Module b exposition

History[ edit ] The monorail at Expo After the site closed, it was shipped to England where it was installed at the Alton Towers theme park in The logo of three interlocking rings to make the 86 in the logo stood for the three main modes of transportation; land, air, and water. Background[ edit ] Up until the late s, the acre 0.

Module b exposition

An Overview Read the following curriculum development overview. This one is long. You might find that if you print it in draft mode on your printer it is less straining on the eyes.

To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment. Whereas perceptions of the term may vary, it must be recognized that curriculum encompasses more than a simple definition.

Curriculum is a key element in the educational process; its scope is extremely broad, and it touches virtually everyone who is involved with teaching and learning.

Module b exposition

This volume focuses on curriculum within the context of career and technical education. In no other area has greater emphasis been placed upon the development of curricula that are relevant in terms of student and community needs and substantive outcomes. The career and technical and technical curriculum focuses not only on the educational process but also on the tangible results of that process.


This is only one of many reasons why the career and technical and technical curriculum is distinctive in relation to other curricular areas and why career and technical education curriculum planners must have a sound understanding of the curriculum development process.

Perhaps the foremost of these is historical influence. History has an important message to convey about antecedents of the contemporary career and technical and technical curriculum and provides a most meaningful perspective to the curriculum developer.

Curriculum as we know Module b exposition today has evolved over Module b exposition years from a narrow set of disjointed offerings to a comprehensive array of relevant student learning experiences.

Early Foundations of Curriculum Education for work has its beginnings almost four thousand years ago. This earliest type of career and technical education took the form of apprenticeship. Organized apprenticeship programs for scribes in Egypt are recorded as early as B. At about that time, schools were established that provided two stages of training: The first or primary stage consisted of learning to read and write ancient literature.

The second was an apprenticeship stage during which the learner was placed as an apprentice scribe under an experienced scribe, usually a government worker Roberts, Thus, the earliest form of education for work was organized in such a way that basic knowledge could be developed in a classroom setting and applied skills could be developed "on the job.

Apprenticeship programs initiated in ancient Palestine, Greece, and other countries followed a similar pattern with youngsters learning a craft or trade through close association with an artisan.

It is normal to find the ideas in your HSC English Advanced Module B text challenging

Although apprenticeship programs expanded rapidly as various skilled areas became more specialized, reliance continued to be placed on training in the actual work setting-which, in most cases, consisted of conscious imitation.

The apprenticeship form of instruction thus remained virtually unchanged until the nineteenth century. Alternatives to Apprenticeship By the sixteenth century, alternatives to apprenticeship were being strongly considered.

The educational schemes of philosophers such as Comenius and Locke proposed inclusion of manual arts. Samuel Hartlib set forth a proposal to establish a college of agriculture in England.

These and other events in the Realism Movement resulted in trade subjects and practical arts being introduced into formal education. The Age of Reason, likewise, became a catalyst for shifting away from the traditional apprenticeship system.

Rousseau's concern about the value of manual arts in education served as a model for other educators such as Pestalozzi, Herbart, and Froebel.

As Bennett indicates, Rousseau's "recognition of the fact that manual arts may be a means of mental training marked the beginning of a new era of education. The great demand for cheap, unskilled labor obviously could not be met through apprenticeship programs, and many newly established industrial firms did not desire persons with such extensive training as was provided through the traditional learner-artisan relationship.

However, as the Industrial Revolution progressed, owners and managers soon began to realize that skilled workers would be a definite asset to an organization.

This increased demand almost seemed to correspond with the rapid decline of formal apprenticeship programs in many skilled areas. Toward Systematic Curriculum Development Perhaps one of the earliest forms of systematic curriculum building in career and technical education may be attributed to Victor Della Vos, director of the imperial Technical School of Moscow.

At the Philadelphia Centennial Exposition ofDella Vos demonstrated a new approach to teaching the mechanical arts that "became a catalyst for career and technical education in the United States" Lannie, Rather than leaning through conscious imitation, the Russian system utilized shops where formal instruction in the mechanical arts could be provided.

Bennett, Using these basic principles, Della Vos set up separate shops in the areas of carpentry, joinery, blacksmithing, and metal turning where students completed graded exercises that were organized logically and according to difficulty Lannie, The Russian system, which was noted by many Americans, had a most substantial impact on Calvin Woodward and John Runlke.

Woodward initiated a manual training school at Washington University in St. Louis that closely paralleled the system developed by Della Vos. These pioneer efforts served as important precursors of the contemporary career and technical and technical curriculum.Module B General Ethics Ethics is a branch of philosophy which is the systematic study of reflective choice.

There are three key elements involves questions requiring reflective choice (decision problems) involves guides of right and wrong (moral principles) is concerned with the consequences (good or bad) of decisions Problem situation exists.

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Hence a wealth of information creates a poverty of attention, and a need to allocate that attention efficiently among the overabundance of information sources that might consume it.

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