Ancestry of Camilla Parker-Bowles

Ancestry of Camilla Parker-Bowles The second wife of Britains Prince Charles, Camilla Parker Bowles was born Camilla Shand in London, England in 1947. She met Prince Charles at Windsor Great Park in the early seventies. Believing he would never propose, however, she married Army officer Andrew Parker Bowles with whom she had two children, Tom, born in 1975 and Laura, born in 1979. Her marriage to Andrew ended in divorce in January 1995. Interesting Facts One of the most famous individuals in Camillas family tree is her great-grandmother, Alice Frederica Edmonstone Keppel, royal mistress to King Edward VII from 1898 until his death in 1910. Madonna shares a distant relationship with Camilla Parker Bowles through Zacharie Cloutier (1617-1708), while Celine Dion shares descent with Camilla from Jean Guyon (1619-1694). Camilla Parker-Bowles Family Tree This family tree is explained using an  Ahnentafel chart,  a standard numbering scheme which makes it easy to see at a glance how a specific ancestor is related to the root individual, as well as easily navigate between generations of a family. First Generation: 1. Camilla Rosemary SHAND was born on 17 Jul 1947 in Kings College Hospital, London.  She married Brigadier Andrew Henry PARKER-BOWLES (b. 27 Dec 1939) at The Guards Chapel, Wellington Barracks, on 4 July 1973. Their marriage ended in divorce in 1996.1 Second Generation: 2. Major Bruce Middleton Hope SHAND was born on 22 Jan 1917.2  Major Bruce Middleton Hope SHAND and Rosalind Maud CUBITT were married on 2 Jan 1946 in St. Pauls Knightsbridge.3 3. Rosalind Maud CUBITT was born on 11 Aug 1921 in 16 Grosvenor Street, London.  She died in 1994.3 Major Bruce Middleton Hope SHAND and Rosalind Maud CUBITT had the following children:4 1 i. Camilla Rosemary SHANDii. Sonia Annabel SHAND was born on 2 Feb 1949.iii. Mark Roland SHAND was born on 28 Jun 1951 and died on 23 Apr 2014. Third Generation: 4. Philip Morton SHAND was born on 21 Jan 1888 in Kensington.5 He died on 30 Apr 1960 in Lyon, France. Philip Morton SHAND and Edith Marguerite HARRINGTON were married on 22 Apr 1916.6 They were divorced in 1920. 5. Edith Marguerite HARRINGTON was born on 14 Jun 1893 in Fulham, London.7 Philip Morton SHAND and Edith Marguerite HARRINGTON had the following children: 2 i. Major Bruce Middleton Hope SHANDii. Elspeth Rosamund Morton SHAND 6. Roland Calvert CUBITT, 3rd Baron Ashcombe, was born on 26 Jan 1899 in London and  died on 28 Oct 1962 in Dorking, Surrey.  Roland Calvert CUBITT and Sonia Rosemary KEPPEL were married on 16 Nov 1920 in Guards Chapel, Wellington Barracks, St. George Hanover Square.8 They were divorced in Jul 1947. 7. Sonia Rosemary KEPPEL was born on 24 May 1900.9  She died on 16 Aug 1986. Roland Calvert CUBITT and Sonia Rosemary KEPPEL had the following children: 3 i. Rosalind Maud CUBITTii. Henry Edward CUBITT was born on 31 Mar 1924.iii. Jeremy John CUBITT was born on 7 May 1927.  He died on 12 Jan 1958. Fourth Generation: 8. Alexander Faulkner SHAND was born on 20 May 1858 in Bayswater, London.10 He died on 6 Jan 1936 in Edwardes Place, Kensington, London. Alexander Faulkner SHAND and Augusta Mary COATES were married on 22 Mar 1887 in St. George, Hanover Square, London.11 9. Augusta Mary COATES was born on 16 May 1859 in Bath, Somerset.12 Alexander Faulkner SHAND and Augusta Mary COATES had the following children: 4 i. Philip Morton SHAND 10. George Woods HARRINGTON was born on 11 Nov 1865 in Kensington.13 George Woods HARRINGTON and Alice Edith STILLMAN were married on 4 Aug 1889 in St. Lukes, Paddington.14 11. Alice Edith STILLMAN was born about 1866 in Notting Hill, London.15 George Woods HARRINGTON and Alice Edith STILLMAN had the following children: i. Cyril G. HARRINGTON was born about 1890 in Parsons Green.5 ii. Edith Marguerite HARRINGTON 12. Henry CUBITT, 2nd Baron Ashcombe was born on 14 Mar 1867. He died on 27 Oct 1947 in Dorking, Surrey. Henry CUBITT and Maud Marianne CALVERT were married on 21 Aug 1890 in Ockley, Surrey, England. 13. Maud Marianne CALVERT was born in 1865 in Charlton, near Woolwich, England. She died on 7 Mar 1945. Henry CUBITT and Maud Marianne CALVERT had the following children: i. Captain Henry Archibald CUBITT was born on 3 Jan 1892.  He died on 15 Sep 1916.ii. Lieutenant Alick George CUBITT was born on 16 Jan 1894.  He died on 24 Nov 1917.iii. Lieutenant William Hugh CUBITT was born on 30 May 1896.  He died on 24 Mar 1918.6 iv. Roland Calvert CUBITT, 3rd Baron Ashcombev. Archibald Edward CUBITT was born on 16 Jan 1901.  He died on 13 Feb 1972.vi. Charles Guy CUBITT was born on 13 Feb 1903.  He died in 1979. 14. Lt. Col. George KEPPEL was born on 14 Oct 1865 and  died on 22 Nov 1947.16 Lt. Col. George KEPPEL and Alice Frederica EDMONSTONE were married on 1 Jun 1891 in St. George, Hanover Square, London.17 15. Alice Frederica EDMONSTONE was born in 1869 in Duntreath Castle, Loch Lomond, Scotland. She died on 11 Sep 1947 in Villa Bellosquardo, near Firenze, Italy. Lt. Col. George KEPPEL and Alice Frederica EDMONSTONE had the following children: i. Violet KEPPEL was born on 6 Jun 1894.  She died on 1 Mar 1970.7 ii. Sonia Rosemary KEPPEL

International Television - Product Placement Essay

International Television - Product Placement - Essay Example There is an ongoing debate across the world on the pros and cons of product placement. This essay presents some of the salient points in this debate. The concept of product placement is nothing new in the world of advertising. Nevertheless, its magnitude and pervasiveness had grown exponentially in the last 20 years. Members of the Entertainment Resources and Marketing Association form the core marketing personnel of the placement-industry. The Association also acts as the mouth-piece for the placement-industry. The mission statement of the Association contains the phrase â€Å"to highlight the practice and establish a code of ethics†. The association is doing an excellent job in highlighting the practice. But, this essay is primarily concerned with the â€Å"establish a code of ethics† part. Started in 1991, ERMA has had 16 years to design a framework of ethics. Conventional wisdom instructs us that high profits and elevated ethics don’t go together. Given the i mpressive profits made by the public relations industry, the implication is that ethics have been neglected. The rest of this essay will look at the evolution of legislations and industry standards pertaining to product placement, by analyzing and contextualizing government regulations and industry sentiments. Also, the United States is taken as the subject country of investigation as the length of the essay only allows limited scope.

What makes people attractive to others Research Paper

What makes people attractive to others - Research Paper Example The two most exciting life incidences about life in college for young men is the possibility of development of a relationship away from relatives; either just friendship or romantic. The paper posits that college men become attracted to others when they identify an admirable quality in them. The paper outlines these qualities and their effects in attractiveness. The secret identified in the discussion as overlaying attraction is self love. Attractive people judge neither themselves nor other people. They are open to all love gestures directed to them. This makes their character to be viewed in a positive light. They express their love in every way and think about it most of the time. With such an attitude no ill thoughts about others can clog their mind. According to Harper, college men should understand that human interactions are vital in acquiring a sense of well-being, happiness and self esteem (402). The paper also stresses on the emotional as well as physical well-being because , at their age, the community expects college men to be energetic both physically and emotionally. This implies that one may be physically healthy but emotionally challenged leading to overall adverse effects on their interactions. It will also be difficult for a young man to sustain a meaningful relationship if they lack emotional stability. DISCUSSION The education status of college men demands that much of their thinking capacity be preoccupied by academic issues; not life shocks and stresses. This is an indication that if one does not uphold proper interactive tendencies towards people, his academic performance will certainly be affected negatively. When they discover that people do not like them, emotions run the gamut from defensive indignation to a feeling of deep pain and enormous sadness. One should focus on improving both his physical and emotional character while streamlining self attitude towards other people. However, young college men may look physically tattered, frai l and unattractive if they do not embrace a healthy lifestyle. Healthy people engage in some form of daily exercise alongside healthy diets to support the physical stability of their energetic bodies. One should indulge in this because they respect themselves and not aiming to impress others. The strategy can entail the involvement of a group activity. This promotes positive interactions with the group members. Attractive people maintain their emotional wellbeing through allowing themselves time to focus. This detaches them from adrenaline negative impacts such as distractions and clutters (Davenport point 32). There are many virtues that one needs to acquire to ensure they are attractive to other people especially the college mates and the teaching staff. It is eminent for one to develop his personal operating system (Davenport point 1). This can be accomplished through curving out and defining their philosophy, values, interests and reality than blindly embracing that of their pee rs and the community at large. When people understand your likes and dislikes, the interactive attitude they portray upon you will be related to the stipulated principles. Expressing one’s personality indicates that one accepts who they are. Therefore, people interact with the real self and not a fake personality. Accepting who we are requires personal sacrifice as one lets go of the need for validation (Davenport point 2). Attractive people speak constructively and attach sense in whatever they discuss. Although the current trends among the peers associate naughty-boy image with attractiveness towards young ladies, this notion is short-lived and causes harm to self-worth

International Relations paper Essay Example | Topics and Well Written Essays - 2000 words

International Relations paper - Essay Example The geopolitics is significant in modern international affairs, as it keeps the countries engaged in forming and maintaining strategic relationships with each other and makes even a single country dominate the whole world on the basis of power. The geopolitical influence that is exercised by the United States across different regions of the world remains unchallenged by any country in the world. Being the most powerful and hegemonic country in the world, it has its say in the political and economic landscape of almost every country. Understandably, United States has not achieved this dominance coincidently; rather this happens to be a fruit of continued endeavours of the country to expand its economic, political and military power across the globe. This paper evaluates and elaborates the extent of US geopolitical influence and strategic dominance over the geographically significant regions such as the Middle East, Central Asia and Southeast Asia. The geopolitical objectives of the United States mainly encompass its conventional policies to conserve a significant share of world oil, to ensure a secure supply of energy resources, to dominate its existing and potential competitors, and most importantly to protect the existence of the state of Israel from any regional threats. Most of the US influence across the world signifies the same interests. Whether it is the critical state of regional stability in the Middle East, the pipeline politics in Central Asian Caucasus region, or its strategic influence in the Southeast Asia, the United States tends to play a significant role in shaping the regional and political landscape across the world. As Bromley (2005, p226) clearly illuminates that, "the routeing of pipelines, the policing of shipping lanes and the management of regional influences all depend heavily on US geopolitical commitments." Re-mapping of the Middle East The geopolitical influence in the Middle East allows United States not only to control regional politics, but also renders the oil dependent Western World as subordinate to US imperial objectives. In the wake of the 9/11 attacks, the re-mapping of Middle East has remained as one of the very important strategic objectives of the United States Perthes (2004, p85) assets that, "the U.S. administration has embraced the cause of bringing a "new order" to what it calls the Greater Middle East". The post attack invasion of Iraq and the subsequent plans to curtail Iran's nuclear expansion, happen to be a part of this goal. All the US strategies employed in the Middle East's expansion as well as democratisation rests on the objective of fostering a secure region for the state of Israel. Curtailing any threats posed to the existence of Israel by any country in the Middle East and preserving US dominance happen to be on the top of the American strategic targets in the region (Cantori, p102, 200 5) Zanoyan (2003, p108) illuminates that the pre-eminent strategic objective of US presence in Iraq happens to be of the transformation of its regime into a government that is friendly to US plans in the region. In this way, US envisages not only to curtail the roots of terrorism but also to protect Israel from any potential radical Islamic threat. A regime change in Iraq also supports the US objective of strengthening Israel while culminating the ascending Palestinian

What Impact did the Conquest have on Aztec Society?

What Impact did the Conquest have on Aztec Society? The discovery of the New World by Christopher Columbus in 1492 was the catalyst for change that had been long awaited in European society. After hundreds of years of living in Asias shadow, the sun was finally rising over Europe and their newly conquered land. But we mustnt forget that the New World was not necessarily new to the indigenous peoples of the Americas. By the time Hernà ¡n Cortà ©s arrived in Mexico, the Aztecs had already established a society that had been successfully functioning for many years, complete with a teeming capital that rivaled European cities. However, the Spanish were able to decapitate their society and permanently change it. Simultaneously, they were able change the way society functioned in their homeland in Europe. But how did the Spanish accomplish the conquest of the Aztec Empire and what happened after they did? The discovery and conquest of the Aztec empire, while beneficial to European society in both the New and Old World, leaves Aztec societ y decapitated and virtually unrecognizable The fall of the Aztec empire to Hernà ¡n Cortà ©s and his army was the necessary first step in controlling this area of the Americas. Hernà ¡n Cortà ©s, a Spaniard on an unsanctioned expedition landed on the coast of Mexico in early1519, was searching for the rumored gold and great cities of Mexico.  [1]  He arrived in the city of Tenochtitlan, the capital of the Aztec Empire, later that year.  [2]  At this time in the early 16th century, Tenochtitlan was one of the largest cities in the world, boasting a population of over 200,000 people.  [3]  According to records, the Spanish were dazzled by the city and had never seen anything like it before.  [4]  The Aztec empire as a whole, run by an emperor named Montezuma, had authority over 5 million people in the area that is now known as Mexico.  [5]  Cortà ©s first attempt to conquer the Aztecs failed miserably and he was quickly forced to retreat. However, he returned in 1521with indigenous allies from surroundi ng areas and was able to decapitate their society. He did this by exploiting cultural and political weaknesses of the empire. First of all, the Aztecs were not accustomed to traditional European warfare. Their fighting had always been ceremonial, not for bloodshed. The Europeans were merciless in their efforts to conquer the empire. Secondly, Cortà ©s disrupts the political structure of the empire very quickly by defeating Montezuma. The Aztecs were highly dependent upon their hierarchal structure, and without an emperor, they were unable to effectively organize resistance.  [6]  They were left in a state of chaos and were finally forced to surrender to the conquistadors after 3 months of warfare.  [7]  For the Aztecs, this surrender to the Spanish meant the permanent loss of their political and cultural society. The Spanish did not just deal a mortal blow to the political structure and culture of Tenochtitlan; they also wiped thousands of its residents off the face of the planet. This, however, was not intentional. The Aztecs had never been exposed to European diseases such as influenza and smallpox, and therefore were extremely susceptible to these illnesses. Smallpox was particularly contagious and deadly. Using the Spaniards as a vessel, it killed over 80 percent, which was approximately 11 million people, of the original population of Tenochtitlan.  [8]  It is difficult to fathom how the Aztecs felt as they watched millions of people die around them in an inexplicable manner. The psychological effect was inevitably devastating.  [9]  This demographic collapse further weakened the empire and left it more susceptible to European control and exploitation. If the destruction of the political structure had not been enough to conquer the Aztec Empire, such an overwhelming loss of the o riginal population did. The fall of the Aztec empire, while a devastation to its indigenous people, was a significant achievement for Hernà ¡n Cortà ©s and his army of conquistadors. After bringing Tenochtitlan to the ground, the Europeans assumed the responsibility of power in the area, which meant they needed to construct a new legal framework. Spains new viceroyalty was appropriately named New Spain and its capital was called Mexico City.  [10]  The Spanish crown appointed Hernà ¡n Cortà ©s governor and established a system much like feudalism that had been seen in earlier European society. In the encomienda system, conquistadors were given land and labor, and in return they had to house the indigenous people and provide them with a Christian education.  [11]  This system did not work as effectively as originally planned. Since the Spanish crown was across the ocean, it was not able to enforce the system. In many cases, the Spanish treated the Aztecs as slaves. In hopes of expanding European society into the area, the indigenous people ultimately lost their religion, their culture, their freedom, and their dignity under this system. Promoting religion in the New World was not only a way for Europeans to legitimize their conquests, but it was a way for them to spread their ideas and exert control in the New World.  [12]  Former religious institutions of the Aztec Empire were considered blasphemy to the Spanish Christians, and by 1521 the Spanish had destroyed 600 temples and 20,000 idols. Outnumbered, the indigenous peoples adopted Christianity without much hesitation.  [13]  The Spanish did make efforts to incorporate Aztecan aspects into the new religious society. They allowed indigenous peoples to be a part of the administrative structure of the church. They also replaced traditional church costumes with Spanish garments.  [14]  Just like in Europe, Christianity became an integral part of society in New Spain. Back in the old world, people heard stories of the magnificent conquest of Mexico and developed a desire to go to the New World. This was a good thing, especially following the depletion of 80% of the original population of Tenochtitlan (lecture).  [15]  This introduction of people from the old world created a society of new ethnic diversity. There were the two original groups of people: the Spanish and the indigenous Aztecs. From the earliest interactions between these groups, Spanish males and Aztecan women bred and created a new breed of people called the mestizo (Darwin 64). The Spanish eventually introduced African slaves into society as a source of labor, and they bred with the Spanish and the Aztecs to and developed the mulatto community (Darwin 64).  [16]  This interbreeding created a hierarchal society based upon race, with the Spanish whites, or criolles on top. The new creole society in New Spain was a direct consequence of the European conquest of Aztec society, f or it never would have transpired without them. The Spanish encountered a plethora of new resources in New Spain, but the one good they valued above all others was mineral wealth. The presence of gold and silver in the New World was one of the strongest factors that encouraged colonization (Darwin 63). The discovery of huge supplies of silver at Zacatecas in the Mexico area impacted the New World, the Old World, and beyond (Darwin 63).  [17]  Firstly, it allowed for the development of technologies. Silver has to be purified when it is mined, and the mercury required for purification came from Iberia and Croatia. The lighting in the silver mines is provided by candles made from the fat of cattle. Labor comes from the indigenous inhabitants. When the bullion is shipped over to Europe, it truly makes a huge impact on society. A radical increase in monetization is seen. (lecture)  [18]  . When Asians hear of this, they demand that they become a part of trade. It changed the way in which the Europeans interacted with the Asians . Prior to this, the Europeans tiptoed around the edges of the Asian continent and were seen as nothing but pests. (Darwin pg 59).  [19]  Silver becomes the first truly global commodity. The discovery of silver allows for European expansion into the east and the west, impacting the societies of Europe, Asia, and the Aztecs simultaneously. We mustnt forget how the conquest of the Aztec Empire influenced society across the Atlantic Ocean in the Old World. The discovery of the Americas as a whole challenged the worldviews of European society and exposed them to new natural history and geography. Maps played a major role in 16th century Europe. During this century we see the emergence of the Waldseemuller maps in 1507, which have become known as the birth certificate of America (exhibit).  [20]  Hernà ¡n Cortà ©s also creates a map, this one of his conquered city of Tetnochtitlan. He sends it to Europe and it becomes the first depiction Europeans see of their newly acquired land. And, according to scholar Barbara E. Mundy, the map assumed a symbolic function in supporting Cortà ©ss just conquest of the Amerindian empire. (article)  [21]  In addition to maps, books and art became popular ways of depicting the New World for those who lived thousands of miles away. Bernal Diaz del Castillo, an infantry man of Cort à ©s, wrote about his adventures in New Spain. He tells the story of myself and my comrades, all true conquerors, who served His Majesty in the discovery, conquest, pacification, and settlementà ¢Ã¢â€š ¬Ã‚ ¦of New Spain (exhibit).  [22]  This collection of anecdotes is a classic, even today. The maps, books, and paintings that came from the Old World painted a picture of the New World for European society, enriching their knowledge and enhancing their worldviews. In discussing the impact of the discovery and conquest of the Aztec empire on both American and European societies, one must understand that Hernà ¡n Cortà ©s and his conquistadors ultimately destroyed a once flourishing and dazzling Aztec Empire in hopes of expanding that of the Europeans. This was very clearly a win-lose situation that favored the Europeans. The once great Aztec society was quickly robbed of its culture, religion, and a large majority of its indigenous peoples, and was left with no hope of regaining it. Ultimately, there was no Aztec society left after 1521. It was merely a new European society founded upon the skeleton of the former empire. After the decapitation of the Aztecs, the conquistadors brought in their religion and new political structure and imposed it upon the few remaining indigenous peoples. Tecnotichlan became virtually unrecognizable, both by name and by the new creole society. Back in Europe, the continent was benefitting from the knowledge and goods brought back from the New World. As tragic as the situation may sound for the Aztecs, discoveries and conquests like this happened quite frequently during this time period. It should not be forgotten that Europeans, while an emerging dominant world power during this time period, did not necessarily get there by honest and diplomatic means.

The Role of Propoganda in the American Revolution :: Essays on American Revolution

The colonists during and before the Revolutionary War believed that they had many well-thought reasons to rebel against England. Some of the most popular reasons would have to be the concept of "Taxation without representation" and the famous Stamp Act. Many colonists were not so concerned with taxes so they sided with the reason of the British restricting their westward expansion. But those colonists who did not go along with those excuses for rebellion just plain hated the British for invading their homes. But a single question arises: "What put all of these strong feelings toward Britain into the minds of the colonists?" The answer is simple: Propaganda. Many of the colonists along the coast began to thing that the land they were living in was beginning to become a little too crowded. The majority of these colonists looked to the land west of the Appalachian Mountains, but there was one problem. In 1763 King George III created something known as "The Proclamation of 1763". The Proclamation of 1763 restricted the colonists in the English colonies from moving westward into the lands beyond the Appalachian Mountains. It also forced those who had already settled west of the Appalachians to go back to the eastern side. King George III made this law because he wished to keep peace with the Natives and keep the taxpayers paying taxes. He succeeded partially, but he also managed to confuse and upset a large amount of the colonists. Another problem that made the colonists angry was the Quartering Act. The Quartering Act stated that the colonists must house British soldiers and pay for their expenses. Nearly every colonists was affected by this, even if they did not house a soldier, because the British soldiers would attempt to find odd jobs in their off hours. Thus, the colonists would be in direct competition with the British soldiers for jobs when the colonists were already underpaid due to taxes, such as the Stamp Act. Taxes were a hard part of every day life in the colonies. Many of the taxes Britain placed on the colonies seemed to be very unreasonable to the colonists. One such example of the unreasonable taxes is the Stamp Act. The Stamp Act was put in place to help pay for some of the cost from the French and Indian War. Everything from newspapers to playing cards was taxed. This infuriated the colonists greatly, because the tax from the Stamp Act affected every one in the colonies in some way or another.

Perspectives in the Implementation of the Enhanced K-12 Basic Education Essay

I. INTRODUCTION The Philippines is the last country in Asia and one of the three nations that has a ten year pre-university education program before the implementation of the K-12 system. K-12 program indicates a good quality of education especially for the standard of our education system worldwide, qualification to work abroad and development of skills in employment. The problem in implementation of K-12 in the Philippines is the preparedness of the Filipino people to study with this procedure of quality education. For furthermore information let’s define first what is K-12. a. WHAT IS K-12 The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.[1] It means that there will be additional two levels in high school. It is believed that K-12 would place the Philippine education system at par with the international standard and contribute to the improvement of a better educated society that is capable of pursuing productive employment, entrepreneurship, or higher education studies. The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professionals in other countries in the view that ten-year education program in insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle.[1] b. CONTENTS The K-12 basic education curriculum is said to be enhanced to become learner-centered, responsive and enriched. The education must be learner-centered, focusing on the optimum development of every Filipino student. Another thing is to be responsive in our local needs to enrich the integrative, inquiry-based, constructivist, and technology-enhancement of our society. Here’s the sequence of accompanying K-12 from kindergarten to new high school years 5-6. In kindergarten, they’re going to teach the fundamental learning that a child need. From grade 1 they are going to teach the core learning areas such as mother tongue until grade 3, starting grade 3 focusing on major subjects like science and learning about edukasyong pantahan at pangkabuhayan that will start at grade 4 up to 6. Grades 7- 8 (new high school year 1-2) will be focused on Core Learning Areas and Exploratory Technology & Livelihood Education, next is grade levels 9-10 (new high school year 3-4) which is focused also in Core Learning Areas plus elective Technology & Livelihood Education. Last is the additional two year levels the grade 11 and 12 which is focusing on major subjects like Math, Science, English, Contemporary issues and specializations. c. FEATURES (Learning Areas) i. The new Features of K-12 basic education curriculum are: * Vertical continuum and horizontal articulation of competencies * Mother Tongue as a learning are and medium of instruction * Spiral progression in Science and Math * MAPEH(Music, Arts, Physical Education and Health) begins in Grade 1 ii. LEARNING AREAS * Mother tongue – this is the native language of the students in the region. It is used as the medium of instruction in all subjects except Filipino and English, it is also taught as a separate subject from Grades One to Three. * English & Filipino – from Grade four onwards this is used to enhanced listening, speaking, reading, and writing. The ultimate goal is the communicative competence of Filipino to both oral and written in three languages. * Mathematics, Araling Panlipunan, MAPEH – From grade 1, these subjects are given to know the basic concepts and ideas, skills, and values necessary for artistic expression and cultural literacy. * Science, and Technology & Livelihood Education – From Grade 3 Science is now implied to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. For the Technology & Livelihood Education that will start at Grade 4 to involve students to develop knowledge, skills, values and attitude in Agriculture.[2] II. GENERAL BACKGROUND a. CONSTITUTIONAL BASIS (Article XIV , Section 1 and 2) The constitutional basis of the implementation of K-12 is found at Article XIV, Section 1 and 2. Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to make such education accessible to all. Section 2. The State shall: (1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society; (2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age; (3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; (4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and (5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.[3] This article of the Philippine Constitution supports the endeavor of improving the quality of education in the Philippines. It also aims to uplift educational standard to produce competent Filipino students that can compete and be at par with other countries. b. Reasons for implementing K-12 Why add two more years? Adding two more years will decongest the basic education curriculum and will provide better quality education for all. K to 12 is not new, the proposal for it dates back to 1925. It will be minus 2 instead of plus 2 for those families who cannot afford a college education but still hoping to have their children find a good paying job. With this, parents spend for at least 4 years of college to have an employable child. In this form, parents will not consume for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years of expenses. The plan is not â€Å"Plus 2 years before graduation† but â€Å"Minus 2 years before work†. What will society gain from K to 12? K to 12 will assist in accelerating the economic growth since it directs students to choose courses that response to the local needs of the society. A better educated society provides a sound foundation for long-term socio-economic development. III. ANALYSIS c. Positive aspects of K-12 i. Argument No.1 (Philippines will have a 12-year basic education program) In adding two more years in our educational system in the Philippines, I think there’s no problem because we need to upgrade the standard of our education just like the other country have. Because in Asia, only Philippines has a 10-year educational program and Philippines is one of the three countries in the world didn’t already have a 12-year educational system, which is the basis of some other countries abroad in ignoring Filipino to work for them or they don’t recognized the professionalism of the Filipino because of their educational background, for some countries 10-year educational program is insufficient. Some other thing in K-12 educational program, the procedure for further learning is much more productive because it applies Mother Tongue which is the language spoke by a person in his province or territory. ii. Argument No.2 (Includes MTBMLE or Mother Tongue Based Multilingual Education in the curriculum) This process will be the medium of instruction from kindergarten up to grade three. English and Filipino is the medium of instruction in grade four.[2] For grades 1 to 3 It’s easy to learn topics when the speaker is using the language from their province. Mother Tongue is used as the first point for literacy development of the student. d. Negative aspects of K-12 iii. Argument No.1 (Insufficient qualified teachers to teach in the K-12 program and availability of more classrooms) Lack of teachers and classrooms are the most common problems before the implementation of K-12 program, and then until now this problem I think will continuously on going because of K-12 program. There will be additional 2 years so it means number of classrooms in each school must increase. Number of teachers since then was not enough to fulfill the needs of our country in education. So where are we going to seek for teachers to teach In the K-12 program? The government must pay attention for this argument if they really want to implement K-12. iv. Argument No.2 (Unavailable materials such as textbooks and curriculum designed for K-12) Textbooks using Mother Tongue is one of the problems to be pursue by an action in implementing K-12. Government must produce textbooks that will act as the guide of the students to their studies. For example a Filipino Mathematics book or Bicolano Fundamental Mathematics book. Those are only example but that’s the truth in this argument, textbooks using Mother Tongue. IV. CONCLUSION I therefore concluded that lets give a chance in implementing K-12 basic education program in the Philippines, it’s not just going to add two more year levels to suffer more in our education but also it standardize our educational system worldwide, strengthen our academics subjects, enhance our literacy through multilingualism, and also work readiness using Senior High School(SHS). As far as I know several schools already produced teachers to teach in the K-12 program but they are few, we need thousands of teachers. Just give a chance then let’s see what will be the result of this program. We don’t know, if K-12 is the way for a better quality and accessible education here in the Philippines. Let’s be responsible in our local needs and especially in our education. V. REFERENCES [1] The K to 12 Education Program . (2012) . K-12 . Retrieved august 19, 2012 , from http://www.gov.ph/k-12/ [3] The 1987 Constitution of the Republic of the Philippines . (1987) . Article XIV , Section 1-2 . Retrieved September 4, 2012 , from http://www.gov.ph/the-philippine-constitutions/the-1987-constitution-of-the-r