Chapter 1:Introduction to the Study of Literature
Chapter 2: The Pre-Spanish Period
Chapter 3: The Spanish Period (1565-1898)
Chapter 4: The Period of Enlightenment (1872-1898)
Chapter 5: The American Regime (1898-1941)
Chapter 6: The Japanese Period (1941-1945)
Chapter 7: The Rebirth of Freedom (1946-1970)
Chapter 8: Period of Activism (1970-1972)
Chapter 9: Period of the New Society (1972-1980)
Chapter 10 : Period of the Third Republic (1981-1985)
Chapter 11: Periods (1986-1999)
Part II – Representative Compositions through the Years
Part III – Literary Compositions from 1986-1999
Chapter 1:Introduction to the Study of Literature
Chapter 2: The Pre-Spanish Period
Chapter 3: The Spanish Period (1565-1898)
Chapter 4: The Period of Enlightenment (1872-1898)
Chapter 5: The American Regime (1898-1941)
Chapter 6: The Japanese Period (1941-1945)
Chapter 7: The Rebirth of Freedom (1946-1970)
Chapter 8: Period of Activism (1970-1972)
Chapter 9: Period of the New Society (1972-1980)
Chapter 10 : Period of the Third Republic (1981-1985)
Chapter 11: Periods (1986-1999)
Part II – Representative Compositions through the Years
Part III – Literary Compositions from 1986-1999
Name ________________________Date ________________________.docxrosemarybdodson23141
Name ________________________
Date ________________________
Critical Reflection #4- “The Myth of the Culture of Poverty”
Gorski, P. (2008). The Myth of the Culture of Poverty. Educational Leadership, 65(7). Retrieved from http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/The-Myth-of-the-Culture-of-Poverty.aspx
Read the assigned article(s), then answer the following questions honestly and completely in short answer form. Your response to EACH section of every question should be between 150-500 words. Answers that do not fulfill the minimum word requirement will NOT earn credit. Collegiate-level writing is expected, including, but not limited to, using complete sentences, appropriate punctuation, proper paragraph structure, and editing for spelling and grammar mistakes. Please cite any sources you use, and quotations are not counted in the word minimum.
Use appropriate supporting evidence for your statements. Answer each prompt question thoroughly. If you can ask "why?", "how so?", or "how do you know that?" after reading what you've written, you've got more work to do. Your answers are for your own reflection and will only be viewed by your instructor. Each question should address the information in the article, content from class, and your reflections of the material.
1. According to the article, “what is the so-called “culture of poverty”? What are some common stereotypes of people who live in poverty? What are some incomplete ideas you have or have had about people who live in poverty? Moving forward, how can you reevaluate these incomplete ideas and apply them to everyday life?
2. In what ways do or could the myths about poverty in the article affect the population with whom you work?
3. Gorski describes the deficit perspective in schools, the idea that teachers and schools may define students by their weaknesses rather than their strengths. Look through materials that your organization produces: their website, brochures, flyers, fundraising letters, etc. In what ways is the population you serve described in terms of weaknesses? In terms of strengths?
4. Based on our discussion in class and the article, what role do you think the government should play in providing assistance for its citizens? How is the Federal Poverty Line determined? Do you think that Line is fairly determined? Why or why not?
5. Gorski names a handful of American iconic persons or groups who have done significant antipoverty work in the U.S.: Martin Luther King, Jr., Helen Keller, the Black Panthers, Cesar Chavez. Choose one about which you know the least, and describe 1-2 of their antipoverty efforts: Who was it aimed to help? During which period of time did they operate? What was their work, and where did it take effect? What were the results of their work? (400 words minimum)
The Myth of the
Instead of accepting myths that
harm lo'w-income students, we
need to eradicate the systemwide
inequities that stand in their way.
Paul G.
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Culture ans society as anthropological conceptLeaSantiago2
a. define the culture and society.
b. identify the anthropological concepts of culture and society.
c. enumerate the Filipino brand of culture in our society.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. 02Salvador P. Lopez
• born in Currimao, Ilocos Norte
• was an Ilokano writer
• journalist, educator, diplomat, and statesman.
• studied at the University of the Philippines and obtained a
Bachelor of Arts degree in English in 1931 and a Master of Arts
degree, also in philosophy, in 1933.
• During his UP days, he became a drama critic for the Philippine
Collegian and was a member of the Upsilon Sigma Phi.
3. 02Salvador P. Lopez
• From 1933 to 1936, he taught literature and journalism at
the University of Manila.
• He also became a daily columnist and magazine editor of the
Philippine Herald until World War 2.
• In 1940, Lopez' essay "Literature and Society" won in the
Commonwealth Literary Awards.
• He was appointed by President Diosdado Macapagal as
Secretary of Foreign Affairs and was ambassador to the United
Nations for six years before reassigned to France for seven years.
4. 02Salvador P. Lopez
• Lopez was the president of the University of the Philippines from
1969 to 1975.
• And he established a system of democratic consultation in which
decisions such as promotions and appointments were made
through greater participation by the faculty and administrative
personnel; he also reorganized U.P. into the U.P. System.
6. 03
Poverty is nothing new to our ever-changing
society. It is something that has been facing many
families and, unfortunately, will continue to do so
for many future generations to come. There has
been an ongoing debate as to whose responsibility
poverty really is.
7. 04
Some would believe it lies in the hands of society as a whole,
while others refute it is the problem of the people in that social
class. For those that believe that society should carry the
burden of responsibility, there are many government
assistance and non-profit organizations in place to do just this.
These organizations, both at the public and private level, are
available to aid individuals in need of food, clothing, and
shelter.
8. 05
Most individuals would even argue that society is not doing
enough for its poverty stricken people. However, even in our
bad economic times, most of these programs are still
providing for those in need. On the contrary, some
would argue that it is the individual's responsibilities to step
up to the plate and help themselves. Many believe that
relying on welfare and other forms of assistants keeps the
individual from lifting themselves up out of poverty.
9. 05
It is in my opinion that, while poverty may not be a lifestyle
of choice, the responsibility ultimately lies in the hands of
the individuals themselves, not our society as a whole. It
has been shown that children who grow up in households
that receive welfare are more likely to continue receiving
welfare, as they become adults themselves (Eshleman &
Bulcroft, 2006).
10. 05
These welfare recipients show certain personality traits
that can be responsible for keeping them in poverty and on
continued public assistance. They have a tendency to blame
others for their situation, have a low motivation level, and can
suffer from an inferiority complex (Smith, 1989). A lack
of motivation would keep individuals like this from seeking out
ways of increasing their level of education or to even seek out
employment
12. 05The Essay Analysis
Culture is the sum total of the ideas,
customs, skills, religion, arts and way of
life of a people in a given period of
civilization. These ideas and customs become
the source of the principles and values by
which the people live. Transmitted to the
next generation, some customs continue to
influence the day-to-day affairs of certain
people. Others, however, through time have
been evaluated, revised, and even enriched.
13. 05
The essay, The Problems of Our Culture ,
was written during the Japanese Occupation
by Salvador Ponce Lopez. According to
Lopez, culture denotes the sum total of
nation’s achievements in art, religion,
science, and letters; their philosophy and
way of life; the ideals and
instrumentalities by which they live. Our
culture is the continuity of our
traditional life. Thus, it is considered
the backbone of our being a Filipino
14. 05
It was mentioned in the essay that Filipino
culture is the product of crossbreeding. Our
ancestors who first came to these shores were
a breed of men far different from their
offspring and absorbed generous doses of
different cultures. In other words, we what
we are today by the historical events that
happened before
15. 05
The author emphasizes that hybridization of
our culture produced a positive effects. We
gained a lot more than what we lost.
According to Lopez, with the cultural
hybridization, we lost the animistic faith
of our pagan forefathers. We lost the slave
system of social organization and the
tribal system of government of the petty
chiefs and kings.
16. 05
The essay also sought to induce Filipinos
to rediscover the cultural identity. First,
develop a new market for the Philippine
products in Asia. Second, the movement to
Filipinize the personnel of the schools and
the content of instruction. Next, the
movement to Filipinize the clergy by
elevating Filipinos to positions of rank
and responsibility in the hierarchy of the
Chrurch.
17. 05
Also, the adoption of Tagalog as the
national language and as a compulsory
subject in all Philippine schools. All
these according to Lopez bespoke a nation
beginning earnestly to turn inward upon
itself, seeking in the depths of its own
soul treasures it had long neglected.