The Culture Of Pakistan Cultural Studies Essay

The Culture Of Pakistan Cultural Studies Essay Culture of Pakistan is very diverse it stems it stems from the fact that what is now Pakistan has in the past been invaded and occupied by many people like as the white Huns, Persians, Arabs, Turks, Mongols, and various others groups. There are different in culture of Pakistan. Its among the different ethnic groups in matters in their dress food and religion and also pre Islamic customs differ from Islamic practices. Pakistan is the first region of south Asia to receive the full impact of Islam and developed Islamic identity. Pakistan geography is the mixture of south Asia, central Asia and west Asia so the culture of Pakistan is unique then the rest of countries, its a combination of Islamic, regional, English and global influences, Increasing globalization has improved the pressure of western culture and Pakistan culture. They are easy access to western products, culture and foods. 4.1 Religion Religion is not only the base of the social system of Pakistan but it is also an effective force that can provide the meeting ground for all the regional cultures of Pakistan. The main religion in Pakistan is islam which followed by 95.98% of people. The remaining 2.5% practice Christianity, Hinduism and other religions. 4.2 Language A common language could create natural understanding to such an extent that speaker and listener comes together at one cultural level. Among the other religion languages and dialects Urdu is a language which is spoken and understands throughout the country. There are main two common languages are urdu and English and other languages are Punjabis, Pasto, Sindhi, and Balochi and other regional languages are Saraiki, Hindko and Brahui. 4.3 Geography Variety of physical contours, it has green fertile plains, hot deserts, beautiful valleys, snow clad mountains and magnificent coast line. Having a diverse range of physical features, customs, traditions and habits of the people living in different regions has provided a a rich cultural heritage to Pakistan. In the southern portion the city of Karachi is well known for its shorelines. Karachi was the original capital when the Pakistan was created in 1947 nearby Arabian Sea. In the northern section of the country consist of mountains, and also famous Khyber Pass is situated in this area. The city of Islamabad is in middle of the country, was officially the capital of Pakistan is in 1961. It becomes the active capital in 1966, Rawalpindi is famous ancient city of the country it consist famous government buildings and also wide variety of modern hotels and international airport. 4.4 Literature The Pakistani literature comes after the India Pakistan partition. Basic main two types of literature, urdu literature and English literature of south Asia over a period of time. A body of literature became unique and Pakistan has emerged in nearly all major languages of Pakistan is Urdu, English, Punjabi, Pashto, Seraiki, Balochi and Sindhi. Pakistani academy of letter is the main official platform of Pakistani literature. 4.5 Poetry Poetry is art and profession in Pakistan. It was originated in Persian empire. After the independence poetry is written in Urdu language and also regional language. Faiz ahmad is considered to have been Pakistans greatest poet. Pakistan is known as land of poetry And nearly all Pakistani has written some poetry. 4.6 Performing arts 4.6.1 Music The Pakistani music has a large variety, folk and traditional music are famous in Pakistan, such as Qawwali and Gazal Gayaki in to modern forms synchronization of Qawwali and western music is popular. In addition Pakistan is home of many folk singers like as the late Alam Lohar, who is well known in Indian Punjab, The entrance of Afghan refugees in the west provinces has rekindled Pashto and Persian music and they established Peshawar a hub for Afghan musicians and a centre for distribution Afghan music abroad. 4.6.2 Dances Kathak is a classical dance developed in the Mughal era and other folk dances are Bhangada, Luddi, Sammi of Punjab, Lewa, chap of Baluchistan, Attan and Khattak of Khyber and Dhammal, Ho jamalo, Jumro of sindh. 4.6.3 Drama and theatre There are very similar to stage plays in theatre. They are performed in the lollywood industry. Lollywood industry is the Pakistans film industry but Bollywood movies of India are also most popular in Pakistan. Entertainment The television board of Pakistan is called Pakistan Television Corporation and Pakistan Broadcasting Corporation were the dominant media outlets, but there are now numerous private television channels in the media. Various American, European, and Asian television program and films are available to the most of the Pakistani population via private Television Network, cable, and satellite television for entertainment. There are also small film industries based in Lahore and Peshawar. Although Bollywood films have been prohibited from being played in public cinemas since 1965, Indian film stars are yet generally popular among Pakistans people due to the fact that Pakistanis are easily able to purchase Bollywood films from local shops for private home watching. But recently Pakistan allowed some Bollywood films to be shown in cinemas. 4.7 Visual arts 4.7.1 Graphic arts In Pakistan there are a large variety of graphic art for example hand painted clay products, hand design for Baltik products and block painting which called Ajrak. Pakistani vehicle art is a popular folk art. Painting Muslims brought with them the artistic traditions of Baghdad when they came in to south part of Asia. In the starting era the walls and roofs of palaces, forts and other buildings were decorated with pictoral and floral painting and designs. Gradually art of the painting gained firm ground. Mughal emperors were loving of paintings. Humayun brought with him two Persian painters for the painting of him, Mir Syed Tabrezi and Khawaja Abdul Samad. They adorned the story of Amir Hamza was pictorially rendered through paintings by these luminaries. During the period of Akbar the number of painters in the palace increased manifold. This helped and support the art of paintings. The matching of colours reached its top. The painters rendered pictorial copies of many a book and their fine paintings decorated a number of important public buildings and important places. Jahangir was a great expert and admirer of painting art. He could gave the name of the painter by looking at his painting. During that days the art of painting reached its climax. Beautiful plants, flowers, animals, birds and natural scenes were painted by the Jahangirs Painter. The paintings of battle scenes, sieges and animal fights was painted with realism and unparalleled attraction in the painting. The art of painting has developed slowly-slowly in the Muslim of south part Asia. In the starting decorative paintings and embroidery were made on the walls and ceilings of buildings and forts. The Mughal rulers were very fond of paintings. The traditional art of painting occupies a prominent place in the hearts of the people of Pakistan. Abdul Rehman Ghugtai, Haji Mohammad Sharif, Jamil Nagshare are the most famous painters. 4.7.2 Calligraphy Love and devotion for calligraphy is the reflection of love and faith of the Muslims Quran writing good and stylish has been popular amongst the Muslim for all the times in Pakistan. Mehmood Ghaznavi and Aurangzeb, alamgir were the master of calligraphy. 4.8 Food 95% population of Pakistan is Muslims so there are main two types of food customs that are followed in daily life. One fact is that Muslim dont eat pork therefore chicken, fish, lamb and beef are the general food. And second fact is that during the Ramadan month fasting is a daily activity of people. Spices and curries are main part of any Pakistani recipe. Spices uses in the daily life are chili powder, turmeric, black and red pepper, saffron, cumin seed, paprika, ginger, bay leaf, coriander, cloves, cinnamon, garlic, nutmeg and poppy seed. Because of use of spice and curry the side dish of Pakistan is plain rice, in the south part of the country food is more exotic and highly spiced. Food does play a role on many occasions. Such event if the Eid-ul-azha, Muslims who can afforded it are required to sacrifices a sheep, go at, camel or cow giving to god. The meat of the sacrificed animal is separated in to three equal parts; first one is donated to the poor, second given to relatives and friends, And third is cooked at home. Eating the meat is the part of celebration in the Pakistan. Pakistani cuisine is the lesser known food of the sub-continent and is rich in tradition, full of marvelous and diverse dishes. Pakistan was created in 1947 when India was partitioned and has a predominantly Muslim population. Although Pakistan is relatively new, the cuisine has developed many more years and incorporates elements from its neighbours India, Afghanistan and Iran. The varied regions also means there are a whole range of different foods from the fertile valleys and the sea of Sindh province; to pastoral Baluchistan, from neighboring Iran; to the Punjab with its five rivers and the rugged North West Frontier. Lunch A characteristic of Pakistani lunch is it consists of meat curries or lentils along with rice. Breads like as roti or naan they are regularly served for dinner but have become general during the day so that rice perhaps served for dinner. Popular dishes are including aloo gosht or any vegetable with mutton. Chicken dishes are like chicken karahi and chicken korma this dishes are also popular. on the other hand, People who live near the main rivers they also eat fish for lunch, which is sometimes cooked in the tandoori style. Roadside food stalls often sell just lentils and tandoori roti, or masala stews with chapatis. Dinner Dinner is considered as the main meal of the day in the whole family member gathers for the occasion. Food which requires more preparation and which is spicier are prepared. Lentils are also a dinner time staple. These foods are served with roti or naan along with pickle, yogurt and salad. The dinner may sometimes be followed by fresh fruit, or on festive occasions, traditional desserts like shahi tukray, gajraila, kheer, qulfi, gulab jamun, or ras malai. Snacks Pakistani snacks are comprising food items in Pakistan that are easy to prepare, spicy, usually fried, and eaten in the evening or early morning with tea, coffee or with any one of the meals as a side-dish. A given snack may be part of their local culture, and its preparation and/or reputation can vary from place to place. These snacks are often prepared and sold by hawkers on railway stations, footpaths, and other such places like bus station although they may also be served at restaurants and hotels. Some typical snacks are dahi bhala, chana masala, chaat, papar, and pakora. Others include katchauri, samosas, pakoras-either neem pakoras or besan pakoras, vegetable or beef, gol gappay, bhail puri or daal seu and egg rolls. Nuts, such as pistachios and pine nuts, are also often eaten at home in Pakistan. Main dishes of Pakistan Pulses There are various kinds of pulses, or legumes, make up an significant part of the Pakistani dishes. While daal and Channa are popular ingredients in home style cooking, they are usually considered to be an inexpensive source of food. Because of this reason, they are in general not served to guests who are invited for dinner or during special occasions. Combining meat with lentils and pulses, whether in simple preparations or in elaborate dishes such as haleem, is also a distinctively Pakistani touch not commonly seen in neighboring India where a substantial number of its population are vegetarians. Barbeque and Kebabs Meat and grilled meat has played major role in Pakistan region for centuries. Sajji is a Baluchi dish comes from Western Pakistan, made of lamb with spices that has also become popular in the many part of country. Another Balochi meat dish involves building a large outdoor fire and slowly cooking chickens. The chickens are placed on skewers which are staked into the ground in close proximity to the fire, so that the radiant heat slowly cooks the chickens. Kebabs are a staple item in Pakistani food today, and one can find various varieties of kebabs all over the country. Each region has its own different varieties of kebabs but some like the Shami kebab, Seekh kebab, and Chicken Tikka are especially popular varieties all over the country. Generally, kebabs from Balochistan and the Khyber Pakhtunkhwa tend to be identical to the Afghan style of barbecue, with coriander and salt being the only seasoning used. Regional kebab recipes come from Karachi and the wider Sindh region is famous for their spicy kebabs, usually marinated in a mixture of spices, lemon juice and yoghurt. Barbecued food is also popular in some cities of Pakistans Punjab such as Lahore, Gujranwala and Sialkot. Al-Hamra Restaurant and Bundu Khan kebab House are famous in Pakistan for their taste and variety of kebabs. Kebab houses are one of the most profitable food businesses in Pakistan. Rice dishes Pakistan is a major exporter and consumer of rice and its items. Basmati rice is the most popular type of rice consumed in Pakistan. Dishes are made with rice include many varieties of pulao like as: Maash pulao A sweet and sour pulao baked with mung beans, apricots and bulghur. Yakhni pulao Meat and stock added. Creates a brown rice. Matar pulao Pulao made with peas. Biryani is a popular dish in Pakistan and has many varieties such as Lahori and Sindhi biryani. Tahiri, which is also a form of vegetarian biryani, is also popular. All of the main dishes are eaten together with bread. To eat, a small fragment of bread is torn off with the right hand and used to scoop and hold small portions of the main dish. Pickles made out of carrots, lemon, mangoes, etc. are also commonly used to further spice up the food. 4.9 Marriage In Pakistan marriage is known as Nikah in these is formal legal document is signed by the bride and groom among of several family members or witness these establish that the couple is legally married. The other Muslim marriage tradition known as Mayun or Lagan which take place four or five days before the marriage and it starts with the bridge retiring to a secluded area of home. Before the one day of marriage there is a menhdi ceremony, in this ceremony brides hands and feet are painted with menhdi its also known as heena. 4.10 Dress In Pakistan different parts lave different physical features and climates. Hence cultured differences found between the people of hills and land. The national dress of the Pakistan is shalwar qameez for both men and women. There is two type of version of shalwar qameez are available one is light cotton version for summer and second one is heavier wool version for winter, the other dresses are sherwani and achkan. Mens Clothing Men all over Pakistan prefer shalwar kameez with additional accessories which include Pakistani Achkan, Waistcoat and Sherwani with the shalwar kameez and with Churidar Pajama. Jinnah Cap, Fez it also called Rumi Topi and Taqiyah is used with Shalwar Kameez. Khussa is a popular foot wear of men with shalwar kameez. Men are like to wear traditional shawls made of Pashmina and other warm materials especially in North part of the Pakistan. In regional clothing, Balochi people wear shalwar kameez of thick cloth with very wide shalwar for prevent themselves from the hot wind of dry Sulaiman Range and Desert. They wear Balochi turban made of a very long cloth, generally in white color for prevent their head from sun rays.Sindhi people wear shalwar kameez with traditional Sindhi cap and Ajrak of beautiful designs of embroidery which are made locally. Womens Clothing Shalwar Kameez The most favorite dressing of Pakistani women is shalwar kameez which is comes in different styles, colors and designs. It is comes with different shirt length, sleeve length, necklines and different types of shalwars like patiala salwar, churidar pajama and simple trouser. Kurta is also wear by women which are in latest designs. Dupatta is an necessary part of shalwar kameez and considered a symbol of womans respect.It is used with different embroidery designs. Other Traditional Dresses Pakistani women have very large variety of traditional dresses additional than Shalwar Kameez but they mostly wear them at special occasions like Wedding, Engagement, Mehndi and other ceremonies. Among these dresses Saris are very popular and its each design and color seems unique from the other. Like Gharara, Farsi payzama, Dhoti, Lahenga style sari etc. Regional Clothing In regional clothing, Balochi women prefer to wear heavy embroided Shalwar Kameez and Dupatta according to the weather conditions of country. They also wear Kameez full of heavy Embroided Shisha work. Sindhi costumes have different styles and some women use Ajrak as Dupatta. these women also wear bangles with clothing in their traditional way. Punjabi prefers lite embroidery on simple Shalwar Kameez and Kurta. Traditional Lacha and Bangles are also used with clothing. Paranda is the special traditional, colorful and unique Punjabi item which is used to tie the hair of women. Pathan women wear Kameez with a farak with a Dupatta. Religious Clothing Womens religious clothing we indicate the dressing in which they try to cover all their body parts except their face and hands while they go outside from their home. Generally women cover their heads with Dupatta or Chadar in outdoors but religious women prefer to wear Scarf, Burqa and Hijab and wear lose, long and full sleeve shirts. 4.11 Festival Name of festival Celebration time Activity Shab-e-Barat 14th of Shaaban, the 8th Islamic month Prayers, fireworks, exchange of sweet dishes and visits Eid-ul-Fitr end of fasting month on 1st of Shawwal, the 10th month of Islamic Calendar prayer after sun-rise, exchange of sweet dishes, visits Sibi Festival Last week of February Traditional sports, handicrafts exhibition, folk music and dances Sindh Horse Cattle Show Last week of February Traditional sports, handicrafts exhibition, folk music and dances Jashan-e-Larkana Last week of February Traditional sports, exhibition of handicrafts, folk music and dances Bassant mid February every year Pakistan Day 23 March Military parade at provincial capitals and Islamabad Mela Chiraghan (Festival of lamps) Last week of March Held for one week outside Shalimar Gardens, Lahore Horse Cattle Show End of March till 1st week of April Local games, folk dances, music, cattle races and exhibition of local handicrafts Jashan-e-Shikarpur In April for 01 week Cultural activities, local sports and handicrafts exhibition Eid-ul-Azha 10 Zilhaj, 12th month of Islamic Calendar prayers after sun set, sacrifice of goats, sheep, cows or camels and distribution of meat among relatives, friends and poor Joshi or Chilimjusht 14-15 May Folk dances, music and exchange of dishes Shandur Polo Festival Utchal 15-16 July Eid-e-Milad-un-Nabi 12th of Rabi-ul-Awwal the 3rd month of Islamic Calendar Independence Day 14 August Meeting, processions, rallies, decorations and illustrations all over the country Defense of Pakistan Day 6 September exhibitions of military equipment Air force Day 7 September Display of latest aircraft of Pakistan Air force and air show Phool 20 25 September Reaping grapes and walnuts, dancing and singing Lok Mela 1st week of October, for one week Folk Music, songs, music contests, folk dances, craftsmen at work, exhibition and sale of handicrafts Chowma 18-21 October Welcoming of winter with first snow-fall Birthday of Allama Muhammad Iqbal 09 November Singing a National Poet 4.12 Sport The national sport of Pakistan is hockey the hockey is traditionally it had been played almost exclusively in the western province of Baluchistan, but the cricket is the most popular sport in Pakistan. There are many games played in Pakistan which reflected cultural identity. Wrestling, hockey, cricket, basket ball kabaddi and squash are some of the games played all over the country at the international level Pakistan have competed many times at summer Olympics in failed hockey, boxing athletics, swimming and shooting. 4.13 Etiquettes in Pakistan In Pakistan, Culture of Pakistan is Islamic but Pakistan also has their cultural etiquette based generally on South Asias influence, like as British. Culture of Pakistan is rich and vibrant. Guests will find their hosts to be polite and friendly. English is largely spoken in major cities such as Karachi, Rawalpindi, Islamabad and Lahore and other business community. Pakistan is an especially understanding place despite its governance upon Islam. Guests should note that there is a large cultural and economic gap between the social classes in country. Over the past decade, the middle class of country in particular has been precious by Pakistans economic and political disturbance, but it is still fast increasing. It is best, however not compulsory for guests to have a local host who can assist and accompany them right through their trip. The new etiquette in Pakistan is a combination of western and eastern part etiquette as Pakistan people are very much attracted to the western and east ern norms and values. 4.13.1 Introduction and Greetings People of who are opposite sex do not shake hands when they meet each other. It is sometimes common among men when shaking hands. In urban are Sindh and in other parts of the country, men and women usually lower their head and lift their hand to their forehead to make the adab gesture when giving greeting each other. When being launch to elders or strangers while seated it is customary to get up its a sign of respect. Generally, women who are know each other they kiss and hug as greeting while men who know each other they often hug each other as a form of welcome Pakistanis take their time during greetings and ask about the persons health and their family. It is also general for a Pakistani to reply well or Thank God when asked about their health even if you are visiting them at a hospital. Same as, it is common to say Allah ka shuker hai or Alhamdulillah as an answer to any inquiry about persons health, family or business condition regardless of actualities. 4.13.2 Dress Pakistan is a country where women rights are generally protected and women are generally respected. This is due to the governance of Islamic laws because it awards high status to the women. Pakistanis hold their women in high esteem and protect them from outside. 4.13.3 Gift Giving It is usual to take a gift if you are taken to persons home. The gift is generally Pakistans sweets, chocolates and flowers. Do not give white flowers as gift because they are used in weddings. Do not give alcoholic items and any other alcohol. Gifts are not open again of the provider. Gifts are given and taken with both hands. It is usual to receive a gift showing pleasure and respect even one doesnt like the provider. 4.13.4 Business Meetings English is generally spoken and understood in Pakistan. The local language is called Pakistani English. Appointments are required and should be made, in writing, 3 to 4 weeks in advance, although meetings with private companies can often be arranged with less number of notice. The best time to schedule meetings is at the morning or afternoon. If at all possible, try not to schedule meetings during Ramadan month. The workday is reduced, and since Muslims fast, they will not be able to offer you tea, which is a sign of unfriendliness. You should arrive at meetings on proper time, but be prepared.

Leadership Memo Essay

I would like to thank you for the opportunity to lead the new team in the department. I feel that it will be a great journey and have developed a plan to successfully lead the team. Included in this memo, are details about the individuals that will be a part of the team as well as insight provided on the leadership approach that I will be taking. Because the members of this team have been with the company for quite some time and are proficient in their individual roles, there should not be much time focused on training or teaching the culture of the company. Sandy Paul has great organization skills and is very trustworthy. I will give her the tasks of managing the finances, budgets for the department, including keeping inventory and ordering supplies as needed. Brian Brown is highly conceptual. I feel that he will do well with any research that may be necessary and also have him be heavily involved in quality control, should any problems or customer complaints come about. Liam Walker has been noted to be very creative and people oriented. He will be best suited for assisting Brian with any necessary research that will be needed on the team. He also provides a high sense of optimism and motivation. I have no doubt that he will be able to help keep the team morale high, even during stressful tasks. Lastly, Courtney Gatier has a drive and natural desire to lead. She will stand as my assistant and run the office in my absence. She is a visionary, and looks for ways to improve her department. She has a low tolerance for incompetency and I feel that she is confident enough to take on this role. Robbins and Coulter (2012) states that there are seven traits associated with  leadership – drive, desire to lead, honesty and integrity, self-confidence, intelligence, job-relevant knowledge and extraversion. In order to effectively lead, I agree and feel that having these traits will make for a well balanced team. With that being said, I will be taking on the democratic style. Robbins and Coulter notes a study performed in 1951 at the University of Iowa. This study showed that the â€Å"democratic style of leadership was most effective and encouraged participation (2012).† It is important to involve the team in decision making so that everyone not only feels that they are valued, but also understand the goals that the team will be working towards. This style of leadership also allows me the ability to utilize feedback with the employees as a means for coaching as necessary. This leadership approach works well with the Fiedler contingency model. According to Robbins and Coulter, this theory suggests effective group performance depends upon the proper match between a leader’s style and the degree to which the situation allow the leader to control and influence (2012). This theory also points out three dimensions that attribute to the leader’s success and effectiveness – leader member relations, task structure and position power. Sir, I would like to thank you again for the opportunity to head this team. I feel that with the plan I have developed and wit the staff I have on board, this team will be able to successfully execute the company’s strategic plan to enter the market segment. Reference Robbins, S. P., & Coulter, M. (2012). Management (11th ed.). Upper Saddle River, NJ: Prentice Hall.

Problems and Issues in Philippine Education Essay

1. Colonial historiography. Most of the past and present teachers, book authors, and Social Studies consultants give heavier premium to the history of the colonizers in the Philippines, and not to the history of Filipinos. Mostly, this has been the case in the teaching of History subjects from the elementary to tertiary levels and will most likely perpetuate in the next generations to come. The history of the Filipino people and the colonial history of the Philippines are two different topics altogether. 2. Internationalization of the division of labor. To a certain extent, the Philippine educational system conditions its students to be skillful in arithmetic and computer literacy, fluent in foreign languages (specifically English and Nihonggo), and docile in order to serve as workers of the transnational businesses of the advanced, capitalist countries. Take the case of the call center phenomenon in the Philippines, India and other developing states. see more:k-12 advantages and disadvantages 3. Emasculation and demoralization of teachers. Teachers, more often than not, are victimized by the over-worked and under-paid policy of the system of the past and present dispensations. This leads to the emasculation and demoralization of their ranks. This probably explains why the teaching profession is not attracting the best and the brightest from the crop of students anymore. Expectedly, this will correspondingly result to the vicious cycle of mediocrity in education. 4. Fly-by-night educational institutions . By any measure, the proliferation of fly-by-night educational institutions is counter-productive. In the long run, it produces a pool of half-baked, unprepared, and incompetent graduates. Alarmingly, the country is having an over-supply already. Some would even consider them as liabilities than assets. This case is true for both undergraduate and graduate studies. 5. Culturally and gender insensitive educational system. Women, the common tao and the indigenous people are almost historically excluded from the Philippine historiography in favor of the men, heroes from Luzon and the power elite. Women are marginalized and trivialized even in language of education. Take the case of the terms female lawyer (as if lawyer as a profession is exclusive only to men) and manpower (which should have been human resources or human capital to be more politically correct). 6. State abandonment of education. In the name of imperialist globalization, the state—in an incremental fashion—is abandoning its role to subsidize public education particularly in the tertiary level. This comes in the form of matriculation, laboratory and miscellaneous fee increases in order to force state colleges and universities (SCUs) to generate their own sources of fund. Ironically, the bulk of the budget (in fact, more than one-third in the case of 2005 National Budget) goes to debt servicing. 7. Sub-standard textbooks. Some textbooks which are already circulation are both poorly written and haphazardly edited. Take the case of the Asya: Noon at Ngayon with an identified total number of more than 400 historical errors. Unfortunately, it is just one of the many other similar atrociously written textbooks which are yet to be identified and exposed. This is a classic case of profit-centeredness without regard to social accountability. 8. Widespread contractualization. In the name of profit, owners and administrators of several private schools commonly practice contractualization among their faculty members. Contractual employees unlike their regular/tenured counterparts are not entitled to fringe benefits which consequently reduces the over-all cost of their business operation. Job insecurity demeans the ranks of the faculty member 9. Undue disregard for specialization. Some colleges and universities encourage their faculty pool to be generalists (under the guise of multidisciplinary approach to learning) in order to be  able to handle various subjects all at once. But some faculty members have turned out to be objects of mockery and have lost their self-esteem since some of them were pushed to handle Technical Writing, General Psychology, Filipino, and Algebra at the same time. This is prevalent among some franchised academic institutions even if the subjects are already off-tangent their area of interest and specialization. 10. Copy-pasting culture. Over-dependence to the cyberspace has dramatically reduced the capability of students (even teachers) to undertake research. ‘Copy-pasting’ has even turned into a norm among some students whenever they are tasked to submit a research paper or even a film review. Needless to say, plagiarism has already transformed into a more sophisticated form in the context of today’s electronic age. 11. Mc Donaldized education. The system, methodology, and even content of education in the Philippines are mere haphazard transplantation from the West. It is therefore Eurocentric, culturally insensitive, and non-reflective of the local milieu. This is based on the xenocentric (foreign-centered) premise that other culture or system is far more superior than one’s own. 12.The problem of non-sustainability and non-continuity. Teachers, administrators and publishers are all left in limbo whenever the DepEd would come up with another totally different directive from what it used to have in a rather very sudden interval. Take the case of the grading system, timeframe allotted to various subjects, MAKABAYAN program, readiness test, and learning competencies. 13. Poor regard for liberal art/education. Liberal education is intended to form a holistic individual equipped with communication, critical thinking, mathematical, creative, inter-personal and intra-personal skills. This explains why we also have Philosophy, Languages, Humanities, Natural Science, Social Science, Physical Education and even Theology in our college curriculum, and not only our major subjects. The curriculum is specifically designed to produce a total person, and not only  a technical specialist. Unfortunately, the desired objective is not being met at all since liberal education is regarded only as a set of minor subjects. With the way these subjects are being handled (taking into account both content and methodology), students view the entire exercise as an unnecessary duplication of what they have already covered in high school. Equally alarming is the lack of enthusiasm and motivation exhibited by some professors to handle the subject especially if they believe that it has nothing to do with the course or area of specialization of their students (say, Art Appreciation for Accounting majors or Algebra for Creative Writing majors). 13. Education a purveyor of myth. Education has been very effective in mainstreaming and perpetuating the social myths in a subtle and indirect manner. Some of these myths are the perceived superiority of white, educated men, ‘official’ history as advanced by the western point of view, globalization as the only way to achieve economic development, and stereotypes against the minoritized and the disenfranchised. 14. Further marginalization of the undersubscribed courses. In the name of profit and as a response to the dictates of the market forces, colleges and universities prefer to offer more courses in line with the health sciences like nursing, medical transcription, and care-giving. This is done at the expense of the already undersubscribed yet relevant courses like Area Studies, Pilipinolohiya (Philippine Studies), Development Studies, Philippine Arts, Art Studies, Community Development, Social Work, Islamic Studies, Clothing Technology, and Ceramics Engineering. 15. Monolithic education. Some educators in the name of conservatism and for the sake of convenience, prefer the old-style teaching paradigm where they view themselves as the fountain of knowledge and their students as nothing but empty vessels to be filled up (banking method of education). Modern education has ushered in learner-centered approach to education (from being the sage in the stage to just a guide on the side). 16. Atrociously boring teachers. As I always underscore, there are no boring subjects, only boring teachers. But at least we should recognize them because they still serve a purpose. They serve as bad examples. 16. Brain drain Apart from the much debated political, social and psychological aspects, this ongoing mass emigration constitutes an unparalleled brain drain with serious economic implications.Arguably, the phenomenon also has an educational dimension, as the Philippine society is footing the bill for the education of millions of people, who then spend the better part of their productive years abroad. In effect, the poor Philippine educational system is indirectly subsidizing the affluent economies hosting the OFWs. With 95 per cent of all elementary students attending public schools, the educational crisis in the Philippines is basically a crisis of public education. The wealthy can easily send their offspring to private schools, many of which offer first-class education to the privileged class of pupils. Read more:  Current Issues in the Philippines Problems and Issues in K to 12 Curriculum Overview It is not that difficult to understand why, despite the additional costs the program would entail, the public generally appears to take President Benigno Aquino III’s K to 12 basic education program sitting down. That is if state-sponsored surveys are to be believed. The House Committee on Basic Education claims majority of the public surveyed during its consultations favored the K to 12 program, while separate consultations by theDepartment of Education (DepEd) showed 77 percent of the 1,417 people consulted nationwide supported Aquino’s flagship education program. For one, DepEd tried to make the lengthening of the basic education cycle palatable by saying the additional junior and senior high school levels would make students ready for the world of work when they graduate in high school. Even as public elementary and high school education continues to be free under the new system, other expenses such as transportation, allowance, food, school projects and other school expenses would still burden families and take up a significant portion of the family budget. However, what apparently makes parents willing to shoulder such costs is the empty promise of employability after their children receive their hard-earned diplomas. In  the present scheme of things, the function of education is already reduced to the individual’s mere employability. The K to 12 program reinforces this societal function of education. Society also continues to regard education as essential to social mobility, an â€Å"investment† worth undertaking as the â€Å"costs do not outweigh the benefits.† Owing to its highly commercialized character, tertiary education has also become inaccessible for many Filipinos. Dominated by the private sector, higher educational institutions charge students with sky-high tuition and miscellaneous fees that remain unregulated and unchecked. Even as college education gives the student an advantage in the vicious and highly-competitive search for job opportunities, many youths forgo college schooling simply because they cannot afford it. This makes the K to 12’s employability factor more appealing and acceptable to the parents, who are made to believe that under the new education system, college education is a path which is not for everyone to tread. Lastly, any educational reform almost always appeals to many especially since there is a general consensus that our present state of education is in disarray. The word â€Å"reform† is always easy for the public to swallow because any move to veer away from the present arrangement of things is viewed as a welcome development. Reaction/comment Government officials and other advocates who are so insistent in adding two more years in the school cycle should thus join the clamor for higher wages and the regulation of prices of basic commodities and services, push for the expansion and institutionalization of student financial support systems and scholarships, and more importantly, fight for greater state subsidy to education at all levels. Any education reform program that does not take into account economic and other social factors that affect a person’s schooling is bound to fail especially when its supposed beneficiaries cannot keep pace. The public should not take the K to 12 program as a bitter pill to swallow. It should not pass judgment on the program based solely on its glittery promise of honing the student for employability, and the additional costs that parents have to shoulder. The heavy financial burden that comes with the implementation of the program is just one of the many issues on the surface. Basic problems such as lack of teacher training and the failure of the government to address input gaps are also considerations that if left  unaddressed may imperil the full implementation of the program. But a fundamental flaw of the program that merits equal attention is its inability to address the problem of decreasing access to education. Aquino’s K to 12 is anchored on improving the competencies of in-school youths but fails to consider the situation of the growing number of out-of-school youths in the country who should enjoy the universally-acknowledged right of access to educational services. Furthermore, school survival rates are not merely influenced by the student’s mental and cognitive abilities. Poverty, the peace situation, and other societal factors all contribute to the increasing drop-out rates that cannot be remedied by mere curricular reforms and additional years of schooling. What use does a more â€Å"enjoyable† learning experience have when the student cannot even afford to go to school due to his or her financial woes? The K to 12 is marketed as a program wherein the student is given the option to pursue different paths upon graduation: employment, entrepreneurship, and higher education. This freedom of choice touted by the K to 12 proponents, however, is illusory since the student’s choice is actually limited by the reality that higher education has become a privilege and that the worsening economic conditions in the country are pushing Filipinos to seek jobs instead of pursuing higher education. The program’s objective to produce â€Å"globally competitive graduates† also run counter to the supposed freedom that the student possesses in choosing his or her career path. In reality, under the present economic set-up, the prescriptions of market dictates shape our choices and decisions, be it in the brands we purchase, the artists we subscribe to, the course we take in college, and even in the profession or occupation we wish to have. With the government systematically and aggressively promoting the export of labor and the dependence on external sources of jobs and economic growth through its economic policies, it can be expected that majority of the jobs and fields of learning that the students would be pursuing are those that are in tune with the demands of global market—call center jobs, technical-vocational jobs abroad, etc. It is contemptible, how at a young age people are told to pursue whatever dreams they have but education agencies would be coming up with a list of courses that are highly discouraged simply because they are not what the global market demands. Thus, the observation that the real motive behind the K to 12 education reform program is to further intensify  labor export by systematically targeting the country’s young labor force, and further service the demands of multinational firms is not without basis. As seen from the K to 12 curriculum, there is a noticeable focus given to technology and livelihood education (TLE) during high school, with the learner even obtaining a certificate of competency required by industries. In Grades 7 and 8, TLE subjects are exploratory, which means that the learner is given the opportunity to learn 5 basic competencies: 1) mensuration and calculation, 2) use of tools and equipment, 3) interpretation of plans/drawing 4) occupational health and safety in the workplace 5) maintenance of tools and equipment. In Grade 9, the learner chooses one course to specialize in from among the exploratory courses and in Grade 10, he/she pursues the TLE specialization that he/she has chosen in the previous grade in order for him/her to obtain at least a National Certificate Level I or Level II. There is completely nothing wrong with developing the technical and vocational skills of the citizens if these are oriented towards genuine economic development through national industrialization. However, the present economic orientation of the country shows that tech-voc courses supply either the demands abroad or the pool of skilled reserve labor servicing multinational firms which take advantage of the country’s cheap skilled labor. While the intentions seem laudable at first glance, the underlying context of the implementation of the K to 12 program could be best understood by looking at the government’s problematic general development framework that is the Philippine Development Plan, which seeks to reinforce the country’s adherence to the flawed development paradigm of neoliberal globalization. The K to 12 program’s thrust of producing â€Å"21st century graduates† is nothing but an affirmation and a reinforcement of the country’s role in the uneven world order where economies such are ours are molded according to the interests of the powers-that-be. Thus, the K to 12 education program can be considered a sine qua non for the fulfillment of the government’s agenda of trawling the path of the globalization project, which has only made the country vulnerable to the world economic crisis and has yielded the very crisis that plagues  Philippine education. Our country ha s gone through many changes and development for the past few years. The continuous process made great impacts in the lives of millions of Filipinos. Relatively, the changes have given us advantages not to mention the disadvantages it brought causing downfall to many people. There are numerous questions concerning the issues and problems existing in the Philippine Educational System as to how we can resolve it the best way we could to attain that kind of quality of education we have been searching and longing for. Where do we begin and how do we respond to such? Public schools are the building blocks of our societies. They can be considered our foundational instruments. Although these venues of learning play significant roles, they are unable to provide the best they can, due to their numerous flaws. As I’ve gone through different readings and researches, questions were arising in my mind as to what solutions are applicable in addressing the problems about the quality of education, affordability, budget, mismatch, integration of sex education in the curriculum, R.A. 9710 (Magna Carta for Women) and other concerns which are somehow related to it. I will always stand for what I believe in according to my observations that we have good guidelines and policies on education but what is lacking is the ability to implement such in accordance to the needs of every school, majority of which belong to the public education system. Generally, Philippine Education aims to provide quality and free education both for the elementary and secondary public schools but again this have not been observed and understood well causing it to be a burden most especially to the students and parents.

The Christmas Carol Character Analysis - 1006 Words

During the book â€Å"The Christmas Carol† by Charles Dickens, Ebenezer Scrooge changed very much, during the beginning of the book he was a cold hearted person but by the end of the book he was a jolly old man. The Christmas Carol started off with Scrooge at his business partner, Marley, funeral. It said that: â€Å"And even Scrooge was not so dreadfully cut up by the sad event, but that he was an excellent man of business on the very day of the funeral, and solemnised it with an undoubted bargain.† Scrooge was basically making money off of Marleys death, he wasn’t even there to mourn that his only business partner is dead, if he actually cared he would of mourned after Marley. Another way of saying it was Charles Dickens describes Scrooge as†¦show more content†¦He even begged the Spirit: â€Å"No, no, said Scrooge.Oh, no, kind Spirit. say he will be spared.† Scrooge wanted to save someones life even though less than 24 hours ago he said to, â⠂¬Å"let them die and shrink the surplus population.† That was a big change from Scrooge. When the third Spirit visited Scrooge was very scared because it never talked and it was in all back and had that scary vibe going on. First the third Spirit took Scrooge to a group of men that were talking about a man who died the night before and what he was going to do with all his money. Then the Spirit took Scrooge to two woman and a man and the women had stolen things from the man who had died the night before and the were selling to the man that they met with. Then the Spirit took him into this dark room where there was a bed and there was someone under the covers in the bed, the Spirit wanted Scrooge to lift the covers, but Scrooge wouldn’t do it and he asked him to leave. The Spirit then took Scrooge to this family that had owed him money, but since he died in the future they were happy. After that the Spirit took Scrooge to Bob Cratchit’s house where Bob came home f rom church and al his kids and his wife weeped over tiny Tim since he died. Then the Spirit took Scrooge to a graveyard he led Scrooge over to a tombstone and when Scrooge read what it said he was shocked, becauseShow MoreRelatedCharacter Analysis Of Scrooge In A Christmas Carol1524 Words   |  7 PagesDicken’s A Christmas Carol is a stubborn character that insists on his lone, grumpy life. His outlook on life had been skewed ever since his beautiful fiancà © Belle left him after she saw his love of money and wealth only growing. Scrooge lost the love of his life to greed yet he still holds tightly to it. Although many in his life have extended a warm hand to show him love and kindness, he has rejected it coldly. As Scrooge’s narcissistic and selfish attitude only grow with time, three Christmas ghostsRead More Critique of Christmas Time in Charles Dickens A Christmas Carol2831 Words   |  12 PagesCritique of Christmas Time in Charles Dickens A Christmas Carol An audience members gleeful first-hand account of Charles Dickenss public reading of A Christmas Carol unwittingly exposes an often overlooked contradiction in the storys climax: Finally, there is Scrooge, no longer a miser, but a human being, screaming at the conversational boy in Sunday clothes, to buy him the prize turkey that never could have stood upon his legs, that bird (96). Perhaps he is no longer a miserRead MoreA Christmas Carol By Charles Dickens1293 Words   |  6 Pageslater theater play, â€Å"A Christmas Carol†. In one short story, a reader could describe it as Charles â€Å"other† Christmas story, an elderly narrator reminisce of holiday past. There is a range of appeal in the story itself from comforting memories of loved toys to leaving the reader with an eerie feeling of various childhood haunts. The reader’s analysis of Dickens use of vivid detail together with his use of the literary elements are reflected from his short story, â€Å" A Christmas tree†. He was born FebruaryRead More Analysis of A Christmas Carol by Charles Dickens Essays3690 Words   |  15 PagesAnalysis of A Christmas Carol by Charles Dickens A Christmas Carol is a novel written by Charles Dickens (1812-1870) during the Victorian age, an era that took its name from Queen Victoria, England titular ruler from 1819-1901. Under Queen Victoria’s rule, London reigned the worlds dominate city country and the country’s incomparable center of commerce, culture and government. At this time London’s industrial age contributed to a large share of the manpower and capital that brought theRead MoreIs Todd Haynes s 2015 Film Carol Essay2231 Words   |  9 PagesAmerican repression of homosexuality is Todd Haynes s 2015 film Carol, a 1950’s period piece telling the tale of two lesbian lovers who face many conflicts on the path of being together. Therese, a worker at a department store in Manhattan known as Frankenburg’s, meets a mysterious woman, Carol Aird, when she is shopping for a Christmas present for her daughter. Currently going through a nasty divorce from her husband, Harge, Carol is threatened with having her daughter ripped away from her. Harge’sRead More Life Outside of Life in Hawthorne’s Wakefield Essay895 Words   |  4 Pages Life Outside of Life in Hawthorne’s Wakefield nbsp; Efficacy lies at the heart of human desires for immortality. Characters throughout literature and art are depicted as wanting to step aside and see what their world would be like without their individual contributions. The literary classic A Christmas Carol and the more recent, but ageless, film It’s Wonderful Life both use outside influences (three ghosts and Clarence the Angel, respectively) to demonstrate Scrooge’s and George Bailey’sRead MoreCarol, By Todd Haynes And Starred Cate Blanchett And Rooney Mara2384 Words   |  10 Pages The film Carol, directed by Todd Haynes and starring Cate Blanchett and Rooney Mara, is a mid-century lesbian love story told unlike most others. Where the picture could have easily rejected femininity and the ideals of womanhood for a more dramatic transformation, Carol manages to achieve the same emotional and personal evolution whilst simultaneously focusing on themes of oppression of both women and lesbians to fit into societa l norms. Carol and her love interest, Therese, are both in a constantRead MoreA Days Wait1204 Words   |  5 PagesA DAY’S WAIT LITERARY ANALYSIS Author: Ernest Hemingway, an American writer. His writing celebrates heroes and explores the nature of courage in this story. In much of his writing he dramatizes the importance of bravery in the face of death and of life’s everyday problems. This story deals with the quiet courage needed to face fear. Looking at Hemingway ´s biography we can find parallels between the story A Day ´s Wait and the author ´s real life. When Hemingway took part in World War I heRead MoreApplying Motivation and Emotion Theories2483 Words   |  10 PagesApplying Motivation and Emotion Theories in an Analysis of Scrooge s Behaviour Motivation and Emotion Theories 2 In the past many theories have been put forth in an attempt to understand the motivations of an individuals behaviour and the emotions involved. According to Reber Reber (2001) emotional states tend to have motivational properties and the elements of a motivation will often have emotional ties. In addition, theorists have identified that physiological structures usuallyRead MoreAnalysis of The Hanged Mans Bride, The Trial for Murder and Confession Found in a Prison2347 Words   |  10 PagesAnalysis of The Hanged Mans Bride, The Trial for Murder and Confession Found in a Prison Introduction Based on my study of Charles Dickens, I have decided to focus upon three short stories to write about in detail. These are: The Hanged Mans Bride, written in 1860, The Trial For Murder, written in 1865 and Confession Found in a Prison, written in 1842. To enable me to understand the stories better and also Dickens interests and motivations, I have carried out necessary