Presidency Essay Example | Topics and Well Written Essays - 750 words

Presidency - Essay Example He has the supreme power of veto, even though the Congress can override it. A man endowed with such important powers needs to be a balanced individual, capable of taking on the spot, quick and appropriate decisions. But his actions need to stand the test of close scrutiny by the Supreme Court and he has to take enough care that he does not violate the provisions of the US Constitution. Though he has an array of legal advisers, the President must possess that sixth sense to take right decisions at the right time. The real test with a President is in dealing with the foreign countries. No doubt, he is working under a system of delegated powers but President is the Chief Diplomat, and he has to take important and big decisions that have far reaching political significance and effect on the American economy. State of war and depression in the economy are the worst thing that can happen to a country. President Franklin D. Roosevelt (1933-1945) faced such a challenging situation. He negoti ated both the crises successfully by keeping a close rapport with the people and about 80% of the people listened to his speeches. As such communicating effectively with the people is a quality that will make the President great. Another important issue for the President is to deal with his advisors. He has the power of appointment, and some of those who disagree with his viewpoints later, may be his appointees. A good President needs to create such a congenial atmosphere that those who disagree with him should feel free to air their opinions. What is important is expression of independent opinions irrespective of the consequences. They are serving the President, ipso facto, the Nation, even when they disagree with his estimate of a particular issue. The President has great projects to implement as per his election promises, and he needs great and fearless individuals to implement them. They may not agree with the President always; The President may not agree with their viewpoints s ometimes. But the ship of national and international politics commandeered by the President has to sail through the turbulent waters. When you get ready to vote for a Presidential candidate, what is most important? I would go by the merit of the Presidential candidate, though I have affiliations with a particular party that I would not like to disclose. To me the President is a supreme personality and interests of the Nation are more important than party interests. Moreover, I am not voting for a candidate in the local body elections. I will cut through the party-liners, if necessary and vote for the best candidate, without fear or favor. Now, the question is how to select who is the best? Here I make use of the knowledge that I possess on the subject of leadership qualities. First and foremost is the character of the individual as character traits have an overriding influence on other qualities. Grit and determination follow. Often, peace-time problems are more important than the p roblems of the Nation at war. Political opponents turn vociferous during peace-time and the expectations of the people also are more. The economic issues like crime, drugs, healthcare, education and immigration take the front seat to challenge the President. As such I will vote for the President

Is There Such a Thing as Ethical Hacking Essay Example | Topics and Well Written Essays - 2000 words

Is There Such a Thing as Ethical Hacking - Essay Example This sudden increase in popularity made authorities restrict its usage; this made programmers use different ways to get into different systems by stealing passkeys, by looking for vulnerabilities in the protected systems and exploiting them to access programs that they want to use and to alter the restrictions levied by the authority (COFFIN, 2003). Initially these intrusions were con ducted for small purposes such as for fun and to steal computer time, but as restrictions increased, the degree of harm done by these break-ins became adverse. For example: due to these break-ins, computer system owners had to get their computers repaired in certain instances and they even experienced major losses. The destructions conducted by intruders, were soon caught by the eyes of media and media reported these destructions while referring computer criminals as hackers and presenting them as people who intrude computer systems to gain enjoyment, benefits and revenge. During the early days of hacki ng, the term hacker was referred to as a person who has great skills, so different terminologies were invented to differentiate between hackers who use this skill to conduct destructive activities and those who don’t commit too much damage. Discussion As internet became a portion of the human world, concerns for security for computer systems have increased for organizations and government. Increase in concern for security has been of top most issue because these business and governments want to conduct business activities such as managing, marketing and financing through the use of computer technology and they have a fear of being hacked. While on the other end customers have a fear that their personal information and information that can cause huge damage can be caused due to vulnerabilities in security system. One way to solve this issue figured out by authorities was to make independent hackers break into these systems and analyze the degree of vulnerability and security r isk faced by these systems. In such cases, hacking is considered as auditing firm’s records to find out what the problem is and people who conduct this kind of hacking are recognized as ethical hackers and the task they perform is referred to as ethical hackers. They are referred to as â€Å"ethical† hackers because they are conducting this task with the consent of the organizations, they are conducting these tasks for the right reasons which are to find vulnerabilities in the system and provide solutions and protective measures to make the systems safe. This system of Ethical hacking is being used for years, for example: this method was once utilized by the air force of United States of America to identify any possible weaknesses and vulnerabilities in the system regarded as Multics (Ethical 2001). The end result of this exercise determined that Multics was one of the best systems and was better than other systems; still it had certain degree of weaknesses and vulnera bilities. These vulnerabilities were identified in the hardware, software and processes of the system, and these vulnerabilities could be exploited very easily. The efforts made by the ethical hackers helped identify the sources and the secrets that could have been easily obtained by unethical

Chinese Education System: An Analysis

Chinese Education System: An Analysis China is a country which owns a long history. Therefore, Chinese education system is developing continuously. The education heritage is particularly rich. The purpose of this essay is to analyze the development of Chinese education system. This essay firstly will give a literature review. Then the essay will explain the phase of Chinese education system as well as the education system in different social phases in details so that it can be understood that the change of Chinese education system clearly. After that, this essay will discuss how Chinese education system contributes to the Chinese economic growth. At last it concludes that knowing the development of Chinese education system is very significant to the current development of education. Literature Review Education plays a critical role in the development of a country. China has a long history, and then the education heritage is particularly rich. Therefore, China has been accumulated a tremendous wealth of information and experience of education system. Before 1990, China was in the feudal society. It did not have public schools and students went to primary schools. In the feudal society, females were not permitted to accept the education. Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. (Alitto, 1999) With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. (Burton, 1996) In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. Currently, Chinese education system is consisted of four parts, including basic education, secondary vocational and technical education, higher education and adult education. (Rui, 2003) Basic education refers to the pre-school education, general primary education and secondary education General primary education lasts for six years. Secondary education is divided into junior education and senior education. Chinese government attaches great importance to basic education. Since 1986, most areas of the country are universalized in general primary education. Major cities and some economically developed regions are accepted secondary education. Secondary vocational and technical education includes general secondary schools, technical schools, vocational secondary education, as well as various forms of short-term vocational and technical training. Since 1980s, Chinese secondary vocational and technical education had rapid development. In 1997, all types of secondary vocational and technical schools reached 33,464 and the number of students reached 1.8 million. (Geoff, 2005) There were more than 2,100 training centers in the end of 1990s. General higher education refers to college, undergraduate, graduate and other higher educational levels of education. In the higher education, college usually has two or three years for education. Undergraduate usually lasts 4 years and medicine undergraduate usually lasts 5 years. (Sianesi, 2003) In addition, postgraduate education system lasts 2 or 3 years and doctoral education system is 3 years. Through 50 years, the country has made great progress in the development of higher education. Since 1991, China began to implement the degree system. From then, the degrees are divided into bachelor, master and doctorate. After a series of reforms and restructuring, higher education increased energy and had the development in the scales. The structure has become more reasonable and education quality and school effectiveness notably improved. Adult education includes the teaching education, literacy education and other forms of education which aims at the adults. Adult Education has developed rapidly. In 1999, there are 891 adult colleges in China. After entering 21st century, more adult education colleges have opened. More people choose to accept the adult education because they realize the importance of education. Chinese government thinks that education socialization is the main way to build the economic growth. (Krueger, 2001) Only if the comprehensive education is improved, the economic level will grow. Nowadays it has entered the information and technology times, education is especially to the development of a country. Only if the country has rich education, the country can be strong. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. The Phase of Chinese Education System Education System in Different Historical Phase Since 1900, China has entered the end of Qing Dynasty, which means that China has entered Modern History phase. With the change of the nature of Chinese society, education system also changed accordingly. From then till 21st century, the change of Chinese education system can be divided into three phases. The first phase is the education system in the modern history, that is, the end of Qing Dynasty; the second period is the education system in the Republic of China from 1915 to 1949; the third is the education system in the Peoples Republic of China from 1949 to now. In each phase, the education system has developed much and made progress at that time, which offered great experience that is rather helpful to current education. If learning the change of Chinese education system, it will be very necessary to know the education system in different historical phase. The change of Chinese education system can be discussed from three phases. Education System in the Modern History In 1901, Liu Kunyi and Zhang Zhidong put forward to change the school system and imitate the Japanese education system. In 1905, the government of Qing Dynasty repealed KeJu education system, which is a traditional education system and has last many years. From then on, new education system developed fast all over the areas of China. In China, women traditionally are not approved to access to school. Therefore, before the modern history, there are no formal educational institutions for women. However, when China was at the end of Qing Dynasty, it began to build women school so that women could accept education from then on, which is a large change comparing to traditional education system. In modern history, more and more people chose to go to foreign countries for education. It is estimated that the increasing number of students in the United States had reached more than 600 in 1910. Education System in the Republic of China After the republican revolution, the new education system of the late Qing Dynasty has been basically complete. The government of Republic of China basically inherited the education system in the Qing Dynasty. Beijing government of Republic of China kept the original charge of education, changing the Culture Division to the Ministry of Education to retain the same subordinate bodies. In the education sector, it began to imitate the education in the United States in the early years, not Japan. In 1918, the Church School in China increased to 6000 and owned 300,000 students. Between 1920s and 1930s, Civilian education and rural education were developed by a group of people. During the period of Republic of China, the government has implemented to establish a large number of specialized schools and colleges. According to related references, there are totally 32 stated-owned universities all over the countries. At that time, private schools began to rise, which has never existed in the p ast. Education System in the Peoples Republic of China In 1949, China has an important historical change, that is, Peoples Republic of China was established. After that, China became a socialist country, so the education system was changed to develop towards Soviet Union. The government of Peoples Republic of China decided to split some completed universities. As Peoples Republic of China was at the beginning stage of establishment, it required a large number of industrial and technical personnel. Then the government created a large number of Chinese technology institutes. At the same time, college entrance examination has also formally established in 1955. In 1950, China has provided nine-year compulsory education for a fifth of the worlds population.(Geoff, 2005) Nine-year compulsory education operates in 90 percent of Chinas populated areas, and illiteracy in the young and mid-aged population has fallen from over 80 percent down to five percent.(Agelasto, 2001) Between 1966 and 1976, the outbreak of Cultural Revolution made the develo pment of the education system in China have been geared particularly to the advancement of economic modernization. At the same time, all schools were closed the lessons and university entrance exams were canceled. Until 1977, the Culture Revolution has finished and college entrance was recovered. Among the notable official efforts to improve the system were a 1984 decision to formulate major laws on education in the next several years and a 1985 plan to reform the education system. (Rui, 2003) Investment in education has increased in recent years; the proportion of the overall budget allocated to education has been increased by one percentage point every year since 1998. (Chan, 2001) Nowadays, there are preschools, kindergartens, schools for the deaf and blind, key schools, primary schools, secondary schools and various institutions of higher learning. In current times, the education stage in China can be divided into four stages: the first stage is Primary School and the age is fro m 6 to 12; the second stage is Junior middle school and the age is from 12 to 15; the third stage is senior high school and the age is from 15 to 18; the fourth stage is university or colleges and the age is from 18 to 22. Of them, primary school and junior middle school can share compulsory education. The Development of Chinese Education System Promotes Economic Growth In 1950s, Chinese economic development level was obviously lower than any other developed countries. With the reform and opening up policy, Chinese government began to attach more importance on the education. As a result, the government tried best to let every child accept the education. In 1960, Chinese annual GNP per person was less tan USD 191.61 dollars. (Wang, 2003) However, through the endeavor in several years, the annual GNP per person in 1995 has reached USD572.12 dollars. In 1960, Chinese high education only took up 1.75 percent in the whole country. Accompanying with reform and opening up policy, Chinese government enlarged the scales of universities. Between 1990 and 1998, the total quantities of students who studied in the school increased from previous 2.0627 millions to 3.4088 millions. Its annual growth rate has reached 8.2 percent. (Sicular, 2002) The development of education needs large investments of capitals. However, education also consumes much labor. At present, the workers who engage in the education are over 10 millions. Every year, a lot of scientific results create large economic efficiency directly. And increase the social wealth. Therefore, education can impact on the growth of GDP directly. In addition, the industry which supports and ensures the educational service can enlarge with the development of education. Through this, it can obtain large investments and outputs of the materials. (Law, 1996) Therefore, the development can influence on the GDP indirectly and promote the growth of GDP. Between 1952 and 1978, the educations contribution to the increase of Chinese national economy is RMB 96.2 billions. (Xiao, 2006) This number took up 41 percent of total growth of national economy. From 1978 to 1997, the educations contribution to the increase of Chinese national economy is RMB705.3 billions, which took up 47.8 percent of total national economy. It can be seen that the growth of a national economy will increase the educational investments. Meanwhile, educational development can promote the growth of national economy. Enlarging education, especially high education, not only could satisfy social development and peoples demand, but also offer more job positions of educational service. In a certain degree, enlarging high education may create new employments for society and also take the development of industry which supports and ensures the education, such as architecture industry, financial industry, publishing industry and so on. It is investigated that in 2005, peoples bank deposit owned 14000 billions. Of all, education deposit took up 44 percent. (Krueger, 2001) At present, in Chinese cities, the fastest consumption is education, which has increased by 20 percent every year. Development of higher education, increased personal income in the market economy, People are not only familiar that education has a great impact on the quality of life, but also deeply appreciate that education has directly impacted on economic efficiency in the future. According to the above statistics, it can be found that Chinese education industry is so-called public schools which are made of most national governments, local government, so that the country resulted in insufficient investment in education. As a result, education resources should not be a reasonable configuration and the schools efficiency is not high. (Kwong, 2005) In order to meet the needs of higher education, it is essential to not only to increase the investment of government, but also to introduce a wide range of social groups, state-owned enterprises and private enterprises, individuals or other social groups to become the subject of education. (Fong, 2004) To develop higher education, the main diversity of our country realize the education level of economic development with the developed countries there is a large gap between supply and demand of funds for education has become a constraint in the development of education. The main diversification of education can finance m any non-governmental funds, reducing the countrys financial burden. (Dow, 2005) In a large extent, it could insist the school autonomy and academic freedom, promoting the healthy development of science and culture. (Cleverley, 2004) Meanwhile, the main diversification of education can guarantee a successful transition from the stage of a small number of higher educational to popularity stage. It can transfer large number of personnel to enterprises, especially for small and medium enterprises In fact, developed countries own a high degree of private schools. According to the findings, China has entered the high educational popularity phase. However, China is a large population base and has a feature of regional imbalances in the development of education. (Chen, 2006) The contribution of higher education to the GDP Chinese eastern, central and western regions were respectively 1.47%, 1.17%, 0.68%. Of all, Shanghais contribution took up the highest rate2.75 percent. But Qinghais contribution took up the minimum only 0.17%. (Bassanini, 2001) To achieve the sustainable economic development in China, it is necessary to boost economic development in the eastern part to drive the economy in the center and western China because higher education must be a balanced development of the region. Therefore, Chinese educational development still needs a long road and the country should develop a wide range of forms of higher education. At the same time, it is very significant to improve the quality of education rather than just the number of students. I n this situation, China can deliver more talents to the society, and finally will improve the national economic growth. In the past 20 yearsà ¯Ã‚ ¼Ã…’China has experienced the reform and opening-up policy, thus Chinese education the implemented the bounds of history. In the new international and domestic environment, China must face the important responsibility how to maintain the society to attach great importance to education reform and investment in education system. (Croizier, 2000) It is the fundamental guarantee for China economic sustainable development to ensure that the implementation of compulsory education in rural areas. Through effective measures, Chinese national education system could play a leading role and become an important cornerstone for economic development. Conclusion It can be seen that from 1900 to now, the education system in China has changed too much. Therefore, to know the change of education system will be helpful to find out which kinds of education systems should be applied to the development of China. Of course, there are still some disadvantages of current education system. The government is improving the education system and making better on this point.

Grapes of Wrath :: essays research papers

The Grapes of Wrath, chronicles the Joad’s family exodus from Oklahoma to California in search for a brighter, economic future. The name Joad and the exodus to California is parallel to the Biblical story of Exodus and the character Job, but at the time was depicting the Okie Exodus. The Okies were farmers whose topsoil blew away due to dust storms and were forced to migrate along Route 66 to California in search of work. The Okies were resented for migrating in large numbers to areas in the West where work was already hard to find and the sudden multitude of workers caused wages to be lowered. The Joad’s reside in Oklahoma, referred to as the â€Å"Dust Bowl† of the U.S. because of its lack of rain. The story takes place during the late 1930’s when the country was in the midst of the Great Depression. The Joad family were sharecroppers evicted from their homes because they failed to pay the bank their loan payments to the Shawnee Land and Cattle Company.   Ã‚  Ã‚  Ã‚  Ã‚  On their journey, the Joad’s ran into a returning migrant from California who tells them that the handbill they have looking for 800 pickers is a bunch of hogwash. He’d rather starve in Oklahoma then starve in California. The migrant scolds them on their naivety saying â€Å"Now, how many of you all got them handbills?...(The men respond that they all have them) There you are, same yellow handbill. 800 Pickers Wanted. All right, the man wants 800 men, so he prints 5,000 handbills and maybe 20,000 people see 'em. And maybe two or three thousand people start West on account of that handbill. Two or three thousand people that are crazy with worry headin' out for 800 jobs. Now does that make sense?† He tells them that the growers are exploiting them, causing a surplus of workers to drive down labor costs according to supply and demand. The significance of his role in the movie, is that he let’s the Joad’s know everything they are moving West for is false. Their journey is based on a lie, and the grass isn’t greener on the other side.   Ã‚  Ã‚  Ã‚  Ã‚  While stopping for gas, Mr. Joad heads into the diner to buy a loaf of bread. Mr. Joad is a nickel short of the 15 cents that the bread cost, and against the waitresses opinion the chef tells her to sell it to him for a dime.

Educational Tour Narrative Report Essay

Introduction: Educational Tour gives us ideas likewise opportunities to visit prestigious agencies that may help us visualize what we are learning at school. This activity helps us develop our personality since social graces and etiquette are learned too by experience. Moreover, important to every student since it is a part of our learning process to acquire more knowledge through actual exposure to the different agencies. Educational Tour: A Narrative. A great way to explore and gain experience, the Junior Bankers Association had its educational tour on February 6 to 9, 2012. Day 1: February 6, 2012 The day wherein I have to wake up early because it should be a big No for rush. Yes, we’re pretty much excited to invade Manila, so we departed Vigan City at around 6:30 in the morning. We prayed the rosary, praying for a safe trip. After the rosary, here it goes, we already started talking, laughing, picture taking and of course sleeping since it will consume a lot of time before reaching our destination. After 5 hours of travel, we had a stopover in Pangasinan, we ate our lunch. My friends and I shared on the different meals we brought. When we’re done, we assure that the place where we ate our lunch was clean, and then travel continued. We arrived at Garden Plaza Hotel, Paco Manila around 7:15 in the evening. When our baggages are out of the bus, we immediately headed at the conference room and there they have discussed to us the rules and regulations of their hotel. After telling the do’s and don’ts they have let us signed their visitors list and gave the room key to room leaders. I was given the responsibility to keep our room key, I was chosen by my roommates to be their leader. After a tiring long trip, my friends and I took pictures and watched television, then we take of our uniforms on our bags as well as our clothes we’ll be using the next day and put it on the cabinet. When everything was in order, we went down stairs for dinner, the hotel prepared for our meal. Then immediately we went back to our rooms after eating to take a bath. Before going to bed we’ve entertained our room visitors for the day: Sir Lawrence and Ma’am Angela. After their visit we already go to bed and sleep. Day 2: February 7, 2012 Since we’ve left all the things we used to do at home, one major adjustment I’ve made is to wake up early. This day I look forward to be well groomed because our destination is the Philippine Stock Exchange Tektite Building, Ortigas Center Pasig City. We took a bath, make ourselves presentable as what we always wanted, and went down at 6:00 am for our breakfast. We went back to our room after eating to have a toothbrush, make things up and be ready for our visit to the Philippine Stock Exchange. Around 7:30 when we travelled. At about 8:30 we’re already in front of the building. We waited for their signal to go inside, while waiting, we noticed the fountain in front of the building, it was awesome. When they have given us the signal to go, we entered. The first thing I noticed was the large board with 3 different colors of light on it, and numbers blinking. They lectured while we are sitting on their clean carpet. My curiosity about the large board disappeared when I’ve known that it is the E-Board (Electronic Board) and that their transactions have already started since it’s already 9:30 in the morning. Two young men and one woman shared their time to us to know more about Philippine Stock Exchange. The woman discussed to us the history of Philippine Stock Exchange, while the two young men shared their knowledge about stock market, stock exchange, the different types of stock, when to invest and how to invest. I can say that at about 2 Â ½ hours of listening to them, I’ve already learned. After the lecture, we took a lot of pictures. We even had the opportunity to take picture with the girl speaker. She’s kind and sweet. Then we leave Philippine Stock Exchange. It was already 12:00 noon when we leave Philippine Stock Exchange building, so right after entering the bus, when our lunch has already prepared, we then ate. Honestly, I didn’t enjoy th food, because it was a bit salty. Then after an hour, we departed Philippine Stock Exchange and went to our next destination, Securities and Exchange Commission. At Securities and Exchange Commision, we used the elevator since their lecture room was at the 10th floor of their building. Some of my classmates got dizzy using the elevator. Their lecture room couldn’t accommodate us all, so they have divided us into 2 groups, the FM 3A and 3C were the first to have the lecture. The lecture room was too cold which maybe one of the reason why I couldn’t give my full attention to the first speaker. But still I have learned something, the company registration, the CA 83 which created Securities and Exchange Commission and on November 11, 1936 their operations have already started, their core functions and the law of SEC. During the discussion of Atty. Marlon Facun, the boredom have risen maybe because his voice couldn’t encourage me that much to listen. But still I have learned from him, I’ve known what are the classes of corporation, kinds of partnership, the requirements of Incorporation and of Stock Corporation and the requirements for registration of partnership. After the discussion, they were kind enough and maybe they’ve felt we’ve got hungry after a long discussion they have made. They gave us bun and juice to eat. When we’re done eating, we went down immediately so that the next batch will already have their turn for the lecture. We waited for them as they have waited for us. While waiting, we took the chance to take pictures and have a sleep. Then at around 5:15 we departed Securities and Exchange Commision and go for a side trip at Greenhills. At the shopping center, I bought the long sleeves and necktie needed by my brother for his prom. We even bought our dinner at KFC considering that there is no KFC at Vigan. We arrived at the hotel at around 7:00 pm; we ate first then Jobelle and Erika washed their clothes for they have nothing to use tomorrow if they won’t then we took a bath. At around 9:00 a food raid and an inspection was made by Ma’am Angela, Ma’am Maan, Sir Lawrence and the JBA officers namely Kuya Dean, Kuya Jumar, Kuya Gyner, Ate April. Some of our classmates like Bernadane, Dianne and Cristal came. Friends from other class Jovelyn and Elaine also came for a visit. After their visits, we then go to bed and rest. Day 3: February 8, 2012 The day I’ve been waiting for. BSP here I come! We woke up early and really prepared ourselves for this day. We took a bath, ate our breakfast then make things up. We had a long time before departing the hotel so we used it taking pictures in our room. Around 7:30 in the morning we departed the hotel and say hello to Bangko Sentral ng Pilipinas at 8:30. We waited for a several minutes before entering to the Bangko Sentral Museum, so we took the chance to take pictures with friends and classmates for souvenir. Then finally when we are about to enter the museum they have instructed us put our cameras and cellphones on our bags because it is restricted to take pictures inside the museum. The place is so secured considering that the memorabilia of the Philippine money on the past were all there. After letting us go and find out what’s inside the museum, they gave a short briefing about the history of Philippine money, evolution of Philippine money, kinds of money in the past and the conquest of other country in the Philippines. They’ve let us watch again the process on how to make bank notes and how to mint coins, again because we already watched it when BSP members came to our school for a lecture. When we already watched it, and they are done on their short briefing, they gave us the chance to go and see what the museum has. I saw the money used on the past and it’s really amazing. This experience is one of the best I ever had; it’s something I could be proud of. After viewing all the money, we played the Bispos machine, which comprises of questions related to money in the past. Then time to go out of the museum. It was 10:45 am and so we are instructed to go to Harrison Plaza for lunch. We ate lunch at Jollibee, I am with Jobelle, Laure Jean, Lea, Erika, Leo, Ailon, Mark Jan, Lexter and Meddy. After eating, we decided to go around the place until such time that we could feel the ache on our feet so we bought slippers. After buying we went back to Bangko Sentral ng Pilipinas and waited for the others to come back. When we’re all at the place we went back to our designated bus for a short rest. Then unfortunately when it’s about time to go to the Department of Finance, my skirt was torn. I was so ashamed; I was only the one who is on my organizational t-shirt. Despite of the thing that have done, I still listened to the lecturer of the Department of Finance.

Manipulatives: Material and Students

7 Musts for Using Manipulatives By Marilyn Burns 1. I talk with students about why manipulatives help them learn math. These discussions are essential for first-time users and useful refreshers to refocus from time to time. I precede discussions by giving children time to explore a manipulative. Then we talk about what students noticed and I introduce the concepts they'll learn with the material. 2 . From day one, I set ground rules for using materials. We talk about the similarities and differences between using manipulatives in class and playing with toys or games.With toys or games, children can make up their own rules. With manipulatives, they are given specific problems and activities. I do make clear, however, that they're free to make discoveries and explore new ideas. It's also important for students not to interfere with one another. I step in when I hear a howl of protest as a student who needs one more yellow tile takes it from another group's table. Sometimes I open up th e discussion to the entire class. These impromptu reminders help keep students on track. 3. I set up a system for storing materials and familiarize students with it.It's important for students to know where and how to store materials. A clear system makes the materials more accessible. Some teachers designate and label space on bookshelves. Others use zip-top plastic bags and portion materials into quantities useful for pairs or groups. Still others place a supply of each material at students' tables so they're always within reach. 4. Time for free exploration is worth the investment. Whenever I introduce a new material, I allot at least one math period for this. Teacher demonstrations alone are like eating a papaya in front of the class and expecting children to know how it tastes. Free exploration time also allows students to satisfy their curiosity so they don't become distracted from the assigned tasks. Expect children to see if tiles can fall like dominoes; build tall towers wi th rods; or construct rockets out of cubes. After children have explored a material, I ask what they've discovered and record their observations on a chart so their classmates can get insights from their ideas. Then I assign a specific task. 5. For easy reference, I post class charts about manipulative materials.Charts not only send students the message that I value manipulatives, but also help students learn materials' names and how to spell them. In September I post a chart that lists all the materials we'll use during the year. For some materials, I post separate charts to list their shapes and colors. And I leave posted charts of students' discoveries about materials. 6. Manipulatives are a natural for writing assignments; having students write in math class has many benefits. Manipulatives provide concrete objects for children to describe. 7. I let parents get their hands on manipulatives, too.It's important for parents to understand why their children are using materials. Foll ow up by having children take home materials and activities to do with their families. (Hint: I wait until students have had some experience. )3 Marilyn Burns Answers Your Questions Marilyn Burns Answers Your Questions About Manipulatives Q. Manipulatives help my learners who struggle, but do my better Math students need them? A. Absolutely. The challenge of teaching any subject is to find activities that are accessible to all learners and have the richness to challenge more interested or capable students.Manipulatives are a wonderful resource for this. For example, I introduced fourth graders to Build the Yellow Hexagon. All students found different ways to build the hexagon and recorded their constructions with correct fractional notation. I asked the students who finished quickly: â€Å"How much larger is the red trapezoid than the blue parallelogram? † This challenged them to figure out how much more 1/2 is than 1/3. Q. How often should I use manipulatives in my teaching? A. Ideally, the materials are available for students to use at any time to help them think, reason, and solve problems.When a manipulative material is key to a lesson, I initiate its use. Q. What about students who work well with manipulatives but have trouble with textbooks? A. Showing the bridge from concrete experiences to symbolism is essential. While it may be obvious to adults, it can be a stretch for students to see how a 3-by-4 rectangle built with tiles relates to the textbook explanation that 3 x 4 means three groups of four. I help children make connections by demonstrating how a rectangle can be separated into three rows with four tiles. Q. How many kinds of manipulatives do I need?A. It makes sense to introduce one material and provide time for in-depth exploration. But one advantage of using a variety is that children can think about ideas in different ways. For example, we wouldn't want children to think of fractions as related only to round pies. Q. Can't I make che aper manipulatives? A. For years I've had children cut paper cookies to explore fractions, fold shapes for geometry, and use strips for measurement. Students also cut paper squares into the seven tangram puzzle pieces to see that the pieces make a square.However, to create other shapes, compare areas and perimeters, or make observations over time, paper pieces aren't durable or exact. Manipulatives stand the test of time and are precise. They also allow students to discover the mathematical relationships inherent in them. 4 Q. Where do I fit manipulatives in when there's so much to do? A. I use manipulatives as a support for teaching the math topics that are in the curriculum. I don't reserve materials for special days or assignments, but make them a regular and integral part of my general teaching. Q.I worry that children will see the same materials year after year and lose interest. Do they? A. School-wide planning to discuss which manipulatives you'll use and how to use them can be valuable. However, be careful not to designate certain materials or activities for only one grade. Most are appropriate for different levels, and repeat experiences help students stretch their thinking. For example, asking primary children to find different ways to make trains of six interlocking cubes using just two colors helps them explore different addends of 6.Older students can be challenged to figure out how many arrangements there are, not only for trains of 6, but also for trains of other lengths. Q. I don't have enough of any one kind of manipulative to use with my whole class. What can I do? A. Some teachers I know organize learning centers and have small groups work at them. Others introduce a few activities to be done over several days, and students make choices based on which materials are available. Still others pool materials for a week with other teachers to create class sets.In all cases, having students work cooperatively not only cuts down on the amount of mat erial you need, but also encourages communication — which in turn promotes learning. Q. How do I know when it's time for students to put away the materials? A. I let students be my guide. Observing them gives me valuable information. Sometimes I've assigned students the problem of finding all of the rectangular arrays using 6, 12, and 24 tiles. While some need to build all of the rectangles with tiles and then record them, other students stop using the tiles and are comfortable drawing the rectangles.Q. I worry older students will complain that manipulatives are babyish. Any advice? A. I rarely get this reaction. Most are delighted to get their hands on concrete materials. If you anticipate naysayers, talk about how, for example, architects often build models of buildings and engineers construct prototypes. Tell students that they'll use materials to model a problem or situation. Then be sure they first experience something that offers a challenge and that you provide free ex ploration time.