Legal Basis of Implementation of K to 12 Essay

Lawful BASIS OF IMPLEMENTATION OF K TO 12 1. THE WHY OF OUR BEING HERE TODAY †¦. 2. * THE ENABLED FILIPINO * THE LEGAL BASIS 1987 Constitution †Article XIV, Section 1 †Article XIV, Section 2.1 R.A. 7160 (Local Gov’t Code ) * THE K+12 BASIC EDUCATION REFORM * THE SYNTHESIS 3. The empowered/engaged worth driven, visionary Filipino is the best fortune of this country, a dream shared by each fragment of our general public, a dream accomplished through quality instruction. 4. Article XIV, Section 1. †The State will secure and advance the privilege of all residents to quality training at all levels and will find a way to make such instruction open to all. Article XIV, Section 2 (1). †The State will build up, keep up and bolster a total, satisfactory and incorporated arrangement of training pertinent to the necessities of the individuals and the general public. 5. WHERE ARE WE AT NOW? Inadequate dominance of fundamental skills because of clogged educational plan High school graduates (< 18 years) need essential capabilities and development 6. Locally, just 6 of each 1,000 Grade 6 rudimentary understudies are set up to enter secondary school. Just 2 of each 100 4 th year secondary school graduates are fit for school. 7. Globally, Filipino young people rank 41st in Science and 42 and in Math among 45 nations. 8. A great many Overseas Filipino Workers (OFW) particularly the experts and the individuals who expect to concentrate abroad are off guard. Our alumni are not consequently perceived as experts abroad. The Washington Accord and the Bologna Accord recommend 12 yrs of essential training for college confirmation. 9. The Philippines is the main outstanding nation in Asia with a 10-year pre-college program Source: Adapted from SEAMEO-INNOTECH Table 3 Comparative Data on the Pre-University Education in Asia Country Basic Education Cycle Total Brunei 12 Cambodia 12 Indonesia 12 Lao PDR 12 Malaysia 12 Myanmar 11 Philippines 10 Singapore 11 Thailand 12 Timor-Leste 12 Vietnam 12 Mongolia as of late added evaluations to make fundamental training 12 years. 10. Why Add Two Years? Decongest and improve the essential instruction educational plan Better quality training for all 11. â€Å"We need to add two years to our essential instruction. The individuals who can manage the cost of pay as long as fourteen years of tutoring before college. Therefore, their youngsters are getting into the best colleges and the best employments after graduation. I need at any rate 12 years for our state funded younger students to give them an even possibility at succeeding.† †President Benigno S. Aquino III 12. K+12 isn't new. The proposition to grow the essential instruction goes back to 1925. 13. WHAT IS K+12? K+12 mean Kindergarten and the 12 years of rudimentary and optional instruction. Kindergarten alludes to the 5-year old accomplice that takes a normalized kinder educational program. 14. K+12 Education Vision Graduates of Enhanced K+12 Basic Education Program will: Acquire authority of fundamental skills. Be all the more genuinely develop. Be socially mindful, genius dynamic, associated with open and city issues. Be enough arranged for the universe of work or business or advanced education. Be lawfully employable with potential for better income. Be all around serious. 15. Studies in the Philippines have indicated that an extra year of tutoring builds singular profit by 7.5%. 16. What Will the Society Gain from K+12? K+12 will encourage anâ accelerated financial development. K+12 will encourage shared acknowledgment of Filipino alumni and experts in different nations. A superior instructed society gives a sound establishment to long haul financial turn of events. 17. What Will the LGUs Benefit from K+12? Each CHILD A PRIDE OF THE LOCALITY Increase work locally and comprehensively Increase business endeavors More business people and financial specialists Improved family pay Improved LGU pay 18. Studies approve that enhancements in the nature of instruction will expand GDP development by 2% to 2.2%. 19. How Do We Add the Two Years? Proposed Model: K-6-4-2 Model Senior High School Grades 11 to 12 (16-17 years of age) Junior High School Grades 7 to 10 (12-15 years of age) Elementary School Grades 1 to (6-11 years of age) Kindergarten (5 years of age) 20. What is Senior High School? 2 years to merge scholastic aptitudes and capabilities and permit top to bottom specialization for understudies relying upon the occupation/profession track they wish to seek after Skills and abilities applicable to the activity advertise 21. Usage Plan (proposed) 22. Rundown Change is two-overlay: educational plan upgrade and progress the board. K+12 is a less exorbitant option in contrast to the current arrangement of instruction. We have 5 years to address deficiencies before execution. 23. * 1987 Constitution Art. XIV, Sec. 1 Art. XIV, Sec.2.1 * R.A. 7160 THE ENABLED FILIPINO: VISION and VALUE DRIVEN * Highly equipped; Highly talented; Emotionally develop; Highly gainful K+12 ENHANCED BASIC EDUCATION (K+ 6 + 4 +2) Local Government Units Other Government Agencies THE ENABLED FILIPINO 24. Hence, this is the ideal time for the K+12 Enhanced Basic Education Reform. It can't stand by any more. 25. WE COUNT ON YOU!!! Make K+12 your LEGACY!!! 26. Group 4A Dr. Carmelita T. Dulangon Dr. Caredad Labe Dr. Mama. Milagros Velez Dr. Rosalie Pasaol Mr. Bianito Dagatan 27. Much obliged to YOU!!!

The Jack Cole Style

THE JACK COLE STYLE Cole utilized numerous ethnic and society styles of move (like East Indian, flamenco, and the lindy) as a hotspot for developments. His style was gotten from move developments performed for a considerable length of time by average citizens, however theatricalised for use on the stage. This is the reason, when squeezed for a meaning of his development, Cole named it â€Å"urban society move. † When attempting to depict Cole's development, it is ideal to recognize certain prevail attributes. A halfway rundown would remember moving for plie; with detached body developments; with compacted or put away vitality; and with a sharp feeling of controlling mood, spatial levels, and attack.The first thing of moving in plie is a key to the Cole style. Cole utilized a wide and low second situation, just as an equal fourth situation with the two knees twisted and the back knee near the floor. This wide position dropped the artist's focal point of gravity, and permitted t he artist to broaden development on a level plane over the floor. This stood out from the ballet artist's vertical direction. By utilizing a ultra smooth progress of weight from foot to foot, a smooth, exotic feel was given by him and his artists. Cole's development is frequently called feline like, or animalistic.But while the weight place was dropped low to the floor, the middle stayed extremely tall and erect. Cole's spine was stretched and grand, giving a cleaned look. Despite the fact that his body was in plie, working with gravity, his middle simultaneously opposed gravity. This inconsistency was amplified by his graceful arms developments. Cole started arm development from the focal point of the back, regularly including the shoulder. This shoulder contribution in arm development is normal for the manner in which felines walk, adding to his notoriety of having feline like development. Disengagement in body development was another key to Cole's style.He utilized side and forwa rd push of the hips and bears, and even the head. A lot of his disengagements originated from his experience in Indian move. Cole utilized segregations to show musical stream all through the body, and to draw the consideration of the crowd to explicit pieces of the body. Development QUALITIES Cole's moves commonly had a steady arrangement of development characteristics. First was the utilized of force and discharge to dispatch explosions of vitality. In a manner like a feline squatting and compacting its rear legs so as to spring at its prey, Cole utilized his plie level so as to dispatch the body and give dynamic effect on his movements.Cole artist Buzz Miller recalls that him just like a â€Å"coiled spring. † Another quality was that of preeminent quality in development. His artists were unshakable, and Graciela Daniele, the notable choreographer and executive of musicals at Lincoln Center, felt that Cole artists were â€Å"warriors. † A superb portrayal of this par t of the Cole style was given by pundit Debra Jowitt, who said † Cole moving strikes me as tremendously forceful; pretty much every motion is conveyed with most extreme power, yet then must be halted cold in mid-air to accomplish the lucidity of plan he wanted†¦ n massive counter exertion must be utilized to stop the motion. † Cole investigated all spatial level in his movement. Knee slides and floorwork were normal, and it was typical for artists to spring from the most profound plie into high, suspended jumps. He additionally loathed the grinning, glad face seen in most jazz and tap move of the time. Rather, he favored a cool, practically chilly look at without flinching. He hit the dance floor with a puncturing look, much like a recently confined tiger, that could push and threaten a group of people. Cadence is indispensable to Cole's style.Cole watched artists at Harlem's Savoy Ballroom moving the lindy, and used the swing feeling in their bodies. Swing music ha s a drop and recuperation, much like a bobbing ball, that produces new vitality on each bounce back. This inclination, as changed into true jazz moves, gives reestablished vitality and assault to each ensuing development. Cole incorporated this ricochet and bounce back into his development, giving it a new and vivacious appearance. He likewise controlled the elements of his development, exchanging entries of sharp assault with smooth areas. This

Pressure is a privilege

7 / Pressure is a privilege TO SET THE MOOD: Aranjuez by Jorge Muñiz José Luis Duval I. With the fall semester complete, I could finally focus all my energy and attention on training for the US Championships, taking place the third week of IAP. As the stress of final projects and exams piled up during the last few weeks of the semester, I had prioritized school first, pushing training to the side. I didnt even plan on skating this season. Last season was intended to be my last. But a last-minute injury in the lead up to the 2018 US Champs crippled my preparation, mentally and physically. I had intended to withdraw, but skated through it anyways. That wasnt how I wanted to end my career. I took a long break away from the ice, and as I left for Switzerland, I used that time away from it all to let my body rest and heal. I did bring my skates with me, just in case. II. A month and a half into the semester, Spring 2018, I reached out to a Swiss skater, who I met at an international competition a few years back, to help arrange ice time for me with her coaching team. I wanted to try it out back on the ice, but on my own terms. I only skated once a week, sometimes twice or not at all. It took around an hour each way to take the train and then the bus to get to the rink from my dorm, but it was always something I looked forward to, something that felt familiar in a place where everything was new and different. Skating was a part of home, a part of me, of my life for the past 14 years. Each time I was out there on the ice, I skated with a purpose, for the joy and freedom, skating fast, jumping high, spinning faster. On my own, I played around with working on new programs too. No training regimens, workouts, or diets to follow; no competitions looming to stress over. I even had a lesson with Swiss skater Denise Biellmann, former World Champion and Olympian, and had a blast working on jumps and spins alongside one of her students. III. When I left Europe and headed to Seattle for my summer internship, I still wasnt exactly sure I would compete again. But I signed up for the 2018 Collegiate Championships that would take place in August on a whim, making a trip out of it with Shannen W. 21, who also competed for MIT. I had two months to prepare for it, but working full-time, I had to squeeze in training in the mornings, and do so on my own, without my coaches in Boston. Worse yet, the skating resources in the area were abysmal. I didnt have a car, public transportation wasnt an option in the suburbs, and the closest rinks were at least 30 minutes away. The closest full-sized one was over an hour away during the morning commute. If I wanted to skate, I needed to do it early before work, ubering to the closest rink which was roughly 60% the size of a standard NHL rink. The sessions were crowded, and I couldnt properly train or run-thru my programs. It was frustrating. I focused more on my off-ice physical fitness, and I spend more time in the gym, building back up my strength and conditioning and working with a trainer. IV. At the Collegiate Champs, I tried my best, but my inadequate on-ice preparation showed. If I wanted to qualify for the US Championships in January, I needed to fully commit. I needed to get back in shape. With the desire to end my career on a better note, I decided to give skating one final go, and registered for the US qualifying season. The rules had changed over the summer, adapting to a new Olympic cycle. The free skate would be 30 seconds shorter, with one fewer jump. Quads (that I dont have) would be restricted and a new range of points were introduced. Quality, over quantity, would be rewarded. I wouldnt have the months of the off-season training to rely on, but the new rule changes, I thought, could work to my advantage. I had one last year in Boston and a chance to train in likely the best training environment in the world, right here, with my coaches and their skating school. V. Once my internship ended, I immediately flew back to campus and settled in to a new pace of life. New classes, new apartment, new but familiar city. Luckily, I received a bye to Eastern Sectionals, the qualifier for the US Championship. I had less than 10 weeks to train new programs and get back in shape. With a late start [ For context, last season, I started preparing new programs as early as March and trained all throughout summer. ], I needed to train smart and efficiently. I dropped most of my extracurriculars, disafiliated from my fraternity, and didnt pick back up my UROP. No distractions. I would need to give it all I got. No regrets. I tried my best to prioritize skating, but it was still tough to adjust back to the MIT firehose and try to juggle it all. I still had my last few hard classes to finish up to graduate in time. Some weeks I would only have time to skate one hour, some not at all. I did a tune-up at an Intercollegiate competition as a practice run, and as Easterns approached, I tried my best to push off school a little and head to the rink 3 or 4 times a week. I tried to put in some extra hours on the weekends training at the MIT rink, squeezing in as much training as possible. I wasnt perfect, but I ended up qualifying for my 3rd consecutive senior nationals and 6th US Championships. After that, it was full steam ahead until my last final. School was back up my priority list. I tried my best to maintain the stamina I built up leading into Easterns, but then I started feeling pain in my right foot. Using that time as an excuse to rest and refocus, I took time off the ice, throwing myself instead into my psets, projects, and finals. VI. I returned back in Boston after spending a restful few days at home after the end of fall semester. For the next 4 weeks, I made certain to prioritize skating above, and cleared my schedule. Unlike the past three IAPs, I would not be taking on too much, doing an externship, or teaching for GTL. I was on the ice for 2 50-minute sessions a day, 5 days a week, with a cool-down workout in the afternoon. In the evenings, I could rest, cook, and catch up on anything else I left on the backburner the past semester. I made sure to nurture my body with sleep and healthy, hearty meals. I had the next 4 weeks to cram train, mentally and physically, and to stay injury-free. The last time I had the time to train 5 days a week without any other responsibilities or extracurriculars was the summer before I arrived at MIT. If this was to be my last season, I wanted to do it right, to fully commit, to eliminate all distractions. To focus on skating, and only skating. VII. I started adding in a third session to my training regimen, attempting more and more triple axels, more and more reputations of my programs and sections of them. Then, I started feeling discomfort in my right hip, the same hip that caused me trouble the same time the year before in the lead up to the US Champs. It was déjà vu. Horrified, I thought taking the weekend to rest would make it better. It was just as bad when I returned to the ice Monday morning. I started toning down my practices. Fewer jumps, no more triple axel attempts, fewer repetitions. I went to get acupuncture, soft tissue work, and physical therapy. I was diagnosed with rectus femoris tendonitis, most certainly an overuse injury from ramping up training too quickly. I had tried to be careful not to make the same mistake as the year before, but yet again, I put my body too much too quickly. From 2 days a week of training if I was lucky, to 5, my body was crumbling â€" a complete nightmare. I had a week to go, and my only option was to push through the pain. I had sacrificed too much already. Withdrawing was not an option. I did the prescribed exercises to stretch and strengthen it, and tried my best to nurse it as much as I could. There wasnt much else I could do at this point. In disbelief, I was stressed, anxious, and frustrated. I was quickly losing the confidence I had built up during the past few weeks of solid, hard training. I didnt want it to end my career knowing that I wasnt at my peak. I was fighting against time. VIII. When I arrived in Detroit, I wasnt sure what to expect. I had left Boston with some good practices, but I wasnt sure how my hip would hold up. My legs were already starting to wear out. But my first practice in the competition arena felt good. Maybe it was adrenaline or the excitement and energy of it all, but I was hopeful I could get through 2 more days. Just 2 more days. I was to skate 4th in the 2nd warmup in the short program Saturday morning. Im not used to competing early in the morning, but I took a much-needed, regenerative 10-minute power nap before I left for the arena. As I stepped onto the ice for the 6-minute warmup, I was a bundle of nerves, body clenched tight, more nervous than usual. This was it. The judging panel on the left, the audience seated on all sides of the rink floor-to-ceiling, a big Jumbotron up top, bright lights all around, bass-driven speakers. I tried to breathe, and remind myself to appreciate the space, embrace the moment, and treat it like a practice session. Ive put in the work and done the short program so many times before. I just needed to go out there and have fun, smile, and enjoy it. As my name was called, I took two deep breaths and smiled as I took my starting position on the ice. With my hip still a big question mark, I wasnt attempting the triple axel, but I was determined to rotate all my other jumps. Double axel, triple Lutz-triple toe, camel spin, triple flip, flying sit spin, step sequence, and the final combination spin. As I took my bows, I knew I was a bit tight, a bit cautious throughout my performance. I felt relieved, though, to have gotten through the first segment of the competition. I could rest a bit easier that night going into the free skate. After the mens event, I watched the ladies and pairs free skates and was inspired by their fight and grit. I knew the free skate wasnt going to be easy tomorrow, but I would have to somehow find that fire in my belly, the will to fight to the very end. IX. The next morning, my body was starting to give out, legs exhausted, physically and mentally drained from the long week. I hoped to carry the momentum from the short program the day before. I just had one more program to go, one that I would just go for it and give my all. This would be it, my final hurrah. Last to skate in my warmup â€" my least favorite skating order â€" I was nervous, a little less than yesterday, but nonetheless, still a bundle of nerves. I told myself to take one element at a time. I could rest all I wanted, only after it was over. Whatever happened, I wanted to end without any regrets. Once the music began, I just let my body go for it, element after element. By the middle, my legs started to wear out. Internally, I was screaming to myself to get it together, to focus, to block out all those negative voices telling me to give up, to will myself to push, push, push, to find that extra ounce of anything left in my body. I put my hand down on my fifth jump, and as I skated into my sixth one, my mind went numb. I popped it, missing the element completely. Angry, I used that to power myself through the rest of the program with the meager strength I had left. As the final note faded into the background, I was too weak to even take a full bow. That was all I had, and then some. I was angry about the miss. Right before I stepped off the ice and entered the kiss-and-cry, I turned around and tried to take it all in: the arena, the audience, the ice, the opportunity, the sacrifices, the journey. If this was to be my last competition, my swan song, I wanted to make sure I cherished that moment. As the final marks flashed on the Jumbotron, they were merely numbers to me. I shook my head. Instead, the memories of the last few weeks, the past season, my last four years fighting to pursue both skating and school â€" all of it flashed by in an instant. I was nearly in tears backstage, after embracing my coaches, grateful for their trust and support the past 4 years and, most of all, their belief in me. X. I flew back to Boston that evening, took a nice hot shower, and fell to bed. I was so mentally and physically drained I didnt have enough left to process the last few days, the last few weeks. I was merely glad to get away from it all. If this was to be the end of one path, one long journey of my life, would I be content? Whats next? Ive achieved my highest of highs, and lowest of lows, in this sport. Its opened up the world, taking me across the nation and world, and yet forced me to face the darkest of nightmares. I wasnt even sure Id continue skating when I stepped foot for orientation the first week of school. If it happened, if I still loved it, if I still had time for it, I would go for it. Not for the fame, the titles, or the glory. But for myself. And yet Ive been fortunate to push myself to study and compete full-time each year since. But its nearly driven me insane. Older and with less time and energy to focus on taking care of my body, Ive had more injuries the past 3.5 years than my last 10.5 years combined. Mentally, Ive never felt more discouraged in my life than struggling through the wee hours of the night to study for impossible exams or complete impossible psets. Beyond all that, its been a huge burden to finance both skating and school, two quite pricey endeavors. Its relentless sacrifice, day in, day out. Sometimes Im not even sure if it was worth it. I had a strong season my final year of high school, and could have happily moved on from there. I couldve pursued more research, tacked on more classes, saved a lot of money, participated in more opportunities on campus, and spared myself from the physical and mental stress and burden of it all. But then, knowing myself, I didnt want to think back on my career and ask, what if? XI. Watching my competitors and buddies that I grew up skating and competing with since I was 6 head off to the World Championships, Grand Prix circuit, or the Olympics, its difficult to think how might my skating career would have turned out had I chosen a different school and prioritized skating only? When you dont have enough time or energy for both, its hard to accept that you wont be the best at both. I constantly remind myself that thats okay, because I still have the opportunity to try. To try to push myself mentally and physically. To challenge myself. To come out the next 4 years at MIT stronger, tougher, and more resilient than when I arrived. I neednt be the most accomplished athlete in the arena, or the smartest engineer in the classroom. In fact, Id rather surround myself with better athletes, stronger engineers, and feed off their energy and optimism and brilliance, and learn from them. But was it worth all the sacrifices that Ive put myself through, the self-imposed pressure to perform, to deliver, to achieve? The biggest of spotlights, the most rigorous of semesters? To try to do it all? XII. So many thoughts and what-ifs continue to clutter â€" even haunt â€" my mind. Its difficult to silence them. With time to reflect and step away from both the MIT bubble and skating world before the spring semester starts, I think back to the times when I was young, as I obsessed over skating, when my parents would constantly remind me that theres more to life than the sport, than wining titles or going to the Olympics. An athletic career is so short-lived, they argued, that I needed to have other dreams too. School could be one of those dreams. If this marks the end of my skating career, I think I can be okay with that. It wasnt perfect, it wasnt all that I dreamed of, I havent achieved everything Id set off to as that wide-eyed and ambitious 6 year old, but I gave it my best shot. Whats next? As I approach the end of my undergraduate career, I try to remind myself theres more to life than both skating and school. Whatever that may be, its always hard for me to grapple with uncertainty. I want to make the most of it while I still can, to take it moment by moment â€" and dare to dream even bigger. Check out my feature on MIT News written by Kailey Tse-Harlow and a video produced by Stephanie Tran for the Division of Student Life!