Public Education in Texas - 804 Words

Public Education In Texas High quality education is a must in U.S. since it means that todays youth will be prepared with the knowledge needed to tackle our nations issues. When looking from state to state, you will notice how various states differ in how well they are able to educate students. Maryland was ranked number one in the nation by having a high grade point average amongst students and an equally high graduation rate. Texas on the other hand had the worst grade point average and graduation rate. The reason for this is the amount of funding that goes into public schools. Maryland puts a lot of funding into their public schools which helps raise grade point averages. Meanwhile Texas puts little funding into public schools and†¦show more content†¦That view still stands today as many senators and representatives hold hold mainly conservative views. The conservative view of education extends to the parents of the students as well. Salaries for public school teachers and administrators come primarily from state taxes which has been an issue for them for years. School faculty has been fighting the state for years to have an increase in pay but that would mean an increase in taxes as well. So when the parents of the students weigh in they often side with the legislature since a pay raise for teachers would mean a raise in taxes for them. This is sadly the same case for funding school equipment such as computers, books, playground equipment, ect.. Since parents are unwilling to have their taxes raised to pay for all of that, our schools will always fall behind, leaving teachers unable to properly teach our students. Another challenge is how often Texas changes its statewide testing regiments. So far it has changed four times over the past century, TAKS (Texas Assessment of Knowledge and Skills) was one of the regiments lasting from 1999 to 2011. The system currently in use and that will end by next year is the STARR exam (State of Texas Academic Readiness). The testing regiments change constantly because they do not accurately gauge a students performance. Also the fact that the main goal of the curriculum is religious and ideological control further hinders the academic performance of students. For example,Show MoreRelatedThe Funding Of Public Education844 Words   |  4 Pages The funding of public education has long been an issue for the state government of Texas. Starting before Texas was even a state, public education funding was at the forefront of politician’s minds. In 1836, one of the reasons Anglo-Texans wanted to become independent from Mexico was Mexico’s lack of a public school system (An Overview of the History of Public Education in Texas, 2016). This drove the desire of President Mirabeau B. Lamar of the Republic of Texas to create legislation that wouldRead MoreRole Of An Interest Group On The United States And. Texas Political System Essay1143 Words   |  5 Pagesorganizations, or businesses who share a goal. The interest group forms an alliance in support of their cause to influence public policy and government officials in the group s favor. The goal of the group could be focused on small group, such as the Japan Eraser Manufacturer s Association; or the goal could be focused on a large public group, such as family and fri ends of public school-aged children in the United States. Clive S. Thomas states, The most important lobbying forces in any society areRead MoreExecutive Summary : Funding For Education1543 Words   |  7 PagesExecutive Summary: Funding for Education Introduction In 1836 Texans listed the failure of the Mexican government to provide education as one of their grievances in the Texas Declaration of Independence from Mexico (Texas Education Agency). Since the founding of Texas, education has been an extremely important part of the state government. According to Texas Politics Today, Article 7, Section 1 of the Texas Constitution states that a â€Å"general diffusion of knowledge being essential to the preservationRead MoreA Discussion Of Constitutional Law And Its Relationship With Education1031 Words   |  5 PagesLaw and Its Relationship with Education Education is not explicitly mentioned in the United States Constitution, but instead, education is one of the powers reserved to the states. Power not specifically given to the federal government is reserved for the states through the Tenth Amendment of the Unites States Constitution. Therefore, states have plenary, or absolute, power in the area of education. While states may hold this reserved power, with regard to education the federal government has foundRead MoreTexas House Of Committee Essay880 Words   |  4 Pages2306 17 Nov. 2017 Committees of Texas House of Representatives After winning the election, there are many committees which we can serve. 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Public education in the Texas has played a major role in shapingRead MoreTexas Parent Pac : An Organization Essay1185 Words   |  5 Pages1 November 2016 Texas Parent PAC An interest group also known as a special interest group or a lobby is an organized group of individuals, organizations, or businesses who share a goal. The interest group forms an alliance in support of their cause to influence public policy and government officials in the group s favor. The goal of the group could be focused on small group, such as the Japan Eraser Manufacturer s Association; or the goal could be focused on a large public group, such as familyRead MoreThe Texas Constitution Guarantees An Efficient System Of Public Schools1459 Words   |  6 PagesThe Texas Constitution guarantees an efficient system of public free schools, but schools have recently found themselves unable to provide an adequate education to the more than 5 million students in Texas because of the many problems within the education policy in the state. Such issues involve school financing, lack of preparation for college, early childhood education, teacher quality, and school choice. Tough all of these conflicts pose a potential threat to the school system’s competence andRead MoreThe Governor s Military And Police Powers980 Words   |  4 Pagesthree-member Public Safety Commission that directs the work of the Department of Public Safety with Senate approval. Adding to that, the last police power that the governor has is the ability to assume the command of the Texas Rangers. Thus, these are the governor’s military and police powers and the functions that they are allowed to assume in office. 2. Describe the functions of o the State Board of Education. o the Texas Education Agency. 2. The functions of the State Board of Education is to setRead MoreUnit 1 Assignment 11272 Words   |  6 PagesGovernment 2306 26 Sep 2017 Unit1 Assignment I live in Texas State House District 115. The current Texas State Representative is Matt Rinaldi. 1 Texas State Senate District 16 and Texas State Senator is Don Huffines. From website www.house.state.tx.us/members/member-page/?district=115, district analyses reports can be found and downloaded. From the â€Å"District Profile Reports -TEXAS HOUSE DISTRICT 115 ACS 2010-2014 Estimates†, data showed in Texas House District 115, total population is 180,798. Percentage

The Vampire Tale as a Sub-genre of the Gothic Essay examples

The Vampire tale As a Sub-Genre of The Gothic Here I will expound upon how the vampire tale is undoubtedly a sub-genre of the Gothic Genre. I will also attempt to tackle the tricky question of whether the vampire tale falls within the subsection of the terror gothic or the horror gothic. In order to emphasize my points and observations I will refer to two scenes in the short story appropriately titled The Vampire, by John Polidori. In the Vampire several elements of the Gothic are readily discernible. More so in this tale because it is so short, succinct and rather straightforward. The protagonist, a young orphaned Englishman named Aubrey enters the cosmopolitan scenes of London and crosses†¦show more content†¦The protagonists dilemma is that he believes he is bound to the honor of his word and cannot tell the secret that eventually consumes him. So his teacher gets married to and eventually victimized by a vampire. The story ends with a mounting bang thats any thing but anti-climactic. The author even ends the story with an exclamation mark. A point that should be well noted for it displays the tone and purpose of the telling of this particular tale. Before I press on into the territory that will illuminate the exact specifications this mark or contrast this work with a specific, brand, formula and genre I want to briefly note upon some deviations from the general subject matter and nuances that weve reviewed thus far in class. First of all this tale is strangely folkloric. Despite part of its setting being cosmopolitan London, theres almost a sitting around the fire fable-like quality to the tale. It has a tone to it that really draws you in. The narrator at one point makes a remark about how a particular character is unaware of a fact that the reader is in on. The indulgent, tone alone is not what makes for the folk tale quality that I sense. No, also there are a number of questions tossed out into the etherShow MoreRelatedGothic Realism And The Vampire Sub Cultures1512 Words   |  7 PagesSince the 18th century, Vampires have ultimately transcended narrative boundaries and genre divides and the Vampire sub-cultures flourish in neo-gothic aesthetic from science fiction and fantasy, romantic and young adult literature and in celluloid. Vampire graphic narratives are finding increased popularity and have since developed into an â€Å"Iconic popular culture phenomenon drawing an obsession and fascination globally†. (Jacqueline, Ng, 2014) So what inspired this new genre of graphic narrativeRead MoreThe History of Vampires1397 Words   |  6 Pagesseems obsessed with vampires. From gothic vampire novels, to endless movies, television and art, the vampire archetype continues to grow in popularity and sophistication. What is behind this seeming obsession with vampires, in our western culture? Why does this archeype endure? What does the vampire have, or do, that makes him/her so attractive and compelling? When did the transformation occur, from foul miscreant to suave tragic hero? Who is the vampire - really? Vampire culture seems in starkRead MoreThe Development Of The Horror Genre Throughout The Years1758 Words   |  8 PagesMakhi Hughes Section 5 15 November, 2016 Final Semester Paper The Development of the Horror Genre Throughout the Years Both horror and science fiction explore the boundaries of what is means to be human (Belton, 272). This is done by emphasizing the dilemmas of the figures who straddle the border of human and non-human (Belton, 273). Horror and Sci-fi contain narratives that take on a form of a search for knowledge that will enable the human race to overcome any obstacle that involves a supernaturalRead MoreVictorian Novel9605 Words   |  39 Pagescrucial writers of the period grew up in the earlier years, and had been influenced by the age of English Romanticism. Therefore, although Victorian was modern, materialist, factual and concerned with ‘things as they are’, Romantic, associated with Gothic, melodramatic, idealistic influenced the way novelists wrote in the beginning of the 19th century. I THE DEVELOPMENT OF THE NOVEL It was the Industrial Revolution that allowed not only cheap printing and papermaking but also rapid book distributionRead MoreMetamorphoses Within Frankenstein14861 Words   |  60 Pagessense of ‘the imp act of technological dev elopments on 28 people’s lives and th e possibility of working-class revolu tion ’. Th is may be amongst th e things Ann Mellor has in mind when she says that Mary 29 Shelley ‘ initiated a n ew liter ary genre, what w e now call science fiction’, for the same f ear of mechan ization out of contro l informs the typical science-fiction dystopia of our own century: a sin ister scien tif ic technocracy whose success is built upon the marginalization and attemp

Analysis of Debussy Trois Nocturnes Sirnes Essay Example For Students

Analysis of Debussy Trois Nocturnes Sir?nes Essay Charles Koechlin, in his book on Debussy, commented that SirÃ'Æ'nes has a subtle charm, and an irresistible and fatal sensuality that emerges from the slow vocalises. If its construction appears a little uncertain especially after the precision of Fetes this uncertainness is surely intentional.1 The apparent uncertainness of construction that Koechlin wrote with regards to Sirenes most probably arises from the absence of a clear tonality which matches Debussys intentions. This is compensated by skilful organisation of phrase structure and orchestral texture. Harmony Typical of Debussy, this movement of Nocturnes has a sense of movement without direction and this can be illustrated clearly from bars 42 to 55. The lack of clear harmonic progression results in this extracts ambiguous tonality. In bars 41 to 42, the parallel chords moving in cycle of fifths (D A E B) beginning on D at bar 38 (see fig. 1) are replaced by a III I progression establishing the tonic of B as shown in fig. 2. The III I progression is a harmonic progression is not typical of the common-practice era and this cadential arrival is largely implied as a Debussy tries to blur the harmonic progression by adding non-chord tones such as F# and D to the E major chord. In fact, only the central chord is tonally conceived in its own structure. The central chord is interpreted here in bar 41 as a dominant chord with a raised fifth (F# A# D E G#), which resolves in bar 42 to a second inversion tonic harmony in B with an added G# shown clearly by the harp (fig. 3), oscillating between major and minor through sharpening and neutralising of third with a F# pedal. Debussy also uses notes from whole tone scale extensively to further enrich the harmonic colour. A tetrachord of D E F# G#, which has a whole-tone scale relationship between its notes, appears in the melodic line of the mezzos at bar 43 to 44. At the start of bar 44, the music finally arrives to E as a tonal centre which can be implied from the E chord seen in the cello, double bass and 2nd harp part (fig. 4). Here Debussy decorates the harmony by adding notes from the whole tone scale. In the Oboe and 2nd Harp part, two non-chord tones D and F# are present along with the E major chord tones, which are E, G# and B. The two notes are linked to the tonal centre E by a whole-tone scale relationship. The repeated occurrence of the notes D and F# shows Debussys emphasis of whole tone scale here. At bar 44, the whole-tone structure is present in the major ninth chord and prolonged until the end of bar 45. This is shown clearly in the winds section where almost all the instruments are playing a descending whole tone scale as shown in fig. 4. This further illustrates Debussys extensive use of whole tone scale in this music. Debussy constantly avoids third of tonic by using seconds, fourths and octaves extensively. As triads are the fundamental building blocks of harmonic music, avoiding thirds or triads weakens the functional harmony and thus produces unclear tonality. From bar 42 to 47, the mezzo sopranos, which are standing out from the rests, has melody lines which are created by sustained use of seconds can be seen in fig. 5. The mezzo sopranos here oscillate between C# and B at bar 42 and rises to F# stepwise at the end of bar 43. From bar 45, mezzo sopranos only two notes are G and A. All these are in intervals of seconds so as to avoid a clear tonality by not using thirds. .u88dadc52618e9da2232d86d0a550515b , .u88dadc52618e9da2232d86d0a550515b .postImageUrl , .u88dadc52618e9da2232d86d0a550515b .centered-text-area { min-height: 80px; position: relative; } .u88dadc52618e9da2232d86d0a550515b , .u88dadc52618e9da2232d86d0a550515b:hover , .u88dadc52618e9da2232d86d0a550515b:visited , .u88dadc52618e9da2232d86d0a550515b:active { border:0!important; } .u88dadc52618e9da2232d86d0a550515b .clearfix:after { content: ""; display: table; clear: both; } .u88dadc52618e9da2232d86d0a550515b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u88dadc52618e9da2232d86d0a550515b:active , .u88dadc52618e9da2232d86d0a550515b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u88dadc52618e9da2232d86d0a550515b .centered-text-area { width: 100%; position: relative ; } .u88dadc52618e9da2232d86d0a550515b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u88dadc52618e9da2232d86d0a550515b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u88dadc52618e9da2232d86d0a550515b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u88dadc52618e9da2232d86d0a550515b:hover .ctaButton { background-color: #34495E!important; } .u88dadc52618e9da2232d86d0a550515b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u88dadc52618e9da2232d86d0a550515b .u88dadc52618e9da2232d86d0a550515b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u88dadc52618e9da2232d86d0a550515b:after { content: ""; display: block; clear: both; } READ: "I am" by John Clare and "Wants" by Philip Larkin poetry analysis EssayThe strings section also lacks thirds. Instead, they have octaves and seconds as double stops in their parts. The double bass in the whole of bar 42 plays F# octaves and the lower cello part has notes F# and G# played together as a major ninth interval as seen in fig. 6. The fourths exist as intervals both across the string sections and within an instrument part. When the 1st violins notes (F#, B, D# and G#) and 2nd violins notes (D#, F# and B) are merged to form a chord as fig. 6, one can see that it basically comprises two fourths intervals, namely, F# B and D# G#. The higher part of the viola secti on also plays the notes D# and G# (again a fourth apart). These harmonic configurations last for two bars until the end of bar 43. Therefore, it is shown that these few bars have basically no thirds that gives them a clear functional harmony. Orchestral texture Bars 42 to 55 serve an important and essential purpose of building up to the climax at bar 82 by becoming increasingly dense in orchestral texture. At bar 38 to 39 (see fig. 7), a few bars before bar 42, the strings section accompanying the winds play pizzicato on chords, creating a light texture overall. The two harps also play ascending sweeping notes which lightens the texture further. However, this starts to change at the beginning of bar 40. The strings section changed to arco instead of pizzicato and the harp stopped playing. This gives a denser texture compared to the previous bars. The harp from bar 42 to 43 plays arpeggiated chords rather than scalic runs at bar 38 to 39. Furthermore, the demisemiquavers of 1st violins, second violins and double bass are staggered with the demisemiquavers of the violas and cellos, producing a unique effect in the accompaniment. All these gradually build up the orchestral texture for the climax. Also, Debussy uses parallel motion to thicken the texture. Examples can be seen at bar 44 to 45 (refer to fig. 8), where the motive played by winds is in parallel motion with the 1st and 2nd violins at bar 44 to 45 falling in thirds in parallel motion. Most importantly, at bar 48 to 49, the chromatic scale leading up to a change in tonal centre from E to C# is also arranged in parallel motion for the 1st violins and 2nd violins (see fig. 9). This thickens the texture quickly and creates tension to signify a change in the tonal centre. Phrase structure In bars 42 to 55, the phrase structures could be interpreted in several ways. Phrases could be standing on its own, comprising an antecedent and a consequent. At the same time, however, it could also be interpreted as an antecedent or consequent which is part of a larger phrase. This kind of symmetrised phrasing allows the repetition of phrase fragments which provides balance and stability and compensates for the unclear harmony cause by and constantly fluctuating tonal centres. The antecedent introduces the material and consequent reemphasises and concludes the newly introduced material. An example would be at bar 42 to 43, where the phrase can be either considered as antecedent to the consequent at bar 44 to 45, or it can be split into an antecedent and consequent within itself. Similarly, this also occurs in bar 46 to 49, which is varied repetition of bar 42 to 45. Even bar 42 to 45 can be interpreted as the antecedent of the whole phrase from bar 42 to 49. The mezzo sopranos notes from bar 42 to 45 are echoed later by the sopranos starting at bar 46, singing a sixth higher. As the melodic contour of mezzo sopranos in bar 42 to 45 are similar to that of the sopranos in bar 46 to 49, thus it could be a whole phrase starting from bar 42 and ending at bar 49. .u0d79003442e64184d1b864d903e5f437 , .u0d79003442e64184d1b864d903e5f437 .postImageUrl , .u0d79003442e64184d1b864d903e5f437 .centered-text-area { min-height: 80px; position: relative; } .u0d79003442e64184d1b864d903e5f437 , .u0d79003442e64184d1b864d903e5f437:hover , .u0d79003442e64184d1b864d903e5f437:visited , .u0d79003442e64184d1b864d903e5f437:active { border:0!important; } .u0d79003442e64184d1b864d903e5f437 .clearfix:after { content: ""; display: table; clear: both; } .u0d79003442e64184d1b864d903e5f437 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0d79003442e64184d1b864d903e5f437:active , .u0d79003442e64184d1b864d903e5f437:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0d79003442e64184d1b864d903e5f437 .centered-text-area { width: 100%; position: relative ; } .u0d79003442e64184d1b864d903e5f437 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0d79003442e64184d1b864d903e5f437 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0d79003442e64184d1b864d903e5f437 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0d79003442e64184d1b864d903e5f437:hover .ctaButton { background-color: #34495E!important; } .u0d79003442e64184d1b864d903e5f437 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0d79003442e64184d1b864d903e5f437 .u0d79003442e64184d1b864d903e5f437-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0d79003442e64184d1b864d903e5f437:after { content: ""; display: block; clear: both; } READ: Development of Dance and Music in the Philippines EssayIn conclusion, Debussy deliberately drops the functional harmony by avoiding the thirds. He adds value to the timbre and texture in his music by using notes from wholes tone scale and changing the orchestral texture when needed, resulting in the use of the wide range of orchestral textures and harmonic colour.

Outcome

Outcome-Based Education Essay Outcome-based Education Denied Joan M. Montana, R. N. Outcome-based education Is the trend In todays curriculum. It Is currently favored Internationally In countries such as Canada, South Africa, New Zealand, and united States (Milan, 2004, cited by Butler, 2004). Outcome-based education encompasses learning at the students pace to achieve a desired outcome. It is defined by Chary (2003) as a method of curriculum design and teaching that focuses on what students can actually do after they are taught. Basically, it puts emphasis on measuring what the students have learned and understand after a rouser by not merely giving examinations but rather, activities that assess critical thinking of the students. In this light, outcome-based education is beneficial to our educational system In providing professional and competent workers. Biggs and Tang (2007) stated that It Is beneficial to the students since the learning outcome tell them precisely not only what they are supposing to be learning, but how and to what standard. In the development of outcome-based education, educators studied the work of Carroll and Bloom. Carroll said that it was inappropriate to fix the time for study and expect variable learning results from students (Davis, 2003). Bloom developed Carols thinking into the notion of mastery learning, in which a fixed level of performance was to be achieved by students by changing the relationship between time and learning (Davis, 2003). From this, the underlying principle of outcome-based education was achieved in a sense that the learning became fixed and the time to achieve the learning became the variable. The primary aim of outcome-based education Is to facilitate desired changes within the learners, by Increasing knowledge, developing skills and/or positively Influencing attitudes, values and Judgment (Butler, 2004). As a whole, It targets the cognitive, affective and psychosomatic domains of learning, thus, facilitating better understanding and retention of the topics learned. As stated by Killeen (2000), outcome-based learning is underpinned by three basic premises: All students can learn and succeed, but not all in the same time or in the same way. Successful learning promotes even more successful learning. * Schools (and teachers) control the conditions that determine whether or not students are successful at school learning. Spade and his colleagues (cited by Lawson ; Easels-Williams, 2007) identifies four organizing principles of OBOE, namely: (1) clarity of focus; (2) designing back; (3) high expectation for all students; and (4) capability of the teachers to provide expanded opportunities to allow for achievement of outcomes In a variety of ways. In clarity of focus, the learning outcomes broad and specific must be clearly Identified for the students; and all teaching and learning actively must be aligned with these outcomes. In designing back, the curriculum content should flow clearly from the most general valued outcomes, to the related, ore special outcomes, to class lesson actively. In Nell expectations Tort all students, it requires that successful and challenging learning experiences and achievement of high standards be part of learning for all students. In the fourth principle, it is suggested that different learners may take different routes, and different amounts of time or different numbers of attempts, to achieve the same outcome. Moreover, visionary elements, proposed by Spade (cited by Lawson ; Easels-Williams, 2007) emphasized the need for educational leaders to engage in empowerment thinking, visionary thinking and future-focused thinking that looks to the world as it should be in the future. Killeen (2000) acknowledged the significance of using outcomes to guide instructional planning. He claimed that there are three major steps in an OBOE system. These steps includes: deciding on the outcomes that students are to achieve; deciding how to assist students to achieve those outcome and deciding how to determine when students have achieved the outcomes. In addition, teaching strategies for OBOE is said to vary in numerous ways. Whatever approach to teaching will be used, it is important for educators to keep the following points in mind: * The main focus should be on learning rather than teaching Students cannot not learn when if they do not think * Thinking is facilitated and encouraged by the processes that were being used with the contents as well as by the content itself. The subject does not exist in isolation -educators should have to help students make links to other subject. * Educators have the main responsibility to help students learn how to learn. On the other hand, students also have responsibilities for learning in an OBOE system. Cookbook (1997, as cited by Killeen, 2000) suggest that learners are responsible for th eir own learning and progress. The principle acknowledges the fact that learning is ultimately a personal and an internal event. Students must be motivated if they are to learn. .u5125200dd93ef216613ea39f29f6407e , .u5125200dd93ef216613ea39f29f6407e .postImageUrl , .u5125200dd93ef216613ea39f29f6407e .centered-text-area { min-height: 80px; position: relative; } .u5125200dd93ef216613ea39f29f6407e , .u5125200dd93ef216613ea39f29f6407e:hover , .u5125200dd93ef216613ea39f29f6407e:visited , .u5125200dd93ef216613ea39f29f6407e:active { border:0!important; } .u5125200dd93ef216613ea39f29f6407e .clearfix:after { content: ""; display: table; clear: both; } .u5125200dd93ef216613ea39f29f6407e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5125200dd93ef216613ea39f29f6407e:active , .u5125200dd93ef216613ea39f29f6407e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5125200dd93ef216613ea39f29f6407e .centered-text-area { width: 100%; position: relative ; } .u5125200dd93ef216613ea39f29f6407e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5125200dd93ef216613ea39f29f6407e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5125200dd93ef216613ea39f29f6407e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5125200dd93ef216613ea39f29f6407e:hover .ctaButton { background-color: #34495E!important; } .u5125200dd93ef216613ea39f29f6407e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5125200dd93ef216613ea39f29f6407e .u5125200dd93ef216613ea39f29f6407e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5125200dd93ef216613ea39f29f6407e:after { content: ""; display: block; clear: both; } READ: What is culture? Argumentative EssayKilleen (2000) summarized three main points in the importance of motivating: students need to know why they are learning whatever they are learning, they need to see some value in this learning, and they need to believe that they can be successful. Outcome-based education allows the students to learn independently at heir own pace, having an outcome to achieve at the end of the learning process. The teachers are merely facilitators of learning guiding and assisting students to understand information and to transform it into their own personal knowledge. Outcome-based education, as a trend in the present curriculum, has its advantages and disadvantages. Mostly, students would benefit from this system. As stated by Razorblades and Uncharismatic (2013), OBOE encourages self-directed learning and allow the students to have a meta-cognitive understanding of the educational program and their role in that process. It also helps students to become aware of what they should be learning, aware of what they are actually learning, and aware of the control that they have over their own learning (Killeen, 2000). In contrast to its benefits, critics of OBOE pointed out several disadvantages. One is stated by Razorblades and Uncharismatic (2013) that OBOE conflicts with the wonderful, unpredictable voyages of exploration that characterize learning through discovery and inquiry. Another is that it is too technical or mechanical or inflexible such that innovation and creativity of the teachers would be killed. Furthermore, it emphasizes minimum levels of achievement and thus encourages mediocrity. However, these can De met Day OBOE In ten sense Tanat teachers would a De addle to practice Innovation Ana creativity in developing teaching strategies that would help the students achieve the outcomes. In terms of mediocrity, OBOE emphasizes the principle of high expectations for all the students wherein the teacher must set the criteria for the outcomes. It can be said that one of the major disadvantage of OBOE is the burden to the teachers in terms of findings ways to help the students arrive at the desired outcomes. In inclusion, outcome based education upgrades the educational system in terms of student involvement in the learning process, and promotes higher level of functioning after the learning process.