Socail processes and practices on identity development Essay

Socail processes and practices on identity development - Essay Example 2002, pp. 359-378). Social processes and practices consider disability to result from disabled persons as an oppressed group and restrictions. This paper critically evaluates and examines social processes and practices on the development of identity. Impairment encompasses a functional limitation produced by deficiency. On the other hand, disability includes all exclusions due to social or physical barriers and it incorporates persons in other socially excluded groups such as ethnic minorities, poor persons, and women. Individual and collective identities remain determined by motivational, cognitive, and social processes and practices. The orientation of social dominance centers on the degree to which a group or person would wish and support a group’s hierarchy, along with the dominance of superior social groups over inferior groups. In addition, the impact of social processes and practices would be moderated by identity. Contextual practices or situational processes would not affect gender differences in orientation of social dominance (Guimond et al. 2003, pp. 697-712). The orientation of social dominance mediates the relationship between attitudes towards identity and social processes or practices in the framework of a subjective classification system set or self-selection. In addition to self-selection, the impact of the social processes and practices causes significant changes in beliefs and attitudes in several ways conditional on the situational context of the personality model. On the other hand, the outcomes of a social group model indicate that the acquisition of dominant identity remains significant to the socialization process. This change could also be attributed to cognitive psychology, as individuals would want to justify their identity in social activities. Hence, in establishing the identity of a disabled person, it would be

Market Equilibrium Process Essay Example for Free

Market Equilibrium Process Essay Relate the concepts of the market equilibrating process in the Weeks One and Two readings and learning activities to a prior real-world experience occurring in a free market. The experience does not necessarily have to be work related. Explain the market equilibrating process in relation to your experience. Include academic research to support your ideas. Consider the following components in your explanation: †¢ Law of demand and the determinants of demand †¢ Law of supply and the determinants of supply †¢ Efficient markets theory †¢ Surplus and shortage Use University of Phoenix Material: Appendix A to create graphs illustrating the equilibrating process in price relation to the shift in supply and demand. Deliver the content as a 350- to 500-word paper, 7- to 10-slide Microsoft ® PowerPoint ® presentation, 2- to 3-minute video, or 1-page comic strip illustration. http://academicwritingtips.org/component/k2/item/932-market-equilibrium-process.html Market equilibrium refers to the selling price â€Å"where the intentions of buyers and sellers match†. This means that the quantity sellers are willing to sell at a particular price matches the quantity buyers are willing to purchase at that same price, or, in other words, where the quantity demanded equals the quantity supplied. A surplus results when the price is too high (quantity supplied is more than consumers are willing to buy) and a shortage occurs when the price is too low (quantity demanded is more than quantity supplied). The equilibrium price changes when there is a shift in either supply or demand. The market is made up of two basic groups, households and businesses. These two units buy and sell goods and services from and to each other. The market system uses competition among buyers and sellers to regulate the price of available goods and services. Theoretically, this insures that no one buyer or seller will be able to monopolize the market because others can c ome in and undercut the price. Supply and demand are affected by changes in consumer preferences, number of buyers in the market, consumers’ incomes, the prices of related goods, and consumer expectations. The economy is currently in a recession, or depression depending on whom you ask, that has greatly affected these determinants of demand. Many industries and individual consumers have seen a steep decline in income due to this market low period. The recession has had a significant affect on the construction industry in which this author currently works. There is currently a surplus of commercial and residential properties on the market. This surplus discourages businesses from starting new construction projects. This has led to businesses reducing their workforces which has in turn led to consumers reducing their spending and has become a circle of lower buying and selling. The construction industry was not the only one affected by this cycle. Nearly all industries that depend on consumers discretionary funds, those not spent on necessities, were affected. Large manufacturers that have been around forever went bankrupt and small companies everywhere  suffered the same fate. The United States economy is market based. Sellers and consumers are free to trade in any way that works for them with relatively little interference from government. This system allows the price of products and services to be set by supply and demand and determines the allocation of limited resources. Suppliers and consumers are connected in a circle of buying and selling, and when there is a major shift in the economy all can be affected. References This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry. http://www.e-m-h.org/introduction.html http://www.healthmr.com/resources/newsletter-archive/1011-fa-3-ways-to-increase-revenues-in-home-health-and-hospice http://academicwritingtips.org/component/k2/item/932-market-equilibrium-process.html http://ajrccm.atsjournals.org/cgi/content/full/165/6/750 http://en.wikipedia.org/wiki/Supply_and_demand

Absorption spectroscopy and acetic acid

Absorption spectroscopy and acetic acid The absorbance of light, wavelength 632nm, was measured in an indicator solution at varying pH, and varying concentration, allowing for a Beer-Lambert plot to be constructed. This was then used to measure acetic acid uptake at the surface of deionised water and octan-1-ol coated water, allowing pH, and hence concentration, to be calculated from absorbance of the liquid. Introduction Surfactants are molecules which are able to form a surface across a liquid, and stop the interaction of foreign molecules with the solution without interacting with these molecules first. These are extremely useful since they often contain a hydrophobic and hydrophilic aspect, which interact differently to different molecules. Surfactants are used in the manufacture of paper, textiles and construction among others.[1] They are the main ingredient of detergents and they allow non-polar molecules to dissolve in polar molecules, such as oil into water. On the surface of the liquid, the surfactant will interact slightly differently. It will create a surface of hydrophobic tails. This will stop polar molecules from entering the liquid, since the liquid will appear to be a poor solution for the polar molecule to interact with. They also increase decrease tension of the liquid.[4] This barrier is expected to stop the acetic acid, used in part 3 of the experiment, interacting with the water solvent. If it does interact, the pH of the solution will lower due to acetic acids presence, and the indicator will show a change in colour. If no acetic acid enters the solution, no change should be observed or measured. Experimental Using de-ionised water, a reference light intensity was recorded. A 250ml solution (1) of 0.005% wt bromocresol green was then prepared, and absorbance was measured. 100ml was removed, and the pH adjusted using 0.1M sodium hydroxide and glacial acetic acid, and absorbance was noted at pHs between 3-6 at 0.3 increments. 50ml of remaining solution (1) was further diluted to solutions of 0.0025%, 0.00125%, 0.000625% and 0.0003125% concentration. Spectroscopic analysis of these concentrations was made, and a Beer Lambert graph plotted. A solution of unknown concentration was then spectroscopically analysed and its approximate concentration determined. This solution was then enclosed in a container with acetic acid, and spectroscopic readings taken every 30 seconds. This was repeated with fresh solution, with the addition of 0.2ml of octan-1-ol to the surface of the cuvette. Results The results for the pH change showed a curve, going from lower pH on the left to high pH on the right. This is a more quantifiable way of showing that as the Bromocresol turned blue at higher pH. This shows absorption toward the end of the spectrum of lower energy, (ie higher wavelength). So as pH increased, the absorbance of Bromocresol at 632nm increased too as it became blue. The next aspect of the experiment was to analyse how concentration affected the absorbance of Bromocresol green. As concentration of bromocresol green was altered, it was possible to draw a Beer-Lambert plot detailing how the absorption of the light changed with concentration of the Bromocresol Green. As would be expected, there is a straight line relationship between Bromocresol concentration and Absorbance except at higher concentrations, where the solution plateaus and becomes non-linear. Excluding this end point it is possible to derive the gradient, and hence the value of ?L. This was determined to be 36600. The Bromocresol solution of unknown concentration transmitted 0.222, making a LOG(Io/I) value of 0.67. Dividing this by the gradient gave the Bromocresol solution concentration to be 4.5710-6moldm-3. From this it is possible to determine the acidity of the solution using the Beer-Lambert plot as given above. Using an original pH, it is then possible to determine the concentration of the acetic acid on top of this, using simple equations associated with pKa and pH. From the information of Ka and pH, it is possible to calculate the concentration of acetic acid in the solvent. Error analysis Using error analysis and standard errors of instrumentation used, it is possible to construct the same graphs as above but with error bars. These are shown below. Discussion The calculations and graphs suggest that coating a solvent in octan-1-ol would encourage uptake of acetic acid, rather than inhibit it. This may be due to dimerzation or trimerzation of acetic acid (1) as it evaporates from the surface, making it more soluble in the partially polar octan-1-ol solution. Single carbon-oxygen bonds display less polarisation than carbonyl bonds do, and so it is likely that in this dimerised arrangement acetic acid more readily dissolved in the oil, in addition to acetic acid readily dissolving in organic solvents. Because of these reasons it readily crossed over from the relatively non-polar octanol to the polar water solvent, decreasing the pH of the Bromocresol containing solution in both the uncoated and octanol coated solutions. It is, however, most likely that the experiment was not successful. Alternative indicators, such as NH3, would have readily dissolved in water and increased the pH of the solution. It would also not have been able to dissolve in the octanol due to the higher polarity and availability of the nitrogen lone pair. Because of this it would have been a better indicator of the presence of a surfactant than acetic acid. Acknowledgements I would like to thank my demonstrators M. Azwani Mat Lazim and Miss Olesya Myakonkaya for their advice on the experiment. References R. J. Farn, Chemistry and Technology, Blackwell Publishing (2006) pp. 6. L. L. Schramm, Surfactants: fundamentals and applications in the petroleum industry, Cambridge University Press (2000) pp. 7. R. J. Farn, Chemistry and Technology, Blackwell Publishing (2006) pp. 6. K. S. Birdi, Handbook of surface and colloid chemistry, CRC Press (1997) pp. 338. P. Atkins, J. De Paulo, Atkins Physical Chemistry 8th Edition, Oxford Publishing (2006) pp. 432. P. M. S Monk, Physical chemistry: understanding our chemical world, John Wiley Sons (2004) pp. 225. V. H. Agreda, J. R. Zoeller, Acetic acid and its derivatives Volume 49 of Chemical industries, CRC Press (1993) pp. 96.

The Day of Infamy :: Imagery Terror Terrorism 9/11 Essays

The Day of Infamy Erupting on a crisp September morning, terrorist attacks bring America to a standstill. As the day began, it was an average Tuesday morning and New Yorkers as well as the rest of United States Citizens had no idea that in a matter of moments their city and their lives would be changed forever. People were doing what they had done thousands of times before. Some were on their way to work; while others were sitting at their desks, checking e-mail, sipping coffee or reading the morning paper. Out of the clear blue sky an airplane was hijacked and was heading for the twin tower. People heard an approaching noise and then all of a sudden a loud explosion! The twin towers of the World Trade Center were the symbols of Americas prosperity. Dr. Stefan Pasternack, a clinical professor of Georgetown University who specializes in the impact of terrorism and murder says: Its one thing to think of a truck blowing up in front of a building. This involved the use of civilian aircraft-the imagery is much more frightening. What we see here is what terrorism is all about. The idea is to make people feel that they cannot feel protected by their government (Black Tuesday 20). With World War II being a fight for national survival, terrorism is the struggle to preserve national values and stand for what we, as Americans, believe. As president Bush stated, Terrorists attacks can shake the foundations of our biggest buildings, but they cannot touch the foundation of America (Black Tuesday 12). The attacks on our nation nearly brought America to a halt. Around the world security was tightened. Air travel stopped, businesses closed and government facilities were evacuated Tuesday morning of September eleventh. For the first time in United States history, the Federal Aviation Administration (FAA) shut down air traffic nationwide. There were many incoming flights from around the world, carrying anywhere from four thousand to six thousand passengers, that were diverted to Canada. Authoriti es shut down all the tunnels and bridges in and out of New York City. All train services were shut down and many shipping ports were also closed down. The most memorable image of September eleventh was the Twin Towers that were engulfed in smoke and flames. Over and over the Towers flashed across Television screens and on the front pages of newspapers.

High School and Students Essay

Introduction The continuous deterioration of the quality of education in the Philippines has prompted the DepEd to push for the implementation of the K to 12 programs, which entails the institutionalization of kindergarten and the addition of two more years of high school in the basic education cycle. The proposal has spurred a heated debate on whether it could lead to improvements or just exacerbate thn e present state of education in the country. The Enhanced K+12 Basic Education Program in the Philippines has been officially started. It has been initiated by the Aquino administration where students will have to undergo a new system of education. This program will require all incoming students to enroll into two more years of basic education. Thus, the K+12 System will basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years for senior high school. Moreover, the program aims to uplift the quality of education in the Philippines in order for graduates to be easily employed. The program also aims to meet the standards required for professionals who would want to work abroad. Most importantly, the system aims to fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects. Through this, graduates will be able to face the pressures of their future workplace. However, not all are in favor of the K+12 Education. There are students complaining of the additional years and there are parents who are not in favor of the additional expenses. But indeed, it is an undeniable fact that additional years in the education system will really require more budgets not just from the government but from the parents as well. Aside from this, students will need additional classrooms, school supplies and facilities. The program would need more qualified teachers as well. The researchers believe that the K+12 Education in the Philippines would uplift the quality of lifestyle of the Filipino people. But, this could not be done without being prepared. And since the program has already been implemented, what is  more important now is for students to do their best and study despite of the lack of facilities. The Philippine educational system pursues the achievement of excellent undergraduates in the elementary and secondary level. Implementation of UbD is one of the proposals that undertook in the country recently. At present, the Department of Education pronounces the addition of two more years in the basic education of students, which according to them will benefit not only the Filipino youth but all the Filipinos in the Philippines. This proposal is part of P-noy’s Educational Reform Program. The administration asserts that with the implementation of such program, the problem of unemployment in the country will be resolved. In as much as employment in the Philippines is concerned, the K12 education also responds to the fact that most countries in the world already have the same plan in their educational institutions. With this, the standards of these countries go a notch higher than what the country has, thus, creating an expansion in the global competency. What can be really said about this plan? While the reaction of the public is divided, where some are in favor and some are not, here are several issues that point out to the aggression of opposing groups especially the parents to this program. One of the main problems in the Philippines which the government needs to resolve is the lack of school and classrooms in the different parts of the country. It is important that students stay in a place that is conducive for study while they are away from home. In addition, with teachers go abroad to teach, or do another job, there is already a shortage of educators in schools that mold the minds of learners. And this deficiency has become a problem for the country in the past several years. Finally, there is a need for students to utilize the appropriate instructional materials and school equipment for them to learn and gain the necessary knowledge in school. This lack of accessibility in books and other school supplies clearly manifest the scarcity in the public schools in the country. There is nothing wrong in aiming the other fraction of a horizon, and that is what the government attempts to accomplish. It is in fact an indication that to aspire for something higher, one must carry out certain actions to achieve the goal. However, the administration also ought to realize and clearly understand what the educational system in the Philippines needs to develop primarily. The mentioned issues above are only a few elements that entailed to be resolved. At some point, the Philippines cannot go ahead unless the concerns are faced and the difficulties are completely solved. There are a lot to be done to improve the competency of the youth. The government does not need to gaze from afar. ? Conceptual Framework The framework of this as can be viewed below was anchored on the dependent variable, student’s perception on the K+12 policy as the independent variable. Research Paradigm Fig. 1 Dependent Variable Independent Variable Statement of the Problem Major Problem: 1. What is the perception of the STMA high school students on K12? Minor Problems: 1. What are the advantages and disadvantages of K12? 2. Does the student agree on the K12 policy? ? Hypothesis This study assumed the following: 1. That students have different definition about the K12 policy. 2. That students believe that K12 is a waste of time. 3. Most students will not finish high school. Scope and Delimitations The target respondents of the study are the high school students of the current academic year (2011-2012) randomly selected across all year level. It is limits itself on the perceptions of the students on the said topic and their preconceived notion. Significance of the Study. This study is about the perception on K12 policy among parents and high school students of St. Thomas More Academy academic year 2011-2012. The persons that would benefit from the study are the following: Students A better understanding on K12 policy would benefit the students on increasing their knowledge. Teachers The finding of this study may likewise motivate and challenge them to guide their students on matters regarding K12 policy related issues considering the philosophy of loco parentis or the second parents; teachers will be able to explain things. Parents will be enlightened on how best to explain to their children matters pertaining to K12 policy. ? Definition of terms The following special terms has been sued to suit this study: Deteriorate To make or become worse in character, quality, etc. Exacerbate To increase the severity, bitterness, or violence of; aggravate. PerceptionPoint of view; Opinion Promptto obey ENDNOTES Websites: www. wikipedia. com www. wiki-answers. com http://wiki. answers. com/Q/What_are_the_advantages_in_having_k_plus_12? CHAPTER II REVIEW OF RELATED LITERATURE ? CHAPTER II REVIEW OF RELATED LITERATURE. In preparing this study the researchers seriously looked for different books, newspapers articles and other media as point of reference. There are numerous sources that the researchers found especially on the internet related to these. The researchers carefully examined the following related literature; If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. The proposed program is good but it still won’t work if the needed elements to make it work aren’t present. Such element includes the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the child’s school allowances, supplies, and fees for other school projects and activities. Add to that the support of parents towards their children in terms of guidance and teaching. The DepEd seems all set to add two more years to the country’s 10 year basic education curriculum. This is a very tough issue to crack. We think it is a clash between reality and the ideal. A question unanswered – is this for the common good? The truth is there are already many problems at the current 10-year curriculum and it has nothing to do with number of years. To enumerate a few – there are not enough qualified teachers to teach all the students; that is made worst with just too many students; there are not enough classrooms and schools to comfortably fit all the students (not to mention not enough bathrooms and water supply); there are not enough books; add the problem of poor quality books, on top of that there are not enough facilities and finally very high dropout rates. The latter, high dropout rates are being caused by something out of the education system but affects large part of the population – poverty. There are just so many poor families and they are so poor that many of them cannot afford to pay for the already meager amount needed for the education of their children. Grade school and high school are free in public schools with parents needing to just spend on uniforms, fare and some expenses. The tuition which normally accounts for a very large share of the total expenses are free and yet most poor families can still not afford of what is left for them to spend. It is not that the expenses are high, it’s just their income is very, very low. It is this inability to afford the other expenses that has caused a very high dropout rate among students. This plan of the DepEd to add two more years will of course not solve any of the above problems. In fact, it will only extend all those problems by two more years. A longer basic education will also mean even higher dropout rates. Then there is the problem of additional expenses for the government. As of now, with the 10 year curriculum, there is already desperate lack of classrooms and schools. The public schools cannot turn the student’s away when they show up to enroll. To cope many public schools have crammed as many students as they can inside the classroom with classrooms crammed with chairs from wall to wall. Not enough, the schools conduct classes in at least shifts, in some instances classes held very early in the morning till late in the evening. With two additional years, the schools will definitely need to construct new buildings and classrooms or God forbid conduct classes 24/7. The above is the reality part. On the government side, in the discussion paper it disseminated during its press conference last Oct. 5, the Department of Education (DepEd) has given at least nine reasons for the K+12 project: 1. â€Å"Enhancing the quality of basic education in the Philippines is urgent and critical. † 2. â€Å"The poor quality of basic education is reflected in the low achievement scores of Filipino students. One reason is that students do not get adequate instructional time or time on task. † 3. International test results consistently show Filipino students lagging way behind practically everybody else in the world. In the 2008 mathematics exam, for example, we came in dead last. 4. â€Å"The congested curriculum partly explains the present state of education. † Twelve years of content are crammed into ten years. 5. â€Å"This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. † If ten years were adequate, how come employers do not hire fresh high school graduates? How come most high school graduates flunk the UPCAT? 6. â€Å"Most graduates are too young to enter the labor force. † Since most children start Grade 1 when they are 6 years old, they do not reach the legal employable age of 18 when they graduate from high school today. 7. â€Å"The current system also reinforces the misperception that basic education is just a preparatory step for higher education. † Why prioritize the minority of high school graduates that go to college? 8. â€Å"The short duration of the basic education program also puts the millions of overseas Filipino workers (OFWs), especially the professionals, and those who intend to study abroad, at a disadvantage. Our graduates are not automatically recognized as professionals abroad. † The best examples are our engineering graduates, who are condemned to international jobs not befitting their professional status due to our not having a 12-year basic education cycle. 9. â€Å"The short basic education program affects the human development of the Filipino children. † If we believe that 17-year-old high school graduates are emotionally, psychologically, and intellectually mature, why do we require them to get parental consent before they get married? On the other hand, those opposing the plan put forward the following arguments: 1. Parents have to shell out more money (for transportation and food) for the education of their children. 2. The government does not have the money to pay for two more years of free education, since it does not even have the money to fully support today’s ten years. DepEd must first solve the lack of classrooms, furniture and equipment, qualified teachers, and error-free textbooks. 3. We can do in ten years what everyone else in the world takes 12 years to do. Why do we have to follow what the rest of the world is doing? We are better than all of them. Filipinos right now are accepted in prestigious graduate schools in the world, even with only ten years of basic education. 4. As far as the curriculum is concerned, DepEd should fix the current subjects instead of adding new ones. The problem is the content, not the length, of basic education. As an editorial put it, we need to have better education, not more education. 5. A high school diploma will not get anybody anywhere, because business firms will not hire fresh high school graduates. 6. Every family dreams of having a child graduate from college. 7. While students are stuck in Grades 11 and 12, colleges and universities will have no freshmen for two years. This will spell financial disaster for many private Higher Education Institutions (HEIs). 8. The drop-out rate will increase because of the two extra years. ? . CHAPTER III METHODOLOGY ? Chapter III Methodology This chapter deals with the methodology of the studies. This is presented on the following sections: (a) Research design (b) Sampling Technique (c) Instrumentation (d) Data-gathering procedure and (e) Statistical treatment of data. Research Method The descriptive survey method was man used in this research. The descriptive method is concerned with the analysis of the relationship between non-manipulated variable employing the use of the development of generalization. This means that variable have already occurred and are just selected and observed Fraenkel and Wallen (1998) also define the descriptive research as involving collection of data in order to test hypothesis and answer questions concerning the current status of the subject of the study. Since the study deals with perceptions of parents and high school students on K12 policy of the Philippine government academic year 2011-2012, the descriptive survey method was deemed appropriate to be used. [[[[ Sampling Technique The population of the study involved a total number if 496 respondents randomly selected representing at least more than half of the school’s population irrespective of the age, year, selection and gender. Research Instrument The researchers devised a self-made questionnaire designed to obtain information related on the objective of the study. It consisted of the following parts: Part I – This part of the questionnaire dealt with personal information regarding the respondents (name and section). Part II – This part of the questionnaire was intended to ask the respondent’s definition about K+12. Part III – This part of the questionnaire was intended to ask the respondent’s idea about the advantages and disadvantages of K12. Part IV- This part of the questionnaire was intended to ask the respondent’s opinion about the benefits of K+12. Data Gathering Procedures. The following data gathering procedures guided the researchers Phase 1 – a copy of the questionnaire was presented to the thesis adviser. The researchers asked for his comments and suggestions; Phase 2 – the researchers presented the edited questionnaire and asked for further assistance from parents. It was then presented for approval to the school principal who gave valuable insight and ideas on how best the data can be gathered. Phase 3 – the researchers conducted data gathering procedures during first week of February. The figure below is the flowchart of the Data Gathering Procedures done by the researchers. Fig. 2 Statistical Treatment of Data For analyzing the data, the researchers will be use of the following statistical tools: Percentage This refers to the number of parts per one hundred. It is a statistical tool used to express how large one quantity is, relative to another quantity. To get the total percentage of specific number and total number respondents in the questionnaire the formula is: % = F/N * 100 Where N=370 Unless otherwise stated the above formula will be used except for multiresponse questions or for gender based questions. ? Presentation and Data Analysis Table 1 1. How do you define K12? This table is a multi-response item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. ? Table 2 2. What are the advantages of it? The preceding multiresponse table2 showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. ? Table 3 3. What are the disadvantages of it? Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. ? Table 4 4. Do you agree on K12 policy? More than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. ? Table 5 5. Do you think you will be well educated if you graduated under the K12 system? Table 5 showed that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. ? Table 6 6. In K12 system, do you think it will be helpful to all students? The greater part of the respondents believed that K12 policy will be helpful to the students. ? CHAPTER IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ? CHAPTER IV Summary, Conclusions and Recommendations This chapter presents the summary of findings, conclusions and recommendations. Summary of Findings. This first table is a multiresponse item which showed that majority of respondents surveyed that they defined K12 as an added two years in high school with 77. 57% followed by it is an academic program with 20. 54% and a government policy with 15. 41%. The second table is also a multiresponse item which showed that majority of respondents surveyed said that the advantage of K12 policy is to gain more knowledge with 62. 97% followed by more chances to have work with 29. 19% and free OJT with 18. 65%. Multiresponse table 3 showed that more money to spend was the top disadvantage of K12 with 79. 19% followed by waste of time with 16. 22% and lack of leisure with 15. 41% as the final point of view. Table 4 illustrates that more than half of the respondents said that they disagreed on the K12 policy with 67. 57% and the remaining 32. 43% of the respondents agreed. With this, it showed that the most of the students doesn’t like to implement the K+12 policy due to their concern for their time and to their parent’s money.. Table 5 proved that the majority of the respondents agreed that they will be well educated if they graduated under the K12 policy with 70. 27% and the other respondents left disagreed with 29. 73%. In table 6, it shows that the greater part of the respondents believed that K12 policy will be helpful to the students. Conclusions It has proved that the respondents showed their different views or perceptions on the K-12 system of education in the Philippine government. The following conclusions have been drawn: 1. That students were all informed and yet educated what the K-12 system is about. 2. That disadvantages were showed by the majority of the students through the data gathered whereas it resulted the students not to agree on the said system. 3. That students will be well educated after finishing the K-12 system in their education. 4. And on the other side it will be a great help to the students to learn more and adequate information that will mold them into a better person. ? Recommendation It is with fervent wish of the researchers that the following recommendations be considered by the concerned; Students 1. Responsible is the key to the effectiveness of this program. 2. Should be responsible enough to fulfill the given task of their teachers. Teachers 1. Teachers should encourage their students to open up if they have their problems on their subjects. 2. Since teachers are willing to help the students be more cooperative and open-minded to develop their skills and studies. Schools 1. Schools should provide clean and green surroundings. 3. Monitor the students in having gangs/fraternities. 4. They should provide and recuperate their facilities. Parents 1. Parents should help their children in their problems. 2. Parents should encourage their children to keep not neglect their studies. ? St. Thomas More Academy Incorporated Molino III, Bacoor, Cavite Survey questionnaire Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of time b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no. Title: Perception of STMA High School Students on the K12 policy of the Philippine Government Name: Year and Section: 1. How do you define K12? a. added two years in high school b. academic program c. government policy 2. What are the advantages of it? a. free OJT b. more chances to have work c. gain more knowledge 3. What are the disadvantages of it? a. waste of tim b. more money to spend c. lack of leisure 4. Do you agree on K12? a. no b. yes 5. Do you think you will be well educated if you graduated under the K12 system? a. yes b. no 6. In K12 system, do you think it will be helpful to all students? a. yes b. no.

Angels Demons Chapter 109-112

109 Meanwhile, in St. Peter's Square, the wall of Swiss Guards yelled orders and fanned outward, trying to push the crowds back to a safer distance. It was no use. The crowd was too dense and seemed far more interested in the Vatican's impending doom than in their own safety. The towering media screens in the square were now transmitting a live countdown of the antimatter canister – a direct feed from the Swiss Guard security monitor – compliments of the camerlegno. Unfortunately, the image of the canister counting down was doing nothing to repel the crowds. The people in the square apparently looked at the tiny droplet of liquid suspended in the canister and decided it was not as menacing as they had thought. They could also see the countdown clock now – a little under forty-five minutes until detonation. Plenty of time to stay and watch. Nonetheless, the Swiss Guards unanimously agreed that the camerlegno's bold decision to address the world with the truth and then provide the media with actual visuals of Illuminati treachery had been a savvy maneuver. The Illuminati had no doubt expected the Vatican to be their usual reticent selves in the face of adversity. Not tonight. Camerlegno Carlo Ventresca had proven himself a commanding foe. Inside the Sistine Chapel, Cardinal Mortati was getting restless. It was past 11:15 P.M. Many of the cardinals were continuing to pray, but others had clustered around the exit, clearly unsettled by the hour. Some of the cardinals began pounding on the door with their fists. Outside the door Lieutenant Chartrand heard the pounding and didn't know what to do. He checked his watch. It was time. Captain Rocher had given strict orders that the cardinals were not to be let out until he gave the word. The pounding on the door became more intense, and Chartrand felt uneasy. He wondered if the captain had simply forgotten. The captain had been acting very erratic since his mysterious phone call. Chartrand pulled out his walkie-talkie. â€Å"Captain? Chartrand here. It is past time. Should I open the Sistine?† â€Å"That door stays shut. I believe I already gave you that order.† â€Å"Yes, sir, I just – â€Å" â€Å"Our guest is arriving shortly. Take a few men upstairs, and guard the door of the Pope's office. The camerlegno is not to go anywhere.† â€Å"I'm sorry, sir?† â€Å"What is it that you don't understand, Lieutenant?† â€Å"Nothing, sir. I am on my way.† Upstairs in the Office of the Pope, the camerlegno stared in quiet meditation at the fire. Give me strength, God. Bring us a miracle. He poked at the coals, wondering if he would survive the night. 110 Eleven-twenty-three P.M. Vittoria stood trembling on the balcony of Castle St. Angelo, staring out across Rome, her eyes moist with tears. She wanted badly to embrace Robert Langdon, but she could not. Her body felt anesthetized. Readjusting. Taking stock. The man who had killed her father lay far below, dead, and she had almost been a victim as well. When Langdon's hand touched her shoulder, the infusion of warmth seemed to magically shatter the ice. Her body shuddered back to life. The fog lifted, and she turned. Robert looked like hell – wet and matted – he had obviously been through purgatory to come rescue her. â€Å"Thank you†¦Ã¢â‚¬  she whispered. Langdon gave an exhausted smile and reminded her that it was she who deserved thanks – her ability to practically dislocate her shoulders had just saved them both. Vittoria wiped her eyes. She could have stood there forever with him, but the reprieve was short-lived. â€Å"We need to get out of here,† Langdon said. Vittoria's mind was elsewhere. She was staring out toward the Vatican. The world's smallest country looked unsettlingly close, glowing white under a barrage of media lights. To her shock, much of St. Peter's Square was still packed with people! The Swiss Guard had apparently been able to clear only about a hundred and fifty feet back – the area directly in front of the basilica – less than one-third of the square. The shell of congestion encompassing the square was compacted now, those at the safer distances pressing for a closer look, trapping the others inside. They are too close! Vittoria thought. Much too close! â€Å"I'm going back in,† Langdon said flatly. Vittoria turned, incredulous. â€Å"Into the Vatican?† Langdon told her about the Samaritan, and how it was a ploy. The Illuminati leader, a man named Janus, was actually coming himself to brand the camerlegno. A final Illuminati act of domination. â€Å"Nobody in Vatican City knows,† Langdon said. â€Å"I have no way to contact them, and this guy is arriving any minute. I have to warn the guards before they let him in.† â€Å"But you'll never get through the crowd!† Langdon's voice was confident. â€Å"There's a way. Trust me.† Vittoria sensed once again that the historian knew something she did not. â€Å"I'm coming.† â€Å"No. Why risk both – â€Å" â€Å"I have to find a way to get those people out of there! They're in incredible dange – â€Å" Just then, the balcony they were standing on began to shake. A deafening rumble shook the whole castle. Then a white light from the direction of St. Peter's blinded them. Vittoria had only one thought. Oh my God! The antimatter annihilated early! But instead of an explosion, a huge cheer went up from the crowd. Vittoria squinted into the light. It was a barrage of media lights from the square, now trained, it seemed, on them! Everyone was turned their way, hollering and pointing. The rumble grew louder. The air in the square seemed suddenly joyous. Langdon looked baffled. â€Å"What the devil – â€Å" The sky overhead roared. Emerging from behind the tower, without warning, came the papal helicopter. It thundered fifty feet above them, on a beeline for Vatican City. As it passed overhead, radiant in the media lights, the castle trembled. The lights followed the helicopter as it passed by, and Langdon and Vittoria were suddenly again in the dark. Vittoria had the uneasy feeling they were too late as they watched the mammoth machine slow to a stop over St. Peter's Square. Kicking up a cloud of dust, the chopper dropped onto the open portion of the square between the crowd and the basilica, touching down at the bottom of the basilica's staircase. â€Å"Talk about an entrance,† Vittoria said. Against the white marble, she could see a tiny speck of a person emerge from the Vatican and move toward the chopper. She would never have recognized the figure except for the bright red beret on his head. â€Å"Red carpet greeting. That's Rocher.† Langdon pounded his fist on the banister. â€Å"Somebody's got to warn them!† He turned to go. Vittoria caught his arm. â€Å"Wait!† She had just seen something else, something her eyes refused to believe. Fingers trembling, she pointed toward the chopper. Even from this distance, there was no mistaking. Descending the gangplank was another figure†¦ a figure who moved so uniquely that it could only be one man. Although the figure was seated, he accelerated across the open square with effortless control and startling speed. A king on an electric throne. It was Maximilian Kohler. 111 Kohler was sickened by the opulence of the Hallway of the Belvedere. The gold leaf in the ceiling alone probably could have funded a year's worth of cancer research. Rocher led Kohler up a handicapped ramp on a circuitous route into the Apostolic Palace. â€Å"No elevator?† Kohler demanded. â€Å"No power.† Rocher motioned to the candles burning around them in the darkened building. â€Å"Part of our search tactic.† â€Å"Tactics which no doubt failed.† Rocher nodded. Kohler broke into another coughing fit and knew it might be one of his last. It was not an entirely unwelcome thought. When they reached the top floor and started down the hallway toward the Pope's office, four Swiss Guards ran toward them, looking troubled. â€Å"Captain, what are you doing up here? I thought this man had information that – â€Å" â€Å"He will only speak to the camerlegno.† The guards recoiled, looking suspicious. â€Å"Tell the camerlegno,† Rocher said forcefully, â€Å"that the director of CERN, Maximilian Kohler, is here to see him. Immediately.† â€Å"Yes, sir!† One of the guards ran off in the direction of the camerlegno's office. The others stood their ground. They studied Rocher, looking uneasy. â€Å"Just one moment, captain. We will announce your guest.† Kohler, however, did not stop. He turned sharply and maneuvered his chair around the sentinels. The guards spun and broke into a jog beside him. â€Å"Fermati! Sir! Stop!† Kohler felt repugnance for them. Not even the most elite security force in the world was immune to the pity everyone felt for cripples. Had Kohler been a healthy man, the guards would have tackled him. Cripples are powerless, Kohler thought. Or so the world believes. Kohler knew he had very little time to accomplish what he had come for. He also knew he might die here tonight. He was surprised how little he cared. Death was a price he was ready to pay. He had endured too much in his life to have his work destroyed by someone like Camerlegno Ventresca. â€Å"Signore!† the guards shouted, running ahead and forming a line across the hallway. â€Å"You must stop!† One of them pulled a sidearm and aimed it at Kohler. Kohler stopped. Rocher stepped in, looking contrite. â€Å"Mr. Kohler, please. It will only be a moment. No one enters the Office of the Pope unannounced.† Kohler could see in Rocher's eyes that he had no choice but to wait. Fine, Kohler thought. We wait. The guards, cruelly it seemed, had stopped Kohler next to a full-length gilded mirror. The sight of his own twisted form repulsed Kohler. The ancient rage brimmed yet again to the surface. It empowered him. He was among the enemy now. These were the people who had robbed him of his dignity. These were the people. Because of them he had never felt the touch of a woman†¦ had never stood tall to accept an award. What truth do these people possess? What proof, damn it! A book of ancient fables? Promises of miracles to come? Science creates miracles every day! Kohler stared a moment into his own stony eyes. Tonight I may die at the hands of religion, he thought. But it will not be the first time. For a moment, he was eleven years old again, lying in his bed in his parents' Frankfurt mansion. The sheets beneath him were Europe's finest linen, but they were soaked with sweat. Young Max felt like he was on fire, the pain wracking his body unimaginable. Kneeling beside his bed, where they had been for two days, were his mother and father. They were praying. In the shadows stood three of Frankfurt's best doctors. â€Å"I urge you to reconsider!† one of the doctors said. â€Å"Look at the boy! His fever is increasing. He is in terrible pain. And danger!† But Max knew his mother's reply before she even said it. â€Å"Gott wird ihn beschuetzen.† Yes, Max thought. God will protect me. The conviction in his mother's voice gave him strength. God will protect me. An hour later, Max felt like his whole body was being crushed beneath a car. He could not even breathe to cry. â€Å"Your son is in great suffering,† another doctor said. â€Å"Let me at least ease his pain. I have in my bag a simple injection of – † â€Å"Ruhe, bitte!† Max's father silenced the doctor without ever opening his eyes. He simply kept praying. â€Å"Father, please!† Max wanted to scream. â€Å"Let them stop the pain!† But his words were lost in a spasm of coughing. An hour later, the pain had worsened. â€Å"Your son could become paralyzed,† one of the doctors scolded. â€Å"Or even die! We have medicines that will help!† Frau and Herr Kohler would not allow it. They did not believe in medicine. Who were they to interfere with God's master plan? They prayed harder. After all, God had blessed them with this boy, why would God take the child away? His mother whispered to Max to be strong. She explained that God was testing him†¦ like the Bible story of Abraham†¦ a test of his faith. Max tried to have faith, but the pain was excruciating. â€Å"I cannot watch this!† one of the doctors finally said, running from the room. By dawn, Max was barely conscious. Every muscle in his body spasmed in agony. Where is Jesus? he wondered. Doesn't he love me? Max felt the life slipping from his body. His mother had fallen asleep at the bedside, her hands still clasped over him. Max's father stood across the room at the window staring out at the dawn. He seemed to be in a trance. Max could hear the low mumble of his ceaseless prayers for mercy. It was then that Max sensed the figure hovering over him. An angel? Max could barely see. His eyes were swollen shut. The figure whispered in his ear, but it was not the voice of an angel. Max recognized it as one of the doctors†¦ the one who had sat in the corner for two days, never leaving, begging Max's parents to let him administer some new drug from England. â€Å"I will never forgive myself,† the doctor whispered, â€Å"if I do not do this.† Then the doctor gently took Max's frail arm. â€Å"I wish I had done it sooner.† Max felt a tiny prick in his arm – barely discernible through the pain. Then the doctor quietly packed his things. Before he left, he put a hand on Max's forehead. â€Å"This will save your life. I have great faith in the power of medicine.† Within minutes, Max felt as if some sort of magic spirit were flowing through his veins. The warmth spread through his body numbing his pain. Finally, for the first time in days, Max slept. When the fever broke, his mother and father proclaimed a miracle of God. But when it became evident that their son was crippled, they became despondent. They wheeled their son into the church and begged the priest for counseling. â€Å"It was only by the grace of God,† the priest told them, â€Å"that this boy survived.† Max listened, saying nothing. â€Å"But our son cannot walk!† Frau Kohler was weeping. The priest nodded sadly. â€Å"Yes. It seems God has punished him for not having enough faith.† â€Å"Mr. Kohler?† It was the Swiss Guard who had run ahead. â€Å"The camerlegno says he will grant you audience.† Kohler grunted, accelerating again down the hall. â€Å"He is surprised by your visit,† the guard said. â€Å"I'm sure.† Kohler rolled on. â€Å"I would like to see him alone.† â€Å"Impossible,† the guard said. â€Å"No one – â€Å" â€Å"Lieutenant,† Rocher barked. â€Å"The meeting will be as Mr. Kohler wishes.† The guard stared in obvious disbelief. Outside the door to the Pope's office, Rocher allowed his guards to take standard precautions before letting Kohler in. Their handheld metal detector was rendered worthless by the myriad of electronic devices on Kohler's wheelchair. The guards frisked him but were obviously too ashamed of his disability to do it properly. They never found the revolver affixed beneath his chair. Nor did they relieve him of the other object†¦ the one that Kohler knew would bring unforgettable closure to this evening's chain of events. When Kohler entered the Pope's office, Camerlegno Ventresca was alone, kneeling in prayer beside a dying fire. He did not open his eyes. â€Å"Mr. Kohler,† the camerlegno said. â€Å"Have you come to make me a martyr?† 112 All the while, the narrow tunnel called Il Passetto stretched out before Langdon and Vittoria as they dashed toward Vatican City. The torch in Langdon's hand threw only enough light to see a few yards ahead. The walls were close on either side, and the ceiling low. The air smelled dank. Langdon raced on into the darkness with Vittoria close at his heels. The tunnel inclined steeply as it left the Castle St. Angelo, proceeding upward into the underside of a stone bastion that looked like a Roman aqueduct. There, the tunnel leveled out and began its secret course toward Vatican City. As Langdon ran, his thoughts turned over and over in a kaleidoscope of confounding images – Kohler, Janus, the Hassassin, Rocher†¦ a sixth brand? I'm sure you've heard about the sixth brand, the killer had said. The most brilliant of all. Langdon was quite certain he had not. Even in conspiracy theory lore, Langdon could think of no references to any sixth brand. Real or imagined. There were rumors of a gold bullion and a flawless Illuminati Diamond but never any mention of a sixth brand. â€Å"Kohler can't be Janus!† Vittoria declared as they ran down the interior of the dike. â€Å"It's impossible!† Impossible was one word Langdon had stopped using tonight. â€Å"I don't know,† Langdon yelled as they ran. â€Å"Kohler has a serious grudge, and he also has some serious influence.† â€Å"This crisis has made CERN look like monsters! Max would never do anything to damage CERN's reputation!† On one count, Langdon knew CERN had taken a public beating tonight, all because of the Illuminati's insistence on making this a public spectacle. And yet, he wondered how much CERN had really been damaged. Criticism from the church was nothing new for CERN. In fact, the more Langdon thought about it, the more he wondered if this crisis might actually benefit CERN. If publicity were the game, then antimatter was the jackpot winner tonight. The entire planet was talking about it. â€Å"You know what promoter P. T. Barnum said,† Langdon called over his shoulder. â€Å"‘I don't care what you say about me, just spell my name right!' I bet people are already secretly lining up to license antimatter technology. And after they see its true power at midnight tonight†¦Ã¢â‚¬  â€Å"Illogical,† Vittoria said. â€Å"Publicizing scientific breakthroughs is not about showing destructive power! This is terrible for antimatter, trust me!† Langdon's torch was fading now. â€Å"Then maybe it's all much simpler than that. Maybe Kohler gambled that the Vatican would keep the antimatter a secret – refusing to empower the Illuminati by confirming the weapon's existence. Kohler expected the Vatican to be their usual tight-lipped selves about the threat, but the camerlegno changed the rules.† Vittoria was silent as they dashed down the tunnel. Suddenly the scenario was making more sense to Langdon. â€Å"Yes! Kohler never counted on the camerlegno's reaction. The camerlegno broke the Vatican tradition of secrecy and went public about the crisis. He was dead honest. He put the antimatter on TV, for God's sake. It was a brilliant response, and Kohler never expected it. And the irony of the whole thing is that the Illuminati attack backfired. It inadvertently produced a new church leader in the camerlegno. And now Kohler is coming to kill him!† â€Å"Max is a bastard,† Vittoria declared, â€Å"but he is not a murderer. And he would never have been involved in my father's assassination.† In Langdon's mind, it was Kohler's voice that answered. Leonardo was considered dangerous by many purists at CERN. Fusing science and God is the ultimate scientific blasphemy. â€Å"Maybe Kohler found out about the antimatter project weeks ago and didn't like the religious implications.† â€Å"So he killed my father over it? Ridiculous! Besides, Max Kohler would never have known the project existed.† â€Å"While you were gone, maybe your father broke down and consulted Kohler, asking for guidance. You yourself said your father was concerned about the moral implications of creating such a deadly substance.† â€Å"Asking moral guidance from Maximilian Kohler?† Vittoria snorted. â€Å"I don't think so!† The tunnel banked slightly westward. The faster they ran, the dimmer Langdon's torch became. He began to fear what the place would look like if the light went out. Black. â€Å"Besides,† Vittoria argued, â€Å"why would Kohler have bothered to call you in this morning and ask for help if he is behind the whole thing?† Langdon had already considered it. â€Å"By calling me, Kohler covered his bases. He made sure no one would accuse him of nonaction in the face of crisis. He probably never expected us to get this far.† The thought of being used by Kohler incensed Langdon. Langdon's involvement had given the Illuminati a level of credibility. His credentials and publications had been quoted all night by the media, and as ridiculous as it was, the presence of a Harvard professor in Vatican City had somehow raised the whole emergency beyond the scope of paranoid delusion and convinced skeptics around the world that the Illuminati brotherhood was not only a historical fact, but a force to be reckoned with. â€Å"That BBC reporter,† Langdon said, â€Å"thinks CERN is the new Illuminati lair.† â€Å"What!† Vittoria stumbled behind him. She pulled herself up and ran on. â€Å"He said that!?† â€Å"On air. He likened CERN to the Masonic lodges – an innocent organization unknowingly harboring the Illuminati brotherhood within.† â€Å"My God, this is going to destroy CERN.† Langdon was not so sure. Either way, the theory suddenly seemed less far-fetched. CERN was the ultimate scientific haven. It was home to scientists from over a dozen countries. They seemed to have endless private funding. And Maximilian Kohler was their director. Kohler is Janus. â€Å"If Kohler's not involved,† Langdon challenged, â€Å"then what is he doing here?† â€Å"Probably trying to stop this madness. Show support. Maybe he really is acting as the Samaritan! He could have found out who knew about the antimatter project and has come to share information.† â€Å"The killer said he was coming to brand the camerlegno.† â€Å"Listen to yourself! It would be a suicide mission. Max would never get out alive.† Langdon considered it. Maybe that was the point. The outline of a steel gate loomed ahead, blocking their progress down the tunnel. Langdon's heart almost stopped. When they approached, however, they found the ancient lock hanging open. The gate swung freely. Langdon breathed a sigh of relief, realizing as he had suspected, that the ancient tunnel was in use. Recently. As in today. He now had little doubt that four terrified cardinals had been secreted through here earlier. They ran on. Langdon could now hear the sounds of chaos to his left. It was St. Peter's Square. They were getting close. They hit another gate, this one heavier. It too was unlocked. The sound of St. Peter's Square faded behind them now, and Langdon sensed they had passed through the outer wall of Vatican City. He wondered where inside the Vatican this ancient passage would conclude. In the gardens? In the basilica? In the papal residence? Then, without warning, the tunnel ended. The cumbrous door blocking their way was a thick wall of riveted iron. Even by the last flickers of his torch, Langdon could see that the portal was perfectly smooth – no handles, no knobs, no keyholes, no hinges. No entry. He felt a surge of panic. In architect-speak, this rare kind of door was called a senza chiave – a one-way portal, used for security, and only operable from one side – the other side. Langdon's hope dimmed to black†¦ along with the torch in his hand. He looked at his watch. Mickey glowed. 11:29 P.M. With a scream of frustration, Langdon swung the torch and started pounding on the door.