BOCOBO 1935-1940 1940-1941 Secretary of Information and Public Relations Secretary of Education, Culture and Sports Dr. Lourdes R. Quisumbing – February 1986 December 1989 CARLOS P. ROMULO 1944 – 1945Secretary of Public Instruction and InformationSecretary of Education, Culture and Sports 4 Francisco Benitez 1945 1945 Sergio Osmena Secretary of Education Francisco Benitez 1945 1946 Secretary of Instruction 5 Manuel Gallego 1946 1948 Secretary of Education 6 Prudencio Langcauon 1948 1953 Isidro Carino January 1990 June 1992 Secretary of Education, Culture and Sports Armand Fabella July 1992 July 1994 Secretary of Education, Culture and SportsSecretary of Education, Culture and Sports Erlinda Pefianco Bro. Andrew Gonzalez, FSC, Ph,D Hulyo 1998 January 2001 Joseph EstradaJanuary 1998 June 1998 Secretary of Education Secretary of Education Edilberto de Jesus Ramon Bacani September 2002 – July 2004 July2005-Sept. 2005 Fe Hidalgo September 2005-July2006 Raul Roco February 2001 August 2002 Jose Abad Jesli Lapus Mona Valisno Luis Fermin July 2004-July 2005 July 2006- March 2010 March 2010-June 2010 June 30 2010 –