MUNRO Surname Meaning and Origin

The Munro surname is usually a Scottish variant of the surname Monroe, with  several possible origins: derived from the Gaelic name Rothach, meaning man from Ro, or someone who came from  the foot of the  River Roe  in County Derry.From bun, meaning mouth of and roe, meaning a river. In Gaelic, the b often becomes an m - hence the surname MUNRO.Possibly a derivation of  Maolruadh, from maol, meaning bald, and ruadh, meaning red or auburn. Surname Origin: Irish, Scottish Alternate Surname Spellings: MUNROE, MUNROW, MUNROSE, MONRO, MONROE Where in the World Is the MUNRO Surname Found? Despite originating in Ireland, the Munro surname is most prevalent in England,  according to surname distribution data from Forebears, but ranks higher based on percentage of population in Scotland, where it ranks as the 61st most common surname in the country. Its also fairly common in New Zealand (133rd), Australia (257th), and Canada (437th). In 1881 Scotland, Munro was a very common surname, especially in both Ross and Cromarty and Sutherland, where it ranked 7th, followed by Moray (14th), Caithness (18th), Nairn (21st), and Inverness-shire (21st). WorldNames PublicProfiler  also has the Munro surname as being very popular in New Zealand, as well as throughout Northern Scotland, including the Highlands, Argyll and Bute, the Western Isles, the Orkney Islands, Moray, Aberdeenshire, Angus, Perth and Kinross, South Ayrshire and East Lothian. Famous People With the Last Name MUNRO H. H. Munro -  British short story author who wrote under the pen name SakiAlexander Munro of Bearcrofts - 17th-century Scottish military leaderCharles H. Munro -  Canadian physician and politicianDonald Munro of Foulis - Irish mercenary settler in Scotland;  founder of Clan MunroJames Munro  - 15th  Premier of Victoria, AustraliaWilliam Munro - British botanist Genealogy Resources for the Surname MUNRO Munro DNA ProjectThis DNA project of over 350 members originated with Munro researchers whos ancestors settled in North Carolina. The group wants to become a resource for all Munro researchers worldwide interested in combining DNA testing with genealogical research to identify common Munro ancestors. Clan MunroLearn about the origins of Clan Munro and their family seat at Foulis Castle, plus view a family tree of the chiefs of Clan Munro, and learn  how to join the Clan Munro association. Munro Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Munro  family crest or coat of arms for the Munro surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. FamilySearch - MUNRO  GenealogyExplore over 1.3 million historical records and lineage-linked family trees posted for the Munro surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. MUNRO  Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Munro surname. MUNRO Genealogy ForumSearch the archives for posts about Munro ancestors, or post your own Munro query. The Munro  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the popular last name Munro from the website of Genealogy Today. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Understanding the Self- a Comparison of Descartes and...

Descartes and Augustine, in their respective examinations of the mind and God, come to the conclusion that the true understanding of all things derives from the withdrawal of the self from foreign influence and the necessity to look inward. Although each thinker’s journey or course of understanding was different, and at times rather contrasting, their ultimate realizations about knowledge are very coherent. Doubt is one of the primary focuses and a central aspect in examining the self for both Descartes and Augustine that stems from mistrust in the senses. The difference between these philosophers is the extent to which they believe removal from the senses is necessary. Descartes is more of a radical in this aspect as he feels that all†¦show more content†¦It is important to note that Descartes was influenced in several aspects of his philosophy by studying Augustine himself and this could explain why Descartes was able to come to the realization quicker. For Augustine, the journey is complete when turns to himself in search for understanding and answers, rather than the transient things around him, like the death of his close from in Book IV of The Confessions. Descartes understands that because he has the ability to think and doubt he exists, he has the ability to reason regardless of any physical influence. Augustine has a similar understanding in relation to God which resul ts in his ultimate conversion and understanding of himself and God. Augustine and Descartes seek to explain and recognize the existence of God by understanding and acknowledging themselves as finite beings. They would both agree that in order to understand God, one must first understand what it means exist. This can only be achieved by examining the self. Descartes reasons that humans are certainly not infinite and perfect, so where else could the idea of infinite and perfect come from other than some thing that possesses those qualities; God. The aspect that Augustine and Descartes are most coherent is their ability to understand the existence of God by understandingShow MoreRelatedProposed Seven Philosophers On The Existence Of God And Their Development Of These Ideas1413 Words   |  6 Pageschoice topic. The seven philosophers are as follows: (1) Socrates, (2) Plato, (3) Aristotle, (4) Francis Bacon, (5) St. Augustine, (6) Thomas Aquinas, and (7) Rene DesCartes. The specific three I want to focus on being; St. Augustine, Thomas Aquinas and Rene Descartes. Lastly, I will proceed to relate their ideas on the existence of God and their development of these ideas. St. Augustine s epistemology is rationalization. In his argument for the existence of God, he is referring to varying degrees ofRead MoreThe Confessions, Book Xi : Time And Eternity2932 Words   |  12 PagesTHY 600 Research Paper Joe Stocker Augustine s Confessions, Book XI: Time and Eternity Augustine s Confessions is a series of complex books that he compiled to elucidate his relationship with an all-powerful, all-knowing and all-loving God who is also the Creator of all things. Confessions recapitulates that those who have commenced their return to God must acknowledge their state before God so that He might set them free. It should be mentioned that Chan and Outler each point out that the wordRead MoreThe Foundations Of Rationalism By Plato1762 Words   |  8 Pagesvarying doctrines of religious faith, Historian Llorente cautions, â€Å"the Spanish people had as much love as hate for the Inquisition† (cite Kamen 2014, 74), thus alluding to the universal acceptance of religion. St Augustine (ACE 354-430) declared â€Å"faith precedes reason† because understanding is only possible if one believes (cite Cushman 1950, 271) and It was not until the 1648 treaty of Westphalia introduced the notion of a â€Å"separation† or â€Å"balance† of pow ers in a state/continent, did the ideal (HillRead MoreBranches of Philosophy8343 Words   |  34 Pagesmoral philosophy, is concerned with questions of how persons ought to act or if such questions are answerable. The main branches of ethics are meta-ethics, normative ethics, and applied ethics. Meta-ethics concerns the nature of ethical thought, comparison of various ethical systems, whether there are absolute ethical truths, and how such truths could be known. Ethics is also associated with the idea of morality. Platos early dialogues include a search for definitions of virtue. †¢ Political philosophyRead MoreExistentialism vs Essentialism23287 Words   |  94 Pagesthe fact of the individual’s presence and participation in a changing and potentially dangerous world. Each self- aware individual understands his own existence in terms of his experience of himself and his situation. The self of which he is aware is a thinking being which has beliefs, hopes, fears, desires, the need to find a purpose, and a will that can determine his actions. Understanding  existentialism  is often difficult, often because its ideas conflict with other major trends in the thoughtRead MoreLogical Reasoning189930 Words   |  760 Pages........................................................................... 251 False Dilemma Fallacy....................................................................................................................... 253 Fallacy of Faulty Comparison .......................................................................................................... 256 Fallacious Appeal to Authority .....................................................................................................

Essay on Oscar Wilde and His Fairy Tales - 5131 Words

Oscar Wilde and His Fairy Tales I. Introduction Wilde, Oscar (Fingal O’Flahertie Wills) (b. Oct. 16, 1854, Dublin, Ire ?d. Nov. 30, 1900, Paris, Fr.) Irish wit, poet and dramatist whose reputation rests on his comic masterpieces Lady Windermere’s Fan (1893) and The Importance of Being Earnest (1899). He was a spokesman for Aestheticism, the late19th-century movement in England that advocated art for art’s sake. However, Oscar Wilde’s takeoff of his enterprise and, his shaping of his characteristic style of works could be both considered originating from his fairy tales. It was not until his first collection of fairy tales had come out that he was regarded as an influential author. The British magazine Elegance, in which his The†¦show more content†¦They sent his far across the sea to a distant land called Great Britain where he learned to write and eventually succeeded in becoming very famous. He studied and wrote many stories, tales, and plays that made the British people very happy. He was re warded for his good work with a beautiful maiden and two sons as well as the acceptance of society. Oscar was very happy with his life and his ability to please the people, but he soon became very confused. Many of his opinion and ideas were not what the people wanted to hear and some of his work was not accepted as other pieces had been. Yet Oscar felt he must be true to himself and continued to express his beliefs. Sadly, while h was still a young man, he angered some of the people so much that they made sure he would be imprisoned in a terrible dungeon for many years. The people in Britain who once enjoyed his work became frightened because they did not understand what was happening to Oscar nor did they agree with many of his ideas and assumed he must be awfully bad for such a strict punishment. They soon stopped being interested in his work and shunned him from the life he worked so hard to achieve. Even after escaping from the dreadful dungeon, Oscar could never again find the happiness he had lost. Instead, he felt this world in sadness just a few years later, leaving only his workShow MoreRelatedOscar Wilde and His Fairy Tales5266 Words   |  22 PagesOscar Wilde And His Fairy Tales I. Introduction Wilde, Oscar (Fingal OFlahertie Wills) (b. Oct. 16, 1854, Dublin, Ire ?d. Nov. 30, 1900, Paris, Fr.) Irish wit, poet and dramatist whose reputation rests on his comic masterpieces Lady Windermeres Fan (1893) and The Importance of Being Earnest (1899). He was a spokesman for Aestheticism, the late19th-century movement in England that advocated art for arts sake. However, Oscar Wildes takeoff of his enterprise and, his shaping of his characteristicRead MoreOscar Wildes The Selfish Giant: A Felicitous Ending?748 Words   |  3 PagesFelicitous Ending? No one will dispute the fact that Oscar Wildes short story, The Selfish Giant, is a piece that is undoubtedly for children (Luthra 2009). The tale is rife with imagery and diction that appeals to a childs sensibilities, and is complete with a hero (or anti-hero) and other children, facets of which are endemic of childrens literature. However, the primary problem with this interpretation of this short story is that virtually all childrens stories end happily. Wildes narrativeRead MoreThe Picture of Dorian Gray: Corruption Through Aestheticism1464 Words   |  6 PagesThe Picture of Dorian Gray: Corruption Through Aestheticism The Picture of Dorian Gray by Oscar Wilde is the story of moral corruption by the means of aestheticism. In the novel, the well meaning artist Basil Hallward presets young Dorian Gray with a portrait of himself. After conversing with cynical Lord Henry Wotton, Dorian makes a wish which dreadfully affects his life forever. If it were I who was to be always young, and the picture that was to grow old! For that I would give everythingRead MoreOscar Wilde Fairy Tales4397 Words   |  18 PagesTHE TRAGIC MODE IN OSCAR WILDE’S FAIRY TALES DÉBORAH SCHEIDT, Universidade Estadual de Ponta Grossa ABSTRACT: In this paper we examine the articulation of the tragic mode in Oscar Wilde‟s collection of fairy tales The Happy Prince and Other Stories, especially in â€Å"The Young King†, â€Å"The Selfish Giant† and â€Å"The Birthday of the Infanta.† By â€Å"tragic mode† we mean, in this context, the vestiges left by Greek tragedy and its development, the Elizabethan tragedy, in a piece of nineteenth century fictionRead MoreEssay about The Flaws in Human Nature919 Words   |  4 PagesThe Flaws in Human Nature The story is known. A boy buys magic beans from a seller, plants the bean, and a giant bean stalk sprouts. The boy climbs it and meets a giant. This giant however is not like the giant in â€Å"The Selfish Giant†, by Oscar Wilde. While reading this short story a theme at first glance did not surface. But while dissecting it, readers will see that this is a follow-up of Adam and Eve with many lessons that the reader can learn. Reading this short story will accentuate the flawsRead MoreEssay on Oscar Wildes Success at a Gothic Novel1489 Words   |  6 PagesIn this essay I will be looking at how successful Oscar Wilde was at creating a gothic novel. I will be using Edgar Alan Poe’s short story The Fall of the House of Usher and the film Bram Stokers, Dracula and the The Picture of Dorian Gray. In this essay I will be looking at how successful Oscar Wilde was at creating a gothic novel. I will be using Edgar Alan Poe’s short story ‘The Fall of the House of Usher’ and the film ‘Bram Stokers, Dracula’ and the earlier version ‘Nosferatu’ asRead MoreThe Picture Of Dorian Gray Analysis1623 Words   |  7 Pages Oscar Wilde’s novel The Picture of Dorian Gray shows us the triumph of a corrupting influence over a virtuous one. In the novel, Lord Henry’s influence over Dorian overpowers Basil’s and leads to Dorian’s eventual demise. In analyzing Oscar Wilde’s The Picture of Dorian Gray, the theme of good versus evil reflects off of Lord Henry’s and Basil’s interactions with Dorian and Dorian’s internal struggles, thus exemplifying that a person with weak virtues will falter in the face of hedonistic temptationRead MoreBritish Literature Essay1614 Words   |  7 Pageshero Beowulf John Wycliffe – is a professor of Oxford University. With his students he translated the whole Bible into English - he influenced Master Jan Hus and our Hussite movement very much 2. the renaissance and humanism Geoffrey Chaucer – Canterbury Tales – brilliant portrait of 30 pilgrims who travel to Canterbury and they were saying stories each other, each one said four stories, but in tact there are only 23 tales. William Shakespeare – is the biggest author of this period ChristopherRead More History of Fairy Tales within Victorian Society Essay1204 Words   |  5 PagesPuritans viewed fairy tales as inappropriate literature because they believed fairy tales to be a form of witchcraft. The attitude toward fairy tales soon changed when the Brothers Grimm published their two-volume collection called Kinderund Hausmarchen or German Popular Stories. Overnight, fairy tales became an acceptable form of literature. This sudden popularity raises some related questions: What are the reasons behind the increased popularity of fairy tales? What function did fairy tales play in VictorianRead More Homosexuality in the Works of Oscar Wilde Essay3123 Words   |  13 PagesHomosexuality in Oscar Wildes Work      Ã‚  Ã‚   I turned half way around and saw Dorian Gray for the first time. I knew that I had come face to face with someone whose mere personality was so fascinating that, if I allowed it to do so, it would absorb my whole nature, my whole soul, my very art itself (7). During the Victorian era, this was a dangerous quote. The Victorian era was about progress. It was an attempt aimed at cleaning up the society and setting a moral standard. The Victorian era

Compare and Contrast of Slavery Essay - 1145 Words

Shymiak Johnson Intro to African American History Monday 5:30 pm – 9:30 pm HIST 221 ADC2 Professor Pate Overview: To see the differences and similarities in how slaves were treated in the Chesapeake, Low Country ( South Carolina), and Northern Colony regions. Intro: During 18th century slavery, three regions of the country had slight to very different lifestyles as well as small to very common similarities. Slavery during the 18th century influenced how slavery went forth for the next century and a half. In this essay I will compare and contrast 18th century slavery in the Chesapeake, Low Country (South Carolina and Georgia), and the Northern colonies. 1. Chesapeake Region a. The early years of slavery in the†¦show more content†¦Although the slaves had this independence, the white people still had a â€Å"Negro Watch† to enforce curfew on the black people there. 3. Northern Colonies k. The Northern colony slaves were perhaps the least like slaves of the three regions. One of the main differences was organized religion. There was also the fact that during the 18th century there slave population in the Northern Colonies was a mere 4.5% compared to the 40% and higher in the south. Slavery was less oppressive due to the Puritan religious principles of the Northern region. l. The slaves lived in the house with their master and his family. The slaves also worked along side the master, his family, and the other slaves on the small farms. Most had two slaves per household on the rare occasion there some estates that had 50 or 60. m. Slaves in the Northern colonies were allowed to become Artisans, Shopkeepers, Messengers, Domestic Servants, and General Laborers. New England slaves had a huge advantage over slaves in the other regions they could legally own, transfer, and inherit property. They also had the least opportunity to preserve their Afr ican heritage because of their easier conditions. They also had the highest amount of mulattoes. 4. The commonality between Chesapeake, Low Country, and the Northern Colonies is the fact that no matter what slaves were still deemed less than whites. They still had to abide by theShow MoreRelatedThe North And South Fought The Civil War811 Words   |  4 PagesAmerica, and the instructor hands out the following essay assignment: Compare and contrast the reasons why the North and South fought the Civil War. You turn on the computer and type out the following: The North and South fought the Civil War for many reasons, some of which were the same and some different. This weak thesis restates the question without providing any additional information. You will expand on this new information in the body of the essay, but it is important that the reader know whereRead MoreAp Exam Essays1660 Words   |  7 PagesAP Exam Essays 2001-2010 2010 AP Exam Essays 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? 2. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the comingRead MoreWhat I Learned From Taking American Civilization 1700905 Words   |  4 Pagesquite good at and had no problems with. When it came to do the Written Assignment #2 Compare and Contrast Essay, I found out that I was mistaken in my assumption. I struggled and had to obtain help from the professor on what there was to compare and contrast between the two documents the essay was about. After the professor helped and guided me, I was able to learn how to properly compare the similarities and contrast the differences between two different documents. I chose to post my first writtenRead MoreLEQ1206 Words   |  5 Pagesï » ¿Kevin Wang Mr. Nicholson AP US History, P.2 3 December 2014 LEQ 2.1.I.B: Comparison Question: Compare and contrast the time period prior to the development of the Atlantic slave trade and the time period right after its introduction and assess the impact of its emergence. To what extent did African slavery change American society? You may want to consider social, economic, and geographical. Prior to the Atlantic slave trade, the arable land along the South Atlantic seaboard were owned by wealthRead MoreCompare and contrast Thomas Jeffersons first Inaugural address and Hope and heritage: Myth and Thomas Jefferson1026 Words   |  5 Pages Nathan Giesenschlag 23 September 2013 Essay: Topic: Compare and Contrast â€Å"Thomas Jefferson’s first inaugural address† (Chapter 15 in Readings in United States History) and â€Å"Hope and Heritage: Myth and Thomas Jefferson†, (Chapter 14 in Readings in United States History) â€Å"Do you want to know who you are? DontRead MoreCompare/Contrast Douglass and Jacobs1607 Words   |  7 PagesCompare/Contrast Essay Gender Specific Perspectives of the African-American Slave; A Compare and Contrast Essay of Harriet Jacobs and Frederick Douglass. The experiences, memories and treatment in any situation are viewed upon differently between a man and a woman. Obvious in the case of slavery, the two sexes were treated differently and so therefore their recollections of such events were-different. In the following short essay, we look closely at the perspective of the female slaveRead MoreEssay Ancient Slavery: Death Senetence or Life Opportunity?554 Words   |  3 Pages In Aristotles Justifying Slavery and Senecas On Master and Slave, the two authors express their opposing sentiments on the principles of slavery. While Aristotle describes slavery as predestined inferiority, evidenced greatly by physical attributes, Seneca emphasizes the importance of philosophical freedom as opposed to physical freedom. (p. 58). The authors contrasting views are disclosed in their judgments on the morality of slavery, the degree of freedom all people possess at birthRead MoreEssay on Tobacco/Cotton Slavery FRQ1677 Words   |  7 PagesCo mpare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century Chesapeake region with that of slaves on nineteenth-century cotton plantations in the Deep South. What forces transformed the institution of slavery the early seventeenth century to the nineteenth century? When approaching slavery from a historical standpoint, it is a tendency to generalize the experience of slaves. However, slavery differs per region and time period. The differing climates ofRead MoreComparing American Slavery and the Holocaust994 Words   |  4 Pages The purpose of this essay is to compare and contrast the American Slavery and the Holocaust, in terms of which one was more malevolent than the other. Research indicates that â€Å"the â€Å"competition† between African-American and Jews has served to trivialize the malevolence which both has suffered† (Newton, 1999). According to L. Thomas â€Å"A separate issue that contributes to the tension between blacks and Jews refer to to the role that Jews played in the American Slave trade.† History Around 1600Read MoreComparing Davis and Lincolns Innagural Address1451 Words   |  6 Pagesfor the south, both presidents, but two different sides. Both garner for peace, yet one is willing to start a war, while the other is willing to accept it. This essay will compare and contrast the political, economical, and social outlooks on Lincoln’s and Davis’ Inaugural addresses throughout the civil war between the North and South. Slavery, laws, and state rights drove the South to start a war, and Lincoln received the war with open arms. Both sides wanted peace, but their means of achieving it

Sanger Automotive Companies the Fisker Franchise Decision

National Agro-Food Policy (2011-2020) in Agriculture Sector In Malaysia, agriculture remains an important sector and it plays role as food providers, create employments and generate earnings from export products. The development of the agricultural sector is generally governed by a comprehensive and market driven agricultural policies. The agricultural policies were formulated and have enabled the agricultural sector to grow sustainably and also contributed to economy development in Malaysia. The agricultural policy set the direction for the agricultural sector. As a result, this sector has been transformed from a conventional and passive sector that focused on single commodity to a dynamic, diversified and modern sector. There are†¦show more content†¦Under National Agro-Food Policy, agriculture sector has been identified as a National Key Result Area. Under this initiative, the agriculture sector is targeted to increase the Gross National Income by RM28.9 Billion (USD9.1 b illion) to reach RM49.1 billion (USD15.4 billion) by 2020. The agricultural sector is also targeted to create more than 109,000 job opportunities by 2020, primarily in the rural areas. The National Agro-Food policy has incorporated strategies that are in line with the nutritional aspects of the food system. The programs implemented under the policy include increased food production through optimization and sustainable land, development and upgrading agriculture infrastructure and increase the quality and safety of food by expanding the compliance of standard. Efforts have also been taken to strengthen human capital and to ensure sufficient skill labor force in the agricultural sector. This includes the use of modern technology and mechanization to reduce the dependency of manpower. The government also provides sector-based incentives to encourage the private sector to invest in the agriculture and agro-based industry. The development of the agriculture sector is an ongoing process to promote to Malaysia’s economy. However, the agricultural sector is facing new issues such as changes in global economy and trade liberalization. The agricultural sector requires new strategies that can address issues in orderShow MoreRelatedSanger-Fisker Case1482 Words   |  6 PagesMKT 412A-CE | Sanger-Fisker Case | Philip Carr | 10/28/2014 10/28/2014 Major Issue or Decision: The two parties up for question in this case study are the Sanger and Fisker Automotive Companies. Sanger is a privately owned company that currently maintains eight highly reputable dealerships in the Florida and Georgia area, most of which fall into the luxury car category. The Sanger Automotive Company has been able to position themselves as a well-known and trusted car dealer in the areaRead MoreEssay on Mr. Jason935 Words   |  4 PagesMBA 5240: Sanger Automotive Companies Problem Sanger Automotive Companies, Inc. is one of the most successful auto dealers in the United State.  In September 2011, the executives met a problem that whether or not to pursue an exclusive franchise for a plug-in hybrid electric vehicle. Plug-in hybrid electric vehicles were in the embryonic stage of the product life cycle. This decision is a complicate one which the executive must find the sufficient evidence to support. SWOT Analysis Strengths

Curriculum changes and development free essay sample

This chapter describes how the curriculum for Basic Education evolved from 1973 to 2010. It describes the changes and innovations implemented as necessitated by the changing factors in our country’s political, social, economic, cultural and technological environments. The discussions include an analysis of the processes and outcomes in accordance with the prevailing national development agenda. It also presents some best practices and lessons learned. Curriculum Changes and Innovations â€Å"Curriculum is a potent tool for reform when it integrates and interrelates subjects and disciplines in a manner that makes learning experiences meaningful† William Malloy, â€Å"Essential Schools and Inclusion: A Responsive Partnership† in The Educational Forum(1996) Anyone wanting to build must have a plan. Just as an architect always carries along him a blueprint of his house plan, so does a national leader every so often checks if the curriculum reflects the country’s national development aspirations. The curriculum and its implementation in every classroom could be the main reasons for poor education quality. A host of related problems can be said to explain these critical findings, but issues of competence and commitment of every teachers and school head in imparting the curriculum and in equally assuming the responsibility over the student’s outcomes become apparent. This brings to the fore how crucial curriculum planning and development are as the vehicle for developing a national framework to achieve the objectives of attaining quality education as enshrined in the Philippines constitutions of 1973 and 1987. The goal of Education through the curriculum has always been to mold an ideal Filipino who is healthy, responsible, morally upright, capable of learning and relearning, economically productive, hard-working, adaptable to local and international environment, and steadfast in his faith. Translating these quality in operational term 1. Preschool Education Grade K) Sense of God, self and other Starting to imbibe what is good from what is bad Basic etiquettes for dining, playing, hygiene and sharing Distinguish shapes, colours, letters and numbers Readiness for formal elementary education 2. Elementary Level (grades 1 to 6) Sense of God, self, family and community Identify good from bad Understands the virtues of giving and sharing Curious about things Can think and communicates Proud as a Filipino and takes pride in what they do 3. Secondary Level (Grades 7 to 12) Has moral integrity and willingness to engage in hard work Better appreciation of God and self as well as care and concern for others Can create and believe in own ability, including ways to inspire and motivate others Can participate in team effort and appreciates every team member’s contribution Appreciates music, culture and arts Can protect and conserve the environment Understands the need to develop further own capabilities and potentials and strive for excellence Understands the situation of the Philippines and commits to help for its betterment DepEd has always endeavoured to produce a â€Å"Filipino learners who is empowered for lifelong learning, an active maker of meaning and can learn whatever he or she needs to know in any context. Such an empowered learner is competent in learning how to learn and has life skills so that he or she becomes a self- developed person who is makabayan (patriotic), makatao (Mindful of Humanities), maka-kalikasan (respectful of nature) and maka-Diyos (God-centered). To attain this, curriculum design and implementation by DepEd should now consider the desired outcomes and ultimately develop responsible citizens, future leaders and professionals, most especially teachers. Curriculum planners and developers understand their ultimate responsibility to plant the seeds of knowledge and information in the minds and hearts of the next generation. While addressing the students’ differential learning abilities, they lsos aim to integrate urgent societal needs demands and issues such as differences in ethnicity, culuture, creed and language. Once the foundations are laid, curriculum developers and planners should introduce innovations that prepare the students for the future. BASES OF CURRICULUM PLANNING AND DEVELOPMENT IN THE COUNTRY 1. Preschool Education Readiness for formal education 2. Elementary Education provide the knowledge and develop the skills, attitudes, and values essential for personal development, a productive life and constructive engagement within a changing social milieu: Provide learning experiences that increase the child’s awareness of and responsiveness to the demands of society. Promote and intensify awareness of, identification with, and love for our nation and the community to which the learners belongs Promotes experiences that develop the learner’s orientation to the world of work and prepare the learners to engage in honest and gainful work. 3. Secondary Education Continue the general education started in the elementary; Prepares the learners for college; Prepare the learners for the world of work. 4. Non- formal Education Eradicate illiteracy and raise the level of functional literacy of the population Provide an alternative means of learning and certification for out-of-school youth and adults. Develop among the learners the proper values, attitudes and knowledge to enable them to think critically and act creatively for personal, community and national These objectives must be satisfied by the country’s educational system via the curriculum; moreover, educational systems in the world have emphasized functional literacy. This is officially defined as the range of skills and competencies- cognitive, affective and behavioural PRESCHOOL CURRICULUM The critical years in a child’s life are from birth to six years of age. Then DECS Secretary Lourdes Quisumbing issued in 1989 DECS Order 107, which states: During these critical years, basic character, values, abilities, personality, skills, aptitude, attitudes and knowledge are formed. These qualities when properly developed shape the individual’s overall perspective and preparedness for life. It has been confirmed by studies that the experiences and the learning that preschool children undergo during the first six years of their life have a lasting effect on their intellectual development as well as on the development of their social and physical skills. Preschool programs serve a range of purposes. Recognizing this, the MEC- Bureau of Public Schools issued Memorandum 25, series of 1971, encouraging the school divisions to establish public preschool classes, whenever possible. This policy was issued even before the passage of educational Act of 1982 and the promulgation of the first EFA Philippines Plan of Action 1991-2000 which identified Early Childhood Care and Development (ECCD), covering ages 0-6 years, as one of its crucial components. As a general guide, DepEd has been prescribing policies to improve preschool education, from the time of Florencio Abad to Mona Valismo. In 2005, President Arroyo mandated universal coverage of five-year-old children for preschool education and directed DepEd to develop the curriculum standards and framework, and to spearhead the training of teachers and day care center workers on these curriculum standards. As part of the government’s commitment to the world EFA movement, there have been several proposed bills to institutionalized and make preschool part of the basic education ladder. The last of which (house Bill 5367) was passed in Congress which constituted a consolidation of ten proposals. One of the outstanding features of the said bill is the provision of free preschool education to all five-year-old children and making this compulsory on the third year of its implementation. Basic Educational Curriculum Revised Elementary and Secondary Curriculum (1973) From 1965 to 1975, the revised Elementary Education Program aimed to develop the spiritual, moral and physical aspects of children by providing them with experiences in the democratic way of life and inculcating ideals and attitudes necessary for patriotic, upright and useful citizenship Under Marcos’s New Society, education underwent a dramatic transformation. The reform initiative was contained in the development plan towards the utilization of human potential to serve national purposes. The Education Department undertook a bold step in the overall restructuring of the curriculum in all levels guided by the following assumptions: 1. If the students can see relationship between what they are being asked to learn in school and the world of occupations they will be motivated to learn more in school. 2. No single learning strategy exists that is ideal for all learners. 3. Basic academic skills, a personally meaningful set of work values, and good work habits represent adaptability tools needed by all who choose to work in today’s emerging complex society. National Elementary School Curriculum (1983) The NESC covered the general education of the child- as a human person, as a citizen, and as a productive agent. It had a fewer learning areas to emphasize mastery learning. More time was allotted to the development of basic skill, specifically the 3Rs in the lower grades. There was greater emphasis on the development of a sense of humanity and nationhood in all learning areas. NESC Time allotment (minutes per week) New Secondary Education Curriculum (1986-1992) To improve the quality of secondary education and to respond to the findings of studies on Philippine education, Bureau of Secondary Education developed the National Secondary Curriculum (NSEC). Values Education; Araling Panlipunan; Filipino; Science and Technology; English; Physical Education; Health and Music; Mathematics; and Technology and Home economics. Furthering Values Education in the NESC and NSEC (1986-1998) 1. The objective of values education was to produce persons with a balanced well-being who will join the country’s human resource. 2. At the tertiary level, universities and colleges followed suit through their social science subjects and courses while teacher education institutes adjusted their pre-service teacher education programs to meet this directive. Basic Education Curriculum (2000-2002) 1. It was under President Arroyo that the 2002 Basic Education Curriculum was crafted based on the report of the Committee on Curriculum Reform under Br. Andrew Gonzales and continued by Raul Roco. 2. Moreover, the four Pillars of Education by UNESCO’s Jacques Delors (1996 : 22-24) also influenced the restructuring of the curriculum. The third and fourth pillars, Iearning to live together and learning to be, which emphasize the use of knowledge gained to improved one’s self and one’s relationship with others, were perceived as very relevant and thus highlighted in the BEC. Structure of the BEC Filipino, English, Science, Mathematics and Makabayan. Connect related subjects from the different learning areas; Increase the time allotted for science, english and mathematics; Create multifaceted basic education teachers; Reduce congestion of subjects offered in basic education Reduce the hiring of teachers if one is able to teach different learning areas (particularly in the elementary level); Improve the positive outlook towards work to increase productivity; Increase each individual’s ability to cope in a fast-changing world; Increase the importance of the arts, music, sports, dance and other aspects of Philippine culture; and Develop nationalism among the Filipinos and increase individual responsibility as a citizen. Elementary Level Sibika at Kultura (SK) (I-III)/ Heograpiya, Kasaysayan, Sibika (HKS) (IV-VI) Musika, Sining at Edukasyong Pangkatawan (MSEP) integrated in Grade I-III; separate subjects in Grade IV-VI Edukasyong Pantahanan at Pangkabuhayan (EPP) (IV-VI) Edukasyong Pagpapakatao (EP); separate subjects from Grade I- VI Secondary Level Araling Panlipunan Technology and Livelihood Education (TLE) Musika, Sining at Edukasyong Pangkatawan at pangkalusugan Edukasyon sa Pagpapahalaga 2010 Secondary Education Curriculum The 2010 Secondary Education Curriculum (SEC) was implemented in June 2010. Prior to its implementation, DepEd undertook a monitoring and evaluation of the implementation of the 2002 BEC involving case studies of 20 schools, coming from the following typologies of High Schools: general high schools funded fully by the national government; newly established high school funded jointly by the national, provincial, and municipal government; science high schools; private high schools; technical-vocational high schools. Summarizing Commonalities of the Past and Current Curricula 1. Emphasis on Major Learning Areas: Science Mathematics Language 2. Socio-Cultural Learning Areas: Citizenship Social Studies History (heritage) religion 3. Cross-cutting Areas Poverty Alleviation Equity/ Inclusive Education Gender mainstreaming Quality from the perspective of EFA Human Rights Other 4. Recognition and Growing Emphasis on New Learning Areas: ICT as a learning area and as a tool for learning Technical- Vocational Education Comprehensive Health Promotion and Care Education for Sustainable Development Climate Change Disaster preparedness Skills

To A Sky-lark by Percy Shelley Ode To A Nightingale by John Keats free essay sample

Compares styles, themes, realities of poems written in response to birds. Percy Shelleys poem To a Sky-Lark and John Keatss poem Ode to a Nightingale are both centered on nature in the form of birds. Both poems are classified as Romantic and have certain poetic elements in common, but in addition both poems have differences in style and in theme that differentiate them clearly. Both poets are spurred to react and to write because of their encounter with a bird. Shelley is addressing the bird that excites his interest more directly, while Keats turns to reverie because of the song of the nightingale more than the nightingale itself. In the latter case, the song of the poet has a different tone from the song of the birdthe joy of the bird becomes a contemplative song for the poet. Each poet begins with the reality of the bird or its song and then uses that as a beginning point for aesthetic and philosophic speculation, delving in each