The Power of Sympathy Essay -- Literary Analysis, William Hill Brown

In the novel, The Power of Sympathy by William Hill Brown, there is a contrast between the opposing ideas of sentiment and reason. Characters in the text play to this underlying contrast and are affected by the polar ideas, ultimately resulting in the taking of their own lives. These acts of suicide results from a detachment, or ignorance, of reason. When overcome by emotional misery of sentiment, reason may, for however long a period, become lost or inferior to overbearing ideas of sentimental thoughts directed toward one's death. Bearing the pain of one's own reason leads one to direct their actions by means of sentimental reasoning. The story of Ophelia, as told by Harriot, depicts the reasonable daughter of Shepard becoming lost to the sentimental thoughts of suicide. While rationally stating her argument to her father, she claims to be speaking with the intention to â€Å"demonstrate the sincerity of her repentance† (39) and regain the peace that was once within her home. She recognized that she was wrong in her action, claiming that â€Å"All...are not blest with the like happiness of resisting temptation† (39) and she wished to display her sincerity with this confession. The transition from reasonable to melancholy occurs when her father rejects the notion of Ophelia's confession, her â€Å"sensibility became more exquisite† (39) indicating that her sensibility came from the attempt to make things right with her family; however, the attempt failed and she lost her rational thought. The emotional part of Ophelia became stronger as her repentance was rejected; reason had failed her, her family was not influenced by her words. There is a drastic leap to conduct that â€Å"bordered upon insanity† (40), a lack of sane and rational thought th... ... reason. When the character remains reasonable, they face an inner pain, whether it be guilt, passion or confusion. Rather than suffer with this pain, the characters abandon reason and succumb to the overbearing strength of emotion. Ophelia, reasonable despite being unforgiven, loses her sanity to emotional melancholy and ends her life with poison. Harriot, who was just before owner her virtue, gave her life away to passion thinking that reason is unable to aid suffering in patience. And Harrington, who makes no attempt to reclaim his clear mind, is driven to death because he fails to direct his thoughts elsewhere, even when urged to. The sentimental forces in this novel initiate a thought of suicide. The characters develop the thoughts individually, yet all give in to the powers of passion due to their lost sense of reason and overbearing sentimental thoughts.

The Program Design and Evaluation Process

This article will address the data collection of aggressive behavior incidents at Pathway High School. We will address several different data collections and measurements to the following subjects: The occurrences of aggressive behavior incidents reported before and after a program implementation, the data and success rate on the behavior correction procedures in the classroom by teachers and the success rate to the implementation of the School-Wide Positive Behavioral Support (SWPBS) program, within Pathway High SchoolWe will use the already recorded data from our Spreadsheet (Kaplan University, 2013) in comparing the measurements and success rates of our implemented program.Figure 1: The purpose of this data requirement is to implement an affective program to decrease the student’s aggressive behavior incidents at Pathway High School. The quantitative data collection is used for this kind of measurement and data collection, because the distribution of variables can be genera lized to entire population (Dawson, C., 2002). In this case we will concentrate on the aggressive behavior of the students and the measurements of occurrences of the aggressive behavior of students, with the focus to decrease the number of aggressive behavior of the students.The occurrence of aggressive behavior incidents reported before the implemented program started was reported to the following: In September the  aggressive behavior incidents occurred 248 times. In October it went to 262 times and for November the behavior incidents occurred 275 times. This brings the aggressive behavior incidents, within the 3 month time scale, to the number of: 785 aggressive behavior incidents.After the program implementation began in December and was concluded in May. The behavior incident number indicates a decline of aggressive behavior in December with the number of 225, followed by decreasing numbers for January > 198, February > 144, March > 127, April > 99 and May > 83. The graph ind icates a significant decline in the aggressive behavior incidents, within the time of 5 month after the program was implemented in the number of 702 less incidents within 5 month. 785 > 3 month – 83 in May, after implementation of program for 5 month = 702 less incidents by May (Spreadsheet Kaplan University, 2013).This collected data will indicate that the program was successful because the aggressive behavior incidents of students declined, once the program implementation has started.Figure 2The purpose of this data requirement is to measure the impact of the program on behavior correction procedures in the classroom by teachers. In the collection of the impact of the program to behavior correction in the classroom by teachers, the quantitative data collection is used to measure and collect the results of the implicating program. This is measured to the following:Before implementation of program465 div. by 8 = 58.125 = meanTotal number of teachers A – H = 8 Total num ber before implementation of program = 465 Mean before program implementation is = 58.125 Mean is 58.125After implementation of program530 div. by 8 = 66.25 = meanTotal number of teachers A – H = 8 Total number after implementation of program = 530 Mean after program implementation of program = 66.25 Mean is 66.26 (Spreadsheet Kaplan University, 2013)Since the mean before implementation of the program is lower 58.125 then the mean after implementation of the program 66.25, then this would indicate the implementation of the program may have failed or provided little impact to the behavior correction procedures in the classroom, conducted by teachers.Figure 3The purpose of this data requirement is to rate the students satisfactory school experience before and after the SWPBS program was implemented. The data is recorded in the calculated measures of percentage and the quantitative data collection is used within this requirement.The data collection brings forth the following mea sures: Before the program started, the students satisfactory rate within their school experience provided the data of the highest level = 0 = 0% and the lowest level = 70 = 31%.After the program was implicated for three (3) month, the students satisfactory rate within their school experience provided the information of an increase, within the highest level = 15 = 6.6 = 7% and the lowest level = 25 = 11%.Six (6) months after program started, the student’s satisfactory rate within their school experience showed a significant increase in the highest level = 15 = 6.6 = 7% and significant decrease in the Lowest level = 10 = 4.4†¦ = 4% (Spreadsheet Kaplan University, 2013).These measures and data collection provides the information of the success to the implicated SWPBS program.The follow up on all of the collected data and the evaluation of the follow up, provides us with the feedback on results, accomplishments, or impacts on the students behavior by the program implementati on. In addition it will provide us information about the effectiveness and the appropriateness of the implemented program (Kettner, P. 2012).

Causes and Effects of Gender Inequality - Essay - 1544 Words

Thao Nguyen English 101 Mr. Merchant October 19, 2012 Essay #2 Causes and Effects of Gender Inequality Throughout history, countless acts of gender inequality can be identified; the causes of these discriminating accounts can be traced back to different causes. The general morality of the inequity relies on a belief that men are superior to women; because of this idea, women have spent generations suffering under their counterparts. Also, a common expectation is that men tend to be more assertive and absolute because of their biological hormones or instinctive intellect. Another huge origin is sexual discrimination; even in the world today, many women are viewed by men as just sex objects rather than a real human being with†¦show more content†¦Although they have been given more rights and equality, women still lack fairness in areas such as education, domestic abuse, crime, and lower class value. Cassandra Clifford states in her article â€Å"Are Girls still marginalized? Discrimination and Gender Inequality in Today’s Societyà ¢â‚¬ , â€Å"Woman and girls are abused by their husbands and fathers, young girls are exploited by sex tourism and trafficking, girls in many countries are forced into arranged marriages at early ages. Twice as many women are illiterate as men, due to the large gap in education, and girls are still less likely to get jobs and excel in the work place than boys.† She describes some of the issues that women face today around the world. These issues are what keep society from coming together to form a better world. Today, women have more rights than ever before, but the belief of male has resulted in a never ending convention toward women. This leads to predetermined thought from younger girls that they must become inferior. Clifford states in her article, â€Å"Children look first to their own parents for examples and inspiration, therefore when a child see their mother living a life of inequality, the cycle often continues as girls feel there is no alternative for themselves.† When younger girls see their mother or any woman submitting to the standard, they feel they must do the same. An effect on men is that they have to live up to theShow MoreRelatedGender Equality Essay1069 Words   |  5 Pagestogether to be equal but that is far from true. No Im not talking about the inequality of people based off of race or background, the grouping of sex is the issue here. From the beginning of time till now, cultural practices have formed these boundaries. There has always been a separation of males and females and the way they are raised and taught even to what occupations they take on. Over time these became a set of gender boundaries. I believe that this behavior and way of thinking can over timeRead MoreThe Inequality Of People Based Off Of Race1369 Words   |  6 Pagesabout the inequality of people based off of race or background, the grouping of sex is the issue here. From the beginning of time till now, cultural practices have formed these boundaries. There has always been a separation of males and females and the way they are raised and taught even to what occupations they take on. Boys are thought to be strong, be the man of the family and girls are thought to act like a woman, give a man whatever he wants. Over time these became a set of gender boundariesRead MoreThe Epidemic Of Tuberculosis, Kenya, Uganda And The Democratic Republic Of The Congo1665 Words   |  7 Pagesareas. This essay will focus on Sub-Saharan Africa, an area with a wide proportion of resource poor settings. WHO (2015d) estimated around 3.2million people in Africa to have TB, with a mortality rate of 450,000. Ethiopia, Kenya, Tanzania, Uganda and the Democratic Republic of the Congo were in the top 25 countries in the world for TB mortality and prevalence. Statistics have shown that in-effective TB control can result in multi-drug resistance TB (MDR-TB), relapse of TB and can cause mortalityRead MoreWhy Education Is Not An Equal Opportunity For Everyone1259 Words   |  6 Pagesopportunity for everyone. In Adrienne Rich’s essay, Taking Women Students Seriously, she speaks of the inequality mainly affecting women while subtly hinting at the inequality present in education in regards to race and class. Gender, race and class are three characteristics that work together to create either a positive or negative profile for one’s education. When delving into the content of Rich’s essay, the author clearly indicates her focus on the gender imbalance in education and how that impactsRead MoreThe Between Men And Women1599 Words   |  7 Pages Haley: Oh, hey Timothy! I recently read your essay that touched on the discrepancy between how men and woman are depicted in sports media. It was very compelling! Timothy Curry: Thanks! Do you feel like you have noticed any of the gender inequalities I talked about? Haley: Definitely, especially as a woman, I notice how we are immensely underrepresented in both amateur and professional sports. I also feel that we are assumed to be inferior in almost all aspects of the athletic world due to theRead MoreIncreasing Minimum Wage For Women And Young Employees901 Words   |  4 Pagespay gap. Although there are a considerable amount of solutions being applied to eliminate the issue of gender pay gap such as protective laws by the government, there would still exist several remaining problems concerning pay discrimination. This essay is going to discuss whether or not the solution of increasing minimum wage for women and young employees could reduce the issue of income inequality such that it would improve all salaries from different occupations, help single mothers to support theRead MoreThe Media Is A Mirror Of Society, And If That Society Is1461 Words   |  6 Pagesauthor of the book Gender Advertising, depicts how men and women behave as a socia l purpose and how today’s social purpose is highly unbalanced in men’s favor. Some people say that advertisers should be held accountable for the unethical images they present. Others, however, say that consumers should be to blame because by buying the products being advertised they are, in fact, supporting the advertisers and the images they set forth. The solution to this issue is simple: If these gender messages are everRead MoreConflict Analysis And Peacebuilding Planning Essay1143 Words   |  5 Pages I. Introduction From my experience in different contexts in East Africa, gender dimensions are often overlooked in conflict analysis and peacebuilding work. I believe that, as peacebuilders, understanding gender dynamics in conflict context would not only enrich our level of analysis, it would also help to come-up-with comprehensive and sustainable peacebuilding plan. In this essay, I will reflect on the conflict, gender and peacebuilding lens discussed in Lisa Schirch’s book (Chapter 9): ConflictRead MoreAre Women Morally Superior To Men By Katha Pollitt750 Words   |  3 PagesKatha Pollitts essay, Marooned on Gilligan’s Island: Are Women Morally Superior to Men, is an essay that explains why people in a society act the way they do, specifically regarding why women are labeled the way that they are. Ms. Pollitt argues how gender difference is a big problem in our society that a lot of people, including women overlook. Through her refutation of many different authors arguments, she b egins to build her thesis as well as discuss how important this topic is in society andRead MoreThe Work Of Maria Del Mar Alonso Almeida1390 Words   |  6 PagesThere are 3,418,059,380 women in the world (Geohive.com, 2015) and yet, women, in 2010, earned a staggering 19% lesser in wages across the world (Economist, 2011). Such wage differentials have been a cause of gender inequality and thereby segregation in the workforce across the globe. The staggering numbers of economic contributions of women compared to men has however, highlighted that there are fewer women to men ratios in the workforce due to the where we live, maternal implications (pregnancies)

Generalized Anxiety Disorder - 771 Words

Even though there are no specific statistics showing geographically how many people in each country are affected, it is estimated that â€Å"5% - 6% of teens ages 13-18 are affected by this troubling disorder, not including the teens that receive no treatment,† (â€Å"Generalized†). Youth that receive no treatment could be considered are under privileged. Meaning that they do not have the resources or are very limited to resources that could help them get the proper treatment for their disorder. Many of those adolescents are children that come from low income families, single family homes, or foster care to name a few. Foster care children however, â€Å"Find themselves in a system that is ill-equipped to provide the services they need, and that can further impede their progress towards emotional well-being,† States Lisette Austin, author of â€Å"UNLOCKING: Mental Health Services for Youth in Care.† â€Å"According to the World Health Organization, nearl y 20% of children and adolescents worldwide suffer from some type of emotional or behavioral problem. . .† (â€Å"Austin†) (â€Å"Mental†). â€Å"U.S. Surgeon General reports that roughly 1 in 10 American children experience a mental illness severe enough to cause significant impairment,† (â€Å"Austin†) (â€Å"Mental†). In her article she also states from another source, Steve Hornberger, Director of Behavioral Health for CWLA, â€Å"That anywhere ranging from 40% to 85% of kids in foster care have mental health disorders, depending on what reports you read,† (â€Å"Austin†)Show MoreRelatedGeneralized Anxiety Disorder Essay1602 Words   |  7 Pagesï » ¿ Case Analysis: Generalized Anxiety Disorder (GAD) Bryan Wood Abnormal Psychology Professor Powell April 14, 2015 Bryan Wood Mr. Powell PSY 322 April 14, 2015 Case Analysis: Generalized Anxiety Disorder (GAD) â€Å"During a panic attack, the first thing you want to do is get out of the situation that is causing it. However, since most professors find it disrespectful to leave during class, I had to sit for an hour and half in this agonizing state†¦It was as if I had terminal cancerRead MoreUsing Generalized Anxiety Disorder?1180 Words   |  5 Pagessmall example of what someone with Generalized Anxiety Disorder may go through on a daily business every moment during their day. The topics that are going to be covered in this paper are what is GAD and what are the signs and symptoms, how does GAD affect the ability to perform normal activities of daily living, and an overall summary with my assigned individual at SDC for his Intensive Learning Project. What is Generalized Anxiety Disorder â€Å"Generalized Anxiety Disorder (GAD) is characterized by excessiveRead MoreGeneralized Anxiety Disorder Is A Mental Disorder That1410 Words   |  6 PagesGeneralized anxiety disorder is a mental disorder that affects approximately four to five percent of the general population. This disorder can be illustrated by excessive anxiety and worry that lasts a minimum of six months and deals with various events or activities. People who struggle with this disorder have difficulties controlling their worry; this worry can permeate into every action or thought which leads to increased anxiety. Moreover, people with generalized anxiety disorder exhibit at leastRead MoreQuestions On Generalized Anxiety Disorder1151 Words   |  5 PagesRunning Head: GENERALIZED ANXIETY DISORDER 1 Generalized Anxiety Disorder Chinelo Onyekere Delaware County Community College Abnormal Psychology 210 Professor Doran August 8, 2015 GENERALIZED ANXIETY DISORDER 2 Presenting Problems Joe Steven, is reported a continuous and extensive worry about his family responsibilities. TheRead MoreGeneralized Anxiety Disorder ( Gad )1782 Words   |  8 PagesGeneralized Anxiety Disorder (GAD) is a mental disorder marked by extreme anxiety and worry (apprehensive expectation) over a period of at least 6 months. It is accompanied by at least three of these six somatic or psychological symptoms: feeling on edge, fatigue, problems with concentration, feeling irritable, physical tension, and problems with sleep. Allgulander2012 GAD pervasive cogn dysfunction w/focus on threat and risk tow indiv/family Tension worry muscle pain sleep dist irritability PsychRead MoreGeneralized Anxiety Disorder1142 Words   |  5 PagesGeneralized anxiety disorder (GAD) is a disorder of shared self-reported symptoms. It goes with tension, uncontrollable worrying, sometimes muscle pain, trouble sleeping, and irritability that all together impair work ability, relations, and leisure activities. It is a common condition and there are psychological and pharmacological treatment options are available for anxiety disorders but not all patients respond to the same treatment as others. Finding a good treatment can take many months or sometimesRead MoreGeneralized Anxiety Disorder ( Gad ) Essay2397 Words   |  10 PagesReview Generalized Anxiety Disorder Generalized anxiety disorder (GAD) is a disorder in which an individual may feel persistent, excessive, and worry about everyday things that may not even happen. Individuals with this disorder may feel worry, excessive anxiety, and have thoughts of the worst even when there is no need for concern. A person experiencing GAD may expect a disaster. They may worry about their finances, money, health, family, work, or any issue that may come to mind. This disorder mayRead MoreGeneralized Anxiety Disorder ( Gad )999 Words   |  4 PagesGeneralized Anxiety Disorder (GAD) is one of the most diagnosed mental disorders today, and can often be closely linked to concurrent symptoms or disorders including physiological, behavioral, other anxiety disorders, depression and substance abuse. (Merino, Senra Ferreiro, 2016) (Cacioppo Fregberg, 2013, p. 688). GAD most notably produces symptoms of excessive worry and anxiety related to non-specific risks, which often leads to functional decline both socially and professionally (Roberge etRead MoreGeneralized Anxiety Disorder2902 Words   |  12 PagesGeneralized anxiety disorder (GAD) is an anxiety disorder that is characterized by excessive, uncontrollable and often irrational worry about everyday things that is disproportionate to the actual source of worry. This excessive worry often interferes with daily functioning, as individuals suffering GAD typically anticipate disaster, and are overly concerned about everyday matters such as health issues, money, death, family problems, friend problems, relationship problems or work difficulties.[1]Read MoreThe Anxiety Of Generalized Anxiety Disorder921 Words   |  4 PagesGeneralized Anxiety Disorder is a disorder that I struggle with personally. It is when a person has a tense feeling of stress, and anxiety for long periods of time without any real cause of it. Even though everyone has fears, and has stress from time to time it isn’t harmful unless the anxiety and stress is keeping someone from living their life, and relaxing. Generalized Anxiety Disorder is different from other anxiety disorders because panic attacks rarely occur, and instead an overpowering sense

Highschool Paper on Catcher in the Rye - 801 Words

Innocence and Purity Innocence is to be free from sin or moral wrong, and purity is freedom from guilt or evil. According to J.D. Salinger’s The Catcher in the Rye, innocence and purity grow weaker with time and life experience. The main character Holden holds onto his innocence and purity for as long as possible before understanding that it is inevitable that he grow up. J.D. Salinger proves that innocence and purity fade with time and age. He proves that life experiences can change a person and compel them to grow up and in turn lose their innocence and purity. Innocence and purity are crucial aspects of Holden’s life; he does the best he can to hold onto these pieces of himself throughout the book. Holden takes his red hunting†¦show more content†¦Holden’s innocence grows weaker as he experiences more and more throughout the course of his life. Innocence and purity start to lessen with age and experience. J.D. Salinger proves this through Holden. Holden does not want to move forward in his life; he wants to bottle his innocence. He does not like advancement or the fact that each day he gets a little older. But as he experiences new things he starts to change – his innocence grows weaker and his purity fades. As we get older and encounter new things our purity and innocence grow fainter. Innocence and purity are a part of life in which we cannot hold onto very long. Miranda

First aid impotance Free Essays

Here are eight reasons you should take Child CPR and First Aid: 1 . There are differences between Infant CPR and Child CPR, including: hand placement; the technique for compressions; how deep to push; the technique to give a breath. 2. We will write a custom essay sample on First aid impotance or any similar topic only for you Order Now Practice matters! We know from science that the retention of CPR skills is at best 6 months without review, and a change in skills complicates the issue. The American Heart Association recommends everyone should take a CPR class every two years; but f you only took Infant CPR, you haven’t yet learned what to do on a child older than one. . Your toddler is mobile. This developmental fact changes a lot! Injuries are now more common. And since a toddler is still gaining a sense of balance and his head is still heavy, the majority of falls in a toddler impact the head and face. Would you know what to do? 4. First Aid is used on a weekly, if not daily, basis for most toddlers! Think of everything your toddler gets into these days. Theyre more ndependent, exploring their world, and testing limits. We’ll discuss how to make their environment safer. Prevention is key. 5. Choking is more common. Young children, ages 1-5 are at a higher risk for choking since they are now eating new foods, and are also more likely to try to run while eating or not properly chew their food. The choke-saving skills are different for children than infants, so again that hands-on practice is important! 6. A chance to share experiences. In almost every Child CPR and First Aid class, there are a few people who have already been to the ER with their toddler or called their pediatrician with concerns over an injury. Learn from other parents! 7. This class is for ALL caregivers. Anyone who cares for your toddler needs to have this knowledge. Nannies, grandparents, parents. 8. You’ll have the skills to save a life. I saved my daughter’s life. As an American Heart Association instructor, as the Program Manager for CPR and Safety at Isis, and most importantly as a parent, I want you to have these skills, too. How to cite First aid impotance, Papers

Curriculum Guide in Science free essay sample

It integrates science and technology in the civic, personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, keeping our country’s cultural uniqueness and peculiarities intact. Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of competencies important in the world of work and in a knowledge-based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science–technology society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely: constructivism, social cognition learning model, learning style theory, and Gestalt psychology. Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse students’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop students’ interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way to deeper understanding of a few concepts. These concepts and skills are integrated rather than disciplinebased, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life. K to 12 Curriculum Guide Science – version as of January 31, 2012 2 K TO 12 SCIENCE Developing and Demonstrating Scientific Attitudes and Values The Conceptual Framework of Science Education K to 12 Curriculum Guide Science – version as of January 31, 2012 3 K TO 12 SCIENCE CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12) The learner demonstrates understanding of basic science concepts, applies science process skills, and exhibits scientific attitudes and values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, and make informed and unbiased decisions about social issues that involve science and technology. This understanding will lead to learner’s manifestation of respect for life and the environment, bearing in mind that Earth is our ONLY HOME. KEY STAGE STANDARDS: (STANDARD FOR SCIENCE LEARNING AREA FOR K-3, 4-6, 7-10 AND 11-12) K–3 At the end of Grade 3, the learners should have acquired healthful habits and developed curiosity about self and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment. –6 At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple investigations, using appropriate procedure, materials and tools to gather evidence, observing patterns, determining relationships,drawing conclusions based on evidence, and communicating ideas in varied ways to make mean ing of the observations and/or changes that occur in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of the environment, and practice safety measures. – 10 At the end of Grade 10, the learner should have developed scientific, technological and environmental literacy so that they will not be isolated from the society where they live, will not be overwhelmed by change, and can make rational choices on issues confronting them. Having been exposed to scientific investigations related to real-life, they should recognize that the central feature of an investigation is that if one variable is changed (while controlling all others), the effect of the change on another variable is measured. The context of the investigation can be problems at the local or national level to allow them to communicate with students in other parts of the Philippines or even from other countries using appropriate technology. 11-12 At the end of Grade 12, the learner should have gained skills in obtaining scientific and technological information from varied sources about global issues that have impact on the country. They should have acquired attitudes that will allow them to innovate and/or create products useful to the community or country. They should be able to process information to get relevant data for a problem at hand. In addition, learners should have made plans related to their interests and expertise, considering the needs of their community and the country — to pursue either employment, entrepreneurship, or higher education. K to 12 Curriculum Guide Science – version as of January 31, 2012 4 K TO 12 SCIENCE Grade/Level K Grade Level Standards Concepts and skills in the kindergarten curriculum are taught thematically so that it is difficult to identify specific science ideas. At the end of Grade 1, learners will use their senses to locate and describe the parts of their body and tell the shape, color, texture, taste, and size of things around them. They will differentiate sounds produced by animals, vehicles cars, and musical instruments. They will illustrate how things move. They will describe similarities and differences, given two things. They will use appropriate terms or vocabulary to describe these features. They will collect, sort, count, draw, take things apart, or make something out of the things. They will practice health habits (e. . , washing hands properly, choosing nutritious food) and help clean or pack away their toys. They will ask questions. They will give simple answer/ descriptions to probing questions. At the end of Grade 2, learners will use their senses to describe more than two objects and using more than two properties. They can sort things in different ways and give a reason for doing so. They will describe the kind of weather or certain events in the home or school and express how these are affecting them. They will tell why some things around them are important. They will decide if what they do is safe or dangerous. They will give suggestions on how to prevent accidents at home (not playing with matches or sharp objects). They will switch off light when not in use or conserve water when taking a bath or brushing teeth. They will help take care of pets or of plants. They will tell short stories about what they do, what they have seen, or what they feel. At the end of Grade 3, learners will describe the functions of the different parts of the body and things that make up their surroundings rocks and soil, plants and animals, the Sun, Moon and stars. They will also learn that things may be solid, liquid or gas while others may give off light, heat and sound. They will also observe changes in the conditions of their surroundings. These will lead learners to become more curious about their surroundings, appreciate nature, and practice health and safety measures. After investigating, learners will identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community. They will also investigate changes in the properties of materials when these are subjected to different conditions. The learners will describe the internal parts of the body and their functions in order to practice ways to maintain good health. They will classify plants and animals according to where they live and observe interactions among living things and their environment. They will infer that plants and animals have traits that help them survive in their environment. Learners will investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They will learn about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. Learners will also infer the importance of the Sun to life on Earth. Learners will investigate the effects of push or pull on the size, shape, and movement of an object Grade 1 Grade 2 Grade 3 Grade 4 K to 12 Curriculum Guide Science – version as of January 31, 2012 5 K TO 12 SCIENCE Grade/Level Grade Level Standards After investigating, learners will decide whether materials are safe and useful based on their properties. They will also infer that new materials may form when there are changes in properties. Learners will develop healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty. They will compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They will also make decisions about the preservation of estuaries and intertidal zones. Grade 5 Learners will recognize that different materials react differently with heat, light, and sound. They will relate these abilities of materials to their specific uses. Learners will describe the changes that earth materials undergo. They will learn about the effects of typhoons and make emergency plans with their families in preparation for typhoons. They will also observe patterns in the natural events by observing the appearance of the Moon Learners will understand how the different organ systems work together. They will classify plants based on reproductive structures and animals based on the presence or lack of backbone. They will design and conduct an investigation on plant propagation. They will also learn about larger ecosystems such as rainforests, coral reefs, and mangrove swamps. Learners will recognize that when mixed together, materials do not form new ones thus these materials may be recovered using different separation techniques. Learners will also prepare useful mixtures such as food, drinks and herbal medicines. Grade 6 Learners will describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They will infer that the weather follows a pattern in the course of a year. They will learn about the solar system, with emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level. Learners will infer that friction and gravity affect how people and objects move. They will also discover that heat, light, sound, electricity, and motion studied earlier are forms of energy and these undergo transformation. Learners will recognize the system of classification of matter through semi-guided investigations but emphasizing fair testing. Grade 7 Learners will describe what makes up the Philippines as a whole and the resources found in the archipelago. They will explain the occurrence of breezes, monsoons, and ITCZ and how these weather systems affect people. Using concepts in the previous grade, learners will demonstrate why the seasons change and how eclipses occur. Learners will describe the motion of objects in terms of distance and speed and represent this in tables, graphs, charts, and equations. K to 12 Curriculum Guide Science – version as of January 31, 2012 6 K TO 12 SCIENCE Grade/Level Grade Level Standards They will also investigate how various forms of energy travel through different media. After studying how organ systems work together in plants and animals in the lower grades, learners will now observe very small organisms and structures using a microscope. They will understand that living things are organized into different levels: cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities which interact with nonliving things in ecosystems. Learners will now recognize reproduction as a process of cell division resulting in growth of organisms. They will also deal deeper into the process of digestion studied in the lower grades giving emphasis on proper nutrition for overall wellness. This will lead them to participate in activities that will protect and conserve economically important species used for food. Learners will explain the behavior of matter in terms of the particles it is made of. They will also recognize that ingredients in food and medical products are made up of these particles and are absorbed by the body in the form of ions. Grade 8 Learners will explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They will also learn about the other members of the solar system. Learners will investigate the effects of some factors on the motion of an object based on the Laws of Motion. They will also differentiate the concept of work as used in science and in layman’s language. They will also learn about factors that affect the transfer of energy such as the molecular structure of the medium and temperature difference. After learning about the digestive system, learners will now expand their knowledge to a deeper understanding of the respiratory and circulatory systems to promote overall health. They will also learn about some technologies that will introduce desired traits in economically important plants and animals. Learners will explain how new materials are formed when atoms are rearranged. They will also recognize that a wide variety of useful compounds may arise from such rearrangements. Learners will identify volcanoes in the community or region and distinguish between active and inactive ones. They will also explain how energy from volcanoes may be tapped for human use. Learners will also learn about climatic phenomena that occur on a global scale. They will also explain why certain constellations can be seen only at certain times of the year. Learners will predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum. Grade 9 K to 12 Curriculum Guide Science – version as of January 31, 2012 7 K TO 12 SCIENCE Grade/Level Grade Level Standards Learners will now complete the study of the entire organism with their deeper study of the excretory and reproductive systems. They will also explain in greater detail how genetic information is passed from parents to offspring and how diversity of species increases the probability of adaptation and survival in changing environments. Learners will recognize the importance of controlling the conditions under which a phenomenon or reaction occurs. They will also recognize that cells and tissues of the human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat. Learners will show that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. Learners will also demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners will investigate factors that affect the balance and stability of an object to enable them to practice appropriate positions and movements to achieve efficiency and safety such as in sports and dancing. They will also analyze situations where energy is harnessed for human use whereby heat is released affecting the physical and biological components of the environment. Grade 11 Grade 12 To be completed after the meeting with G11-12 TWG To be completed after the meeting with G11-12 TWG Grade 10 K to 12 Curriculum Guide Science – version as of January 31, 2012 8 K TO 12 SCIENCE Content Characteristics of Living Things GRADE 3 Living Things and Their Environment FIRST QUARTER/FIRST GRADING PERIOD Content Standards Performance Standards The learner†¦ ? demonstrates understanding that living things breathe, eat, grow, move, reproduce, and react to light, touch, and temperature. These characteristics distinguish them from nonliving thing The learner†¦ ? tell whether a thing is living or nonliving given different samples. Learning Competencies The learner†¦ ? compares characteristics of a living and a nonliving thing Parts and Functions of Living Things ? Humans ? emonstrates understanding of the external parts of the body, their functions, and healthful practices to take care of the human body ? ? practices healthful habits and proper care of the sense organs and other external parts of the body ? ? ? ? labels the external parts of the human body describes the parts of the human body and their functions identifies the sense organs: parts and fun ctions describes how the sense organs work communicates proper ways and healthful practices to protect the sense organs and other external parts of the body makes a chart on proper ways of protecting these external parts.