prof ed (let reviewer)

8/15/2019 Prof Ed (Let Reviewer)

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PROFESSIONAL EDUCATION

Questions and Answers

1. Used as medium of instrution durin! S"anis#$ SPANIS%

&. 'o(ernment "ro!ram a))ow students w#o are not

aommodated in ommunit* "u+)i s#oo). To enro)) in "ri(ates#oo)$ 'O,ERN-ENT ASSISTANCE PRO'RA- 'AP/

0. C%ED Stud* Now Pa* Later

2. Inte!rated A""roa# in +ot# seondr* and "rimar* )e(e)$3ASIC

EDUCATION CURRICULU- 3EC/

4. 1567s foremost eduation issue 3ILIN'UAL EDUCATION

8. Su""ort e9ua) aess +ut on t#e ot#er #and 9ua)it* mi!#t +e

om"romised$ OPEN AD-ISSION

:. T#e !o(ernment eduation "ro!ram on ;;;;;;; made P#i)i""ine

eduation P)aement Test for adu)ts and out of s#oo) *out#.$EQUITA3LE ACCESS DE,ELOP-ENT

6. Co))e!e students are re9uired to ta


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2 Pi))ars of Eduation

LEARNIN' TO =NO@$ a9uirin! t#e instruments of understandin!.

LEARNIN' TO DO$ +e a+)e to at reati(e)* in ones en(ironment.

LEARNIN' TO LI,E TO'ET%ER$ to "artii"ate in and oo"erate

wit# ot#er "eo")e in a)) #uman ati(ities.LEARNIN' TO 3E$ to +etter ones "ersona)it* and to at wit# e(er

!reater autonom* ud!ement and "ersona) res"onsi+i)it*.


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Essentia)ismo A9uire +asi


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Rea)ismo 3ased on natura) )awo Leture met#od and memoriationo Lo!ia) and a+strat t#in


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SA-PLE QUESTIONNAIRE FOR IS-SM P%ILOSOP%? OF EDUCATIONSOCIAL DI-ENSIONS/

1. T#e P#i)i""ine E)ementar* S#oo) Curriu)um !i(es !reaterem"#asis on t#e de(e)o"ment of +asi s


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RATIONALIATIONG C $ Rea)ism. Rea)ism onerns wit# w#at isrea) atua). For ideas to +e rea)ied t#e* must +e transferred ordemonstrated.

2. In #is )ass Tea#er - a)wa*s "resents "rini")es and (a)ues soas to enoura!e #is students to eamine t#em and deide fort#emse)(es w#et#er to ae"t t#em or not. @#at


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RATIONALIATIONG A. Construti(ist. As deJned Construti(ism isa "#i)oso"#* of )earnin! w#i# asserts t#at rea)it* does not eistoutside of t#e #uman one"tions. It is t#e indi(idua) t#atonstrut rea)it* +* reetin! on #is own e"eriene and !i(es

meanin! to it. It is founded on t#e "remise t#at +* reetin! onour own e"erienes we onstrut our own understandin! of t#ewor)d we )i(e in. T#erefore )earnin! is sim")* t#e "roess ofadustin! our menta) modes to aommodate new e"erienes.

6. Tea#er U tea#es to #is "u"i)s t#at ")easure is not t#e #i!#est!ood. Tea#ers tea#in! is a!ainst w#at "#i)oso"#*A. Rea)ism C. E"iureanism3. %edonism D. Em"iriism

RATIONALIATIONG 3. %edonism. E"iureanism is ust a form of%edonism. %edonism is t#e !enera) E"iureanism is t#e s"eiJ.A)wa*s se)et t#e !enera) answer.

5. After )istenin! to t#e #omi)* of t#e Priest a+out Jde)it*Cat#erine #as a moment of reetion. %er understandin! of t#e(a)ue of Jde)it* #as +eome dee"er as s#e re)ated t#is to #er "aste"eriene. T#is t*"iJes w#at


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11. T#ea )istened to t#e ad(ie !i(en +* #er sister to end t#ere)ations#i" t#at s#e #as wit# 'i)+ert. %owe(er #er sister )earnedt#at t#e ad(ie s#e #as !i(en was not fo))owed and T#ea deidedto ontinue t#e re)ations#i". T#is ation of T#ea is a manifestation

of w#at


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RATIONALIATIONG A. Natura)ism. Natura)ism aims to unfo)d t#e#i)dKs "otentia) not to "re"are #im for a deJnite (oation orsoia) "osition +ut to "re"are #im to ada"t to t#e #an!in! timesand needs.

14. Tea#er H ser(es as an ins"iration to #is students +eause of#is eien* and e>eti(eness as a tea#er. T#e mind set of #isstudents towards #imB#er is an instane of w#at


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!rou" deisions. As a resu)t s#oo)s eist to diso(er and e"andt#e soiet* we )i(e in. Students stud* soia) e"erienes andso)(e "ro+)ems.

16. Prini"a) C s#ares t#is t#ou!#t wit# #is tea#ersG Su+etmatter s#ou)d #e)" students understand and a""reiatet#emse)(es as uni9ue indi(idua)s w#o ae"t om")eteres"onsi+i)it* for t#eir t#ou!#ts fee)in!s and ations. Fromw#i# "#i)oso"#* is t#is t#ou!#t+ased B Tea#er , tea#es #er students to a""reiate t#emse)(esas uni9ue indi(idua)s and areto ae"t t#e res"onsi+i)it* to t#eir fee)in!s ations and t#ou!#ts.S#e u"#o)ds t#e "#i)oso"#* of .

A. Perennia)ism C. Eistentia)ism3. Essentia)ism D. Pro!ressi(ism

RATIONALIATIONG C. Eistentia)ism. Eistentia)ism is t#e"#i)oso"#* of su+eti(it* of se)f#oodand "ro)aims manKs freedom in t#e aom")is#ment of #isdestin*.

15. Tea#er % )ass is en!a!e in "ro+)em so)(in! ati(it* w#i# ina wa* is a reetion of t#e "ersona) and soia) e"erienes. T#e"ur"ose of t#is ati(it* is for t#e students to a9uire t#e s


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does t#is )ass u"#o)dA. Natura)ism C. Pro!ressi(ism3. Construti(ism D. Reonstruti(ism

RATIONALIATIONG D. Reonstruti(ism. Reonstruti(ism o(erst#e under)*in! fators t#at onstitute rea)it* or soiet*. In t#isre!ard students are enoura!e to +eome in(o)(ed in t#e"ro+)ems w#et#er "o)itia) soia) or eonomia) t#at onfront t#esoiet* and +e a+)e to arri(e at so)utions in order to reonstrutsoiet*.

&1. A urriu)um s#ou)d on)* in)ude t#ose t#at #a(e sur(i(ed t#etest of time and om+ine t#e s*m+o)s of )iterature #istor* andmat#ematis. T#us urriu)um )i


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#a""ens forma))* and informa))*.D. Eduation !oes on t#rou!#out )ife.

RATIONALIATIONG D. Eduation !oes on t#rou!#out )ife.Pro!ressi(ism onnotes !rowt# and de(e)o"ment. It is an ati(eform of "#i)oso"#* for it ontinues to e(o)(e.

&2. -r. Cru eem")iJes an idea) tea#er and son. %e isom"etent in #is Je)d +ased on t#e (arious reo!nitions t#at #ereei(ed from #is s#oo). As a dutifu) son #e assumes a)) t#eres"onsi+i)ities of raisin! #is fami)* t#is in)udes #is "arentssi+)in!s and t#eir own fami)ies/ !i(in! a)) t#eir needs and wants.

T#e fu)J)ment of t#ese is t#e ne!)et of t#e res"onsi+i)ities to#imse)f. T#is attitude of -r. Cru is a!ainst w#at


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A. Pra!matism C. Natura)ism3. Perennia)ism D. Essentia)ism

RATIONALIATIONG 3. Perennia)ism. Perennia)ism (iews eduationas a reurrin! "roess +ased on eterna) trut#s. 'ood eduationin(o)(es a sear# for and understandin! of trut# w#i# an a)) +efound in t#e !reat wor


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t#isA. Rea)ism C. Eistentia)ism3. Pro!ressi(ism D. Reonstruti(ism

RATIONALIATIONG D. Reonstruti(ism. Reonstruti(ism aims toa#ie(e soia) #an!es. T#is is a "#i)oso"#* t#at entai)s t#eidentiJation of soia) "ro+)ems Jndin! so)utions for t#is and +e a"art of t#e so)ution.

07. Inrease of time a))otment in En!)is# -at# and Siene in t#eE)ementar* )e(e) under t#e New E)ementar* S#oo) Curriu)umNESC/ as "ro(ided in DECS Order No. 1 s. 1550 ontri+utes int#e u)turation of +asi )itera* +* "ro(idin! t#e needed essentia)s


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A. Natura)ism C. Rea)ism3. Idea)ism D. Pra!matism

RATIONALIATIONG C. Rea)ism. T#is eduati(e "roess is (iewedmain)* as t#e transmission of information and


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a. INTRINSIC -OTI,ATION$ refers to t#e desire of studentst#emse)(es to )earn in order to a#ie(e s"eiJ o+eti(es.

+. ETRINSIC -OTI,ATION$ mar


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Ana)*sisG O"tion D is CORRECT. Notie t#e word NOT in t#e

9uestion a+o(e. T#is entai)s t#at t#e answer to t#e 9uestion is a

"ro(ision or ati(it* w#i# does not "romote t#e de(e)o"ment of

ea# )earner. @#i)e o"tion D mentions of a "ro!ram w#i#

"ro(ides a wide ran!e of o""ortunities for indi(idua)s it on)*fouses on indi(idua)s wit# t#e same )e(e) of a+i)ities needs and

interest. It fai)s to onsider indi(idua) di>erenes.

O"tion A is INCORRECT. T#e "ro(ision of etensi(e eduationa)

dia!nosis of )earners wi)) rea))* #e)" address t#e s"eiJ needs of

#i)dren.

O"tions 3 and C are INCORRECT. Se)f$direted inde"endent stud*

and se)f$moti(ation and e(a)uation #i!#)i!#t t#e a+i)it* of #i)dren

to onstrut and diret t#eir own )earnin!. T#ese ena+)e t#em to

de(e)o" t#eir "otentia) to t#e fu))est.&. Tea#er Li)* wou)d )i


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onitin! information. It is su+et$entered urriu)um not

e"eriene$entered urriu)um w#i# em"#asies t#e tea#in!

of fats and


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Ana)*sisG O"tion C is CORRECT. Deisions on se9uenin! of

ontent and !rade ")aement are done on t#e )e(e) of t#e

urriu)um or!aniationBdesi!n. In t#is )e(e) t#e urriu)um

de(e)o"er determines t#e so"e and se9uene of ontent in ea#

su+et +ased on t#e desi!n of t#e urriu)um.O"tion A C and D are INCORRECT. Pannin! in(o)(es amon!

ot#ers dia!nosis of needs and soia) demands w#i# wi)) maeti(eness and im"at of t#e urriu)um aremeasured.

4. One eam")e of t#is desi!n of su+et$entered urriu)um is

t#at w#i# s#ows soia) studies +ein! om+ined wit# !eo!ra"#*

i(is and u)ture and #istor* to om"rise one su+et area.

@#i# desi!n is t#is

a. Corre)ated

+. 3roadJe)ds

. Se"arate su+et

d. Core

Ana)*sisG O"tion 3 is CORRECT. 3roadJe)d desi!n was made to

"re(ent t#e om"artmenta)iation of su+ets and inte!rate t#e

ontents t#at are re)ated to ea# ot#er. T#us !eo!ra"#* i(is

and u)ture and #istor* are fused into one su+et a))ed soia)

studies. E(entua))* t#e identit* of ea# su+et is )ost. 3road Je)d

draws around t#emes and inte!ration.

O"tion A is INCORRECT. Corre)ated desi!n re)ates t#e ontent of

two su+ets in order to redue fra!mentation. %owe(er t#eidentit* of ea# su+et is maintained. T#is is not t#e ase in t#e

9uestion a+o(e.

O"tion C is INCORRECT. Se"arate su+ets desi!n is #i!#)*

om"artmenta)ied and fra!mented.

O"tion D is INCORRECT. Core desi!n re(o)(es around !enera)


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eduation and t#e "ro+)ems are +ased on ommon #uman

ati(ities.

PROFESSIONAL EDUCATION

A. A"")* a""ro"riate tea#in! met#ods and te#ni9ues to"artiu)ar )earnin! situations.

1. -r. Santos notied t#at one of #is "u"i)s iso)ate #imse)f fromt#e )ass. %e doesnKt want to "artii"ate in an* of t#e )assati(ities. T#e #i)d #as "ro+)ems on;;;;;;;;;;;;;;.

a. Com"romise+. Coo"eration. Aommodationd. Soia)iations

d&. On t#e 1st da* of )ass -s. Fe)iiano en!a!ed #er students int#e =NO@ ?OUR CLASS-ATEM ati(it*. T#is su""orts man as

;;;;;;;;;;;;;;;.

a. A w#o)e "erson+. Soia) +ein!. Com")e +ein!d. Rationa) +ein!

+0. T#e 'rade ,I ad(isers started t#e C)ean and 'reen Proet int#eir )asses. @#en t#e ot#er tea#ers )earn a+out it t#e*to!et#er wit# t#eir )asses (o)unteered to #e)". T#is "ro(es manas a ;;;;;;;;;;;;;;.

a. @#o)e +ein!+. Soia) +ein!. P#*sia) +ein!d. %ea)t#* +ein!

+2. -rs. De Dios tau!#t in an e)usi(e s#oo) in -ani)a for &*ears.


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T#e fo))owin! *ear s#e deided to transfer to a "u+)i s#oo) I #er"ro(ine. S#e notied a !reat di>erene not on)* in instrutions+ut a)so in t#e a(ai)a+i)it* of instrutiona) too)s to +e used. T#edi>erene is due to;;;;;;;;;;;.

a. Cu)tura) )a!+. Cu)tura) s#o<. Cu)tura) di>usiond. Cu)tura) re)ati(isma

4. 'i(in! dri))s to #i)dren wi)) ma


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one"t of u)tura) ;;;;;;;;;.a. Conit+. Di(ersit*. 3orrowin!

d. Re)ati(ismD

5. -rs. Re*es re9uired #er students to wat# out at )east oneeduationa) "ro!ram a wee


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a. Soia)+. Di(erse. Ada"ti(ed. Transmitted

3

10. -r. -ora)es is te))in! #is students t#at itKs not ri!#t to #a(e ana>air wit# an*one in t#e fami)*. T#is is an eam")e of;;;;;;;;;;.a. Fads+. Laws. -oresd. Fo)


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. Indiretd. None of t#e a+o(e

A1:. Da(id wants to +e a dotor so #e enro))ed at UST. UST on t#eot#er #and "ro(ides #im "ro!rams and ati(ities for t#erea)iation of #is dream. T#e funtion of eduation un t#e !i(ensituation is to ;;;;;;;;;;;;;.a. Transmit t#e u)tura) #erita!e+. Train t#e indi(idua) for t#e soia) ro)e #e #as #osen. Ser(e as soure of soia) and u)tura) inno(ationd. A)) of t#e a+o(e

3

16. Literature and arts tau!#t in s#oo) and w#i# enter onFi)i"ino (a)ue ustoms and traditions !i(e t#e im"ress t#at

;;;;;;;;;;;;;.a. S#oo) "ro(ides a sense of ontinuit* an e"eriene of ouru)ture+. S#oo) "re"ares ea# indi(idua) to J)) #is ")ae in a Jedsoiet*. S#oo) "ro(ides trainin! for e(er*da* (oations.d. S#oo) trains )eader in t#e )assia) )earnin!

A15. In(esti!ator* "roets in siene are enoura!ed amon!students. T#is sometimes "a(es te wa* to some diso(eries.@#i# funtion of eduation su""orts t#isa. Transmit u)tura) #erita!e+. %e)"s indi(idua) se)et soia) ro)es. Ser(es as soure of u)tura) inno(ationd. Inte!rates into u)tura) mainstream t#e (arious su+u)tures.C

&7. -rs. A)antara announed t#at t#e sear# is !oin! on for t#emost outstandin! student in )ass. E(er*+od* is eited. T#e*were a)) #a))en!ed to !i(e t#eir +est. T#e soia) "roess in(o)(edis ;;;;;;;;.a. Com"etition+. Au)turation


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. Assimi)ationd. AommodationA

&1. -r. Da(id !a(e #is students wor< to do. To fai)itate t#e taserent ati(ities to wor< on.3

&2. A )ass is om"osed of man* di>erent "ersona)ities oinedto!et#er. Ea# one #as #is own set of (a)ues and +e)iefs.Sometimes t#e* )as#. @#at s#ou)d a tea#er do w#en t#is t#in!

#a""eneda. Eerise to)erane+. At as mediator. I!nore t#e inidentd. Insist w#en *ouKre ri!#t


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A&4. @#at does -r. A)antara #a(e in mind w#en #e


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&5. Dino is a onsistent #onor student unti) #e +eame too$in(o)(ed in t#e ati(ities of #is new$found friends. %e seems to#an!e a )ot. T#is #an!e an +e attri+uted to #is ;;;;;;;;;;;;;.a. Peer !rou"

+. Primar* !rou". Referene !rou"d. Seondar* !rou"A

07. C#er*) studies in a "aris# s#oo). As a "aris# s#oo) studentsare !i(en free #and to oin an* re)i!ious or!aniation of t#eir#oie. @#at erentfrom #is own. Durin! t#e 1st few wee


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a. Cu)tura) !a"+. Cu)tura) s#o<. Cu)tura) onitd. Cu)tura) re)ati(ism

C02. Tutoria) )in


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. Di(ersed. Ada"ti(eC

06. Renee !raduated as (a)editorian. E(er*+od* ison!ratu)atin! not on)* #er +ut a)so #er fami)* and tea#ers fora)) t#e #e)" and su""ort t#e*K(e !i(en #er. @#at #arateristi ofu)ture is em"#asied #erea. Cu)ture is s#ared+. Cu)ture is )earned. Cu)ture is !ratif*in!d. Cu)ture is transmittedA

05. 3efore we #a(e a+aus as our aid in "erformin! sim")emat#ematia) o"erations. Now we #a(e a)u)ators. It on)* s#owst#at u)ture is ;;;;;;;;;;;.a. Learned+. Di(erse. Ada"ti(ed. 'ratif*in!C

27. In e)e+ration of t#e s#oo)Ks foundation da* students area))owed to ome in w#ate(er !et$u" t#e* want. Some ome inmini and miro s


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2&. @#en "arents "unis# t#eir #i)dren for +rea


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;;;;;;;;;;.a. Diretion instrution+. Forma) instrution. Informa) instrution

d. 3ot# forma) and informa) instrutionsC

2:. =ristine !rew u" to +e an o+edient and res"etfu) #i)d. S#edoesnKt for!et #er (a)ues w#ere(er s#e is and w#oe(er s#eKs wit#.

T#is is a )ear indiation of t#e inuene im"ressed u"on #er +*a. C#ur#+. Fami)*. S#oo)d. 'o(ernment

3

26. One wa* to inrease oneKs


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. P#*sia)d. Soia)

A

C. Tea#in! Strate!ies in Communiation Arts F)i"ino/Part 1. Learn to Ana)*e Test Items

41. Sa "amaraan! ito a* "ina#a#a)a!a#an ni 'n!. F)ora an!!amit n! tu)a


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+. Pasa


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45. Sa "amaraan! itio si 'n!. So)is a* !uma!ana" n! tun!


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80. Pinan!


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+. Pa!)a)a#at. Pa!)a)a#add. Pa!!amit3

86. Ito a* isan! mun!


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. "arira)ad. "an!un!usa"A

:&. An! tanon! na ito a* tumutu!on sa dimens*on!ito. =un! i


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d. -asusin! tinitin!nan n! !uro an!


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"a!


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d. Ano an! !ina!awa nina Pa!on! at -atsin! sa na"u)ot ni)an!sa!in!D

62. Nasi ni 3+. Lo"es na ma!


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66. Sa tu)on! n! m!a titi< n! sa)itan! nasa una#an n! +awat"an!


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ANON' SA PALA'A? -O AN' LA?UNIN N' A@TOR SA PA'SULATN' =@ENTONA'TA'U-PA? 3A AN' A@TOR SA =AN?AN' LA?UNINa. -!a tanon! sa "a!)i


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A

58. Pa!


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d. i


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P%OTO'RAP%S DRA@IN'S FIL-S DISPLA?S OR 'UIDED-OTIONS.STUD? TRIPS ARE ECURSIONS EDUCATIONAL TRIPS AND ,ISITSCONDUCTED.

E%I3ITS T%ESE ARE DISPLA?S TO 3E SEEN 3? SPECTATORS.

TELE,ISION AND -OTION PICTURES IT CAN RECONSTRUCT T%EREALIT? OF T%E PAST SO T%AT @E ARE -ADE TO FEEL @E ARE

T%ERE.

STILL PICTURES RECORDIN'S RADIO T%ESE ARE ,ISUAL ANDAUDITOR? DE,ICES @%IC% -A? 3E USED 3? AN INDI,IDUAL OR A'ROUP.

,ISUAL S?-3OLS T%ESE ARE NO LON'ER REALISTICREPRODUCTION OF P%?SICAL T%IN'S FOR T%ESE ARE %I'%L?A3STRACT REPRESENTATIONS.

,ER3AL S?-3OLS T%E? ARE NOT LI=E T%E O3HECTS OR IDEASFOR @%IC% T%E? STAND. T%E? USUALL? DO NOT CONTAIN,ISUAL CLUES TO T%EIR -EANIN'.

&1. T#omasites

$ DISA-3AR=ED FRO- CSI CALLED T%O-AS

&&. Eri


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ESLIS%-ENT NATION%OOD

&:. S#*

$ INTRO,ERT

&6. -ETACO'NITI,E

$ t#in


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1. Used as medium of instrution durin! S"anis#

$ SPANIS%

&. 'o(ernment "ro!ram a))ow students w#o are not

aommodated in ommunit* "u+)i s#oo). To enro)) in "ri(ate

s#oo)$ 'O,ERN-ENT ASSISTANCE PRO'RA- 'AP/

0. C%ED

Stud* Now Pa* Later

2. Inte!rated A""roa# in +ot# seondr* and "rimar* )e(e)

$3ASIC EDUCATION CURRICULU- 3EC/

4. 1567s foremost eduation issue

3ILIN'UAL EDUCATION

8. Su""ort e9ua) aess +ut on t#e ot#er #and 9ua)it* mi!#t +e

om"romised$ OPEN AD-ISSION

:. T#e !o(ernment eduation "ro!ram on ;;;;;;; made P#i)i""ine

eduation P)aement Test for adu)ts and out of s#oo) *out#.

$ EQUITA3LE ACCESS DE,ELOP-ENT

6. Co))e!e students are re9uired to ta

prof ed (let reviewer)

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