The Idea Of Liberation In Hindu Philosophy Theology Religion Essay

The Idea Of Liberation In Hindu Philosophy Theology Religion Essay

Philippines Mdg

PHILIPPINE DEVELOPMENT PLAN 2011-2016 MDGs in the National Development Plan Cleofe S. Pastrana National Economic and Development Authority Republic of the Philippines Sub-Regional Workshop for LDCs in Achieving MDGs Incheon, Republic of Korea 14 16 September 2011 Outline of presentation  § Philippine Development Plan (PDP) 2011-2016  § Inclusion of the MDGs in Various PDP Chapters  § Challenges in Achieving the MDGs Republic of the Philippines 14-16 September 2011 2 Social Contract with the Filipino PeopleA country with an organized and widely shared rapid expansion of our economy through a government dedicated to honing and mobilizing our people s skills and energies as well as the responsible harnessing of our natural resources. Republic of the Philippines 14-16 September 2011 3 Three broad strategies to achieve inclusive growth†¦ INCLUSIVE GROWTH OUTCOMES REDUCE POVERTY INCREASE EMPLOYMENT PDP 2011-2016 BROAD STRATEGIES HIGH AND SUSTAINED ECONOMIC GROWTH EQUAL ACCESS TO DEVELOPMENT OPPORTUNITIES EFFECTIVE AND RESPONSIVE SOCIAL SAFETY NETS 4-16 September 2011 Republic of the Philippines 4 Social Contract s 16-Point Agenda Philippine Development Plan Republic of the Philippines 14-16 September 2011 5 Key programs and strategies in the Philippine Development Plan 20112016 Republic of the Philippines 14-16 September 2011 6 Philippine Development Plan 2011-2016 1. Introduction 2. Macroeconomic Policy 3. Competitive Industry and Services Sectors 4. Competitive and Sustainable Agriculture and Fisheries Sector 5. Accelerating Infrastructure Development Republic of the Philippines 4-16 September 2011 7 Philippine Development Plan 2011-2016 6. Towards a Dynamic and Resilient Financial System 7. Good Governance and the Rule of Law 8. Social Development 9. Peace and Security 10. Conservation, Protection and Rehabilitation of the Environment and Natural Resources Towards Sustainable Development Republic of the Philippines 14-16 September 2011 8 Where do the Mi llennium Development Goals come in? The Philippine Development Plan affirms the government s commitment to attain the MDGs. Republic of the Philippines 4-16 September 2011 9 Chapter 1: In pursuit of inclusive growth [Inclusive growth] is sustained growth that creates jobs, draws the majority into the economic and social mainstream, and continuously reduces mass poverty. Growth in short was not inclusive owing to the basic disregard of the people s will and failure to render full and complete justice for all †¦ hence the MDG of universal primary education is consistent with inclusive growth . Republic of the Philippines 14-16 September 2011 10 Chapter 3: Competitive Industry and Services SectorThe government will [therefore]: (1) maintain and safeguard economic security in multilateral, regional, and bilateral economic engagements; (2) maintain and safeguard national and economic security through strategic partnerships within the Asian region to ensure that Philippine foreign po licy decisions, are taken in the context of Asian Regionalism and Asian Community; (3) continuously evaluate multilateralism and the stability of international organizations; and (4) work to attain the Millennium Development Goals (MDGs) targets by 2015 and reduce poverty through intensified international cooperation.Republic of the Philippines 14-16 September 2011 11 Chapter 4: Competitive and Sustainable Agriculture and Fisheries Sector The sector s (agriculture and fisheries) development is therefore vital in achieving inclusive growth and poverty reduction as well as attaining the targets under the MDGs. Republic of the Philippines 14-16 September 2011 12 Chapter 7: Good Governance and Rule of Law Corruption and lack of transparency are major constraints to the achievement of the MDGs.To say that corruption and poor governance abet and worsen poverty is no exaggeration. Kung walang corrupt, walang mahirap. Republic of the Philippines 14-16 September 2011 13 Chapter 8: Social Dev elopment Republic of the Philippines 14-16 September 2011 14 Chapter 8: Social Development The social development sector shall focus on ensuring an enabling policy environment for inclusive growth, poverty reduction, convergence of service delivery, maximized synergies, and active multi-stakeholder participation.Priority strategies include: (a) attaining the MDGs; (b) providing direct conditional cash transfers (CCT) to the poor; (c) achieving universal coverage in health and basic education; (d) adopting the community-driven development (CDD) approach; (e) converging social protection programs for priority beneficiaries and target areas†¦ Republic of the Philippines 14-16 September 2011 15 Chapter 8: Social DevelopmentHealth The National Health Insurance Program (NHIP) shall be strengthened as the prime mover in improving financial risk protection, generating resources to modernize and sustain health facilities, improving the provision of health services to achieve the MDGs, a nd reducing the risks of lifestyle-related illnesses Social Protection Direct CCTs to the poor through the Pantawid Pamilya Pilipino Program shall be the cornerstone of the government s strategy to fight poverty and attain the MDGs. 16 Republic of the Philippines 14-16 September 2011 Chapter 8: Social Development HousingMoreover, the housing sector aims to achieve the MDG of significantly improving the lives of at least 100 million slum dwellers worldwide by 2020. With the formulation of the National Slum Upgrading Strategy, a systematic focusing of programs and coordination efforts is expected to be realized. Education Accelerate the implementation of the Basic Education Sector Reform Agenda s five key reform areas towards the attainment of the goals of EFA and the MDGs: (a) school-based management (SBM); (b) national learning strategies; (c) quality assurance and accountability; (d) complementary interventions; and (e) institutional culture change.Republic of the Philippines 14-16 September 2011 17 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG Related Health Indicators Prevalence of underweight children under 5 (%) Proportion of households with per capita intake below 100% dietary energy requirement (%) Under 5 mortality rate (per 1,000 live births) Infant mortality rate (per 1,000 live births) Republic of the Philippines 20. 6 (2008) 66. 9 (2008) 17. 6 16. 6 15. 6 14. 6 13. 7 12. 7 54. 1 49. 9 45. 41. 4 37. 1 32. 8 34 (2008) 25 (2008) 31. 6 23 30. 4 22 29. 2 21 28 20 26. 7 19. 0 25. 5 17 14-16 September 2011 18 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG-Related Health Indicators Maternal mortality ratio (per 100,000 live births) Contraceptive Prevalence Rate (all methods) Proportion of births attended by a health professional (%) Proportion of births delivered in health facilities (%) 95-163 (2010, NSCB) 97 56. 2 69 84 57. 9 72 70 59. 7 75 1 61. 4 80 52 63 85 50 51 (2008) 62 (200 8) 44 (2008) 90 69 72 75 80 85 90 Republic of the Philippines 14-16 September 2011 19 Chapter 8: Social Development Indicators Baseline 2011 2012 2013 2014 2015 2016 MDG-Related Health Indicators HIV Prevalence Malaria morbidity rate per 100,000 Malaria mortality rate TB prevalence rate per 100,000 TB mortality rate per 100,000 TB case detection rate TB cure rate Republic of the Philippines Less than 1% (2009) 22 (2009) 0. 03 (2009) 486 (2008) 41 (2007)

Kindergarten-Full Day Versus Half Day Essay

The sky is the limit for children. The benefits of children attending full day kindergarten are far greater than those children that attend half day. Some parents and educators disagree; they say that children should not be forced into their educational career so young. Whether for or against full-day kindergarten, the common goal for all parents is the well being for each individual child. Every child has different needs and capabilities. Parents have to make an informed decision on full day or half day kindergarten. That decision can be a difficult one. Ultimately that decision is the starting point for the next twelve or more years of education for these young children. Connecticut does not have a law mandating all towns have full day kindergarten. The budget process has to make full day kindergarten a priority. The curriculum for kindergarten is limited during half day sessions for children. Because of the time limitations during half day, these children are getting significant amounts of homework to bring home. Before and aftercare is needed due to the short school day for the half day kindergartners, causing parents to pay for childcare. The most important point is that children’s cognitive learning is so crucial at age five. They can absorb so much information at a kindergarten level. Taking advantage of that will give them the best opportunities for the educational career and give them a head start. Kindergarten was originated in 1837 (Burkam 3). Children develop their mental, social, and emotional faculties through play, music, movement, interaction with the outdoors, and opportunities to engage in independent and creative pursuits (Burkam 3). The goal of kindergarten is to prepare children for first grade academics (Burkam 5). Children show great resilience so can therefore adapt to any formal routine, especially education. We must constructively use this critical stage in their lives to have them absorb all the information they can. Most towns in eastern Connecticut have full day kindergarten except Montville. There is no set standard in Connecticut law for all towns to have at least one full-day kindergarten. East Lyme, Niantic, Norwich, Waterford, Ledyard, and Groton have already established a full day program for kindergarten. Montville being the only town in the surrounding area that does not have a full day option available makes it very difficult to those parents in that town to make arrangements for care of their children. Planning a town budget for full day kindergarten is not as complicated as it may seem. Child care is financed primarily by families, who are estimated to be paying between $40 and $50 billion annually (Mitchell 8). Only a small percentage of those funds being spent could be used for funding all schools with full day kindergarten programs. Demonstrating better ways to increase and combine local, state, public and private sources to finance all types of programs so that they can meet higher standards and that all families can afford kindergarten and preschool education (Mitchell 12). Some educators say the biggest obstacle is hiring teachers. They would need twice the amount already staffed. Splitting up the groups of half day classes and teachers could be a solution to that issue. There would not need to be any additional teachers hired in that case. There is so much for children to learn at the age of five. A full day of learning, social interaction, and play is so beneficial. Research comparing half-day and full-day kindergarten shows those children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement—a foundation for school and life success (Villegas 1). Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills (Villegas 1) In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: contributes to increased school readiness, children that are adapted to full day kindergarten are already prepared for the transition into regular grade level schooling, most importantly, they understand rules and behavior, which leads to a higher academic achievement. Standardized tests and classroom grades find that full day students achieve higher and improve student attendance. There is better attendance in full-day kindergarten due to the parents understanding that there is so much more information and teaching provided during a longer day and does not want their child to miss, supporting a childs literacy and language development has long lasting effects that are greater in children that attend full day kindergarten (Villegas 2). One study showed higher reading achievement persisting through third grade and in some cases even seventh grade (Villegas 1). Enrolling a child in full-day kindergarten benefits them socially and emotionally. Full day gives children a balance of structured play and self play. Being with classmates for more hours in a classroom forces them to build positive relationships. Those relationships last sometimes all the way through twelfth grade. Decreases costs by reducing retention and remediation rates (Villegas 1, 2). One study, which found full day students to be more than twice as likely to remain on grade through third grade, showed that this academic benefit helped to offset 19 percent of the first year’s cost of extending the kindergarten day (Villegas 2). For those children in half-day kindergarten, they need to have before and after care in some families, especially when both parents work full time. If there were full day kindergarten, it would eliminate some of that cost of after care. Due to these children needing to go to multiple places throughout the day for care and schooling becomes the issue of transportation. During a parents work day, that child could be bused to as much as three different locations just for child care. Parents prefer longer kindergarten programs because children have to make fewer transitions within a day and they believe their children will be better prepared for first grade (Mitchell 5). Day care programs are valuable, but do not have the curriculum and equal age structure that kindergarten does. Proponents of full-day kindergarten believe that children, as a result of their various childcare and preschool experiences, are ready for more demanding and cognitively oriented educational programs (Burkam 6). Having group play with children ages 0-5 is not beneficial educationally. Children at age five are at an important learning stage in their lives. The more education they can receive in kindergarten the better prepared for school they will be. Full-day advocates suggest several advantages for the longer kindergarten day: it allows teachers more opportunity to assess children’s educational needs and individualize instruction, it makes small-group learning experiences more feasible, it engages children in a broader range of learning experiences, it provides opportunities for in-depth exploration of curriculum, it provides opportunities for closer teacher-parent relationships, it benefits working parents who may need a longer school day (Burkam 6). Reading, math, science are subjects that are the beginning fundamentals in learning Researchers found that children who attended full-day kindergarten scored higher on reading comprehension and mathematics concepts and applications (Burkam 9). Having more hours in a school day allows teachers to take a more one on one approach for the children to really delve deep into counting, the alphabet, writing, speaking, and so forth. The foundation of learning stems from kindergarten. Cognitive development is the most important issue with having children in a full-day kindergarten program. Kindergarten is more than play and social interaction with peers, this time must be used to take full advantage of a child’s potential in learning. Education should be the first priority and focus in a child’s life. The bigger picture is laying the groundwork for children’s educational experience. The younger the child the more prepared they will be for the future and the most successful in life.

The American Flag Symbol of the Vanishing American Dream

When the flag was first made, it symbolized freedom and opportunity for both citizens of American and the immigrants. There was the dream that America was a place of freedom, where you could do what you want, say what you want, and get a job or own your own land. For some, that dream became a reality, but for many of those immigrants, it has proven to be just that, a dream. Is this piece of cloth we hold in such high regard simply an ironic symbol or the American dream? Does it truly symbolize freedom and opportunity, or is it simply a token for those who want to flaunt their opinions and financial status.? Every person should have a certain amount of respect for this country and the opportunities and freedom it provides, but I dont agree†¦show more content†¦I have also come to realize that the reason I was taught to handle the American flag with such care was because schools across America, they try to teach children at an early age to have this kind of patriotism. School systems try to instill American calues in people at a young age because they know children will be the ones to shape the American future. In looking at the American flag as one of Americas artifacts, I have come to reconsider something I observed a couple of years ago. While traveling I have found that there are some similarities everywhere I go. I remember traveling through a few small rural towns in Massachusetts, where I live, for example. As i drove through one side of the town, I saw large beautiful flags, hung from beautiful houses. As I drove further those beautiful houses got scarcer and scarcer until that beautiful neighborhood was just a quick glimpse. I then began to see small houses and some tenements. Is is here that I did not see the American flag. Was it because the people there were not patriotic? Did they choose not to have a flag because they dont believe in America? On the other hand, did the wealthier society want to show off their patriotism, or was it merely hung outside their houses to shw that they achieved the American dream? What exactly was the flag a symbol of in theseShow MoreRelatedFundame ntals of Hrm263904 Words   |  1056 PagesTraining and Development 41 Compensation and Benefits 42 Employee Relations 42 vi Contents Top Management Commitment 43 Effective Upward Communication 43 Determining What to Communicate 44 Allowing for Feedback 44 Information Sources 44 The Americans with Disabilities Act of 1990 62 The Civil Rights Act of 1991 63 The Family and Medical Leave Act of 1993 63 Uniformed Services Employment and Reemployment Rights Act of 1994 64 Relevant Executive Orders 64 vii WORKPLACE ISSUES: HRM CertificationRead MoreStrategic Marketing Management337596 Words   |  1351 PagesMarketing, for example, defines it as: requirements profitably. â€Å" â€Å" . . . the management process for identifying, anticipating and satisfying customer A slightly longer but conceptually similar definition of marketing was proposed by the American Marketing Association (AMA) in 1985: Marketing is the process of planning and executing the conception, pricing, promotion † and distribution of ideas, goods and services to create exchanges that satisfy individual and organizational objectivesRead MoreIgbo Dictionary129408 Words   |  518 Pageschecked and updated scientific names and reformatted the headings. I have added additional etymologies where they were known to me and substituted updated scientific names. One orthographic change is the substitution of the more easily understood Å‹ symbol for the velar nasal in place of the ‘n’ with ï€ ¤ superdot (n) in the manuscript. The photographs were inserted by the editor, deriving from fieldwork in Nigeria. I believe the ms. should be published in hard copy, but there are several reasons for not