NDG Linux Essentials 2.0 Chapter 3 Exam Answers - Premium IT... ~ Breaking News

Connective Tissue are those that connects, supports, binds, or separates other tissues or organs, typically having relatively few cells embedded in an amorphous matrix, often with collagen or other fibres, and including cartilaginous, fatty, and elastic tissue. So all of the options you gave are...Group of answer choices Though curriculum may recognize and celebrate diversity, most Schools attempt to change how they teach. History books are rewritten to emphasize the role of women and Even if administrators and professors are committed to fight inequality, the fact that most of them are...The hidden curriculum in each school addresses the 'needs' of the social class represented by the majority of students in the school. There is some figuring, choice and decision making; for instance getting the students to think and questioning them on how they arrived at the answer.31) Which of the following statements about inclusion is true? 3) Identify the type of team composed of professionals who work independently of each other. Explain how this team functions.15. How can you find news and events for the various asset classes e.g. Foreign Exchange via the Content Explorer screen ? B. Select the relevant asset class from the 'Asset Classes' menu and click on the 'News and Events' tab. 16. Which of the following statements best describes Reuters Insider ?

Which of the following is an example of how the hidden...

In this context,hidden curriculum is said to reinforce existing social inequalities by educating When considering the social implications of the hidden curriculum, it is useful to remember that the For example, Pierre Bourdieu asserts that education-related capital must be accessible to promote...Are we here in modern time stuck in ways of how society used to be with the social classes and the diversities or have we progressed in the fact that things [Heading 1] In her essay, "Social Class and the Hidden Curriculum of Work," of 1980, Dr. Jean Anyon attended five different social class …show...The hidden curriculum in a hidden marketplace: Relationships and values in Cambodia's shadow education system. Mark Bray, Magda Nutsa Kobakhidze, Wei Zhang & Junyan Liu. Abstract The concept of hidden curriculum has become well established.Which of the following is an example of a free online database that a company could access in order to develop marketing intelligence? Definition. You have been asked to locate secondary data for your small organization's research needs. Which of the following is NOT a common source for this type...

Hidden Curriculum and the Informal System by Jaslynn Chan

Which of the following states that there are 2 persons associated with a contact and there can be any number of contacts? A) A deployment view shows how the system is installed in the target environment. Which of the following DOES NOT describe risk in software development?The hidden curriculum is a phrase used to describe the things learnt in school that are not openly taught in lessons or examined in tests. Functionalists for example, claim that secondary socialisation is a crucial role of the system and helps in the establishment of social order.Which of the following is an example of how the hidden curriculum can reinforce inequality? While curriculum may recognize and celebrate diversity, most professors and administrators are white and heterosexual. According to your textbook, what do all religions have in common?Part of the Politics series on. Students' rights. Society portal. v. t. e. A hidden curriculum is a side effect of schooling, "[lessons] which are learned but not openly intended" such as the transmission of norms, values, and beliefs conveyed in the classroom and the social environment.This is a strong example of how praise aspect of hidden curriculum affects the major life choices of students.My schooling took place in the culturally strong region of Mysur in Karnataka. There is a predominant cultural hegemony of Hindu upper caste in the city. Classical art forms of Carnatic music...

Jump to navigation Jump to look Critical pedagogy Major works Pedagogy of the Oppressed Critical Pedagogy Primer Learning to Labour Theorists Paulo Freire Henry Giroux Peter McLaren bell hooks Antonia Darder Joe Kincheloe Shirley Steinberg Paul Willis Ira Shor Pedagogy Anti-oppressive education Abolitionist Teaching Anti-bias curriculum Multicultural schooling Educational inequality Curriculum studies Teaching for social justice Humanitarian education Inclusion Inquiry-based learning Student-centred finding out Public sphere pedagogy Popular education Feminist composition Ecopedagogy Queer pedagogy Critical literacy Critical reading Critical awareness Critical theory of maker schooling Concepts Praxis Hidden curriculum Consciousness raising Related Reconstructivism Critical concept Frankfurt School Political consciousness vtePart of the Politics sequence onStudents' rights History 2010 United Kingdom scholar protests 2016 Indian pupil protests 2014 Hong Kong scholar protests Free school motion Free Speech Movement German scholar motion May 68 Port Huron Statement Protests of 1968 Students for a Democratic Society Concepts / Theory Authentic evaluate Anarchistic unfastened faculty Democratic education Freedom of speech Democratic faculties Hidden curriculum Minimally invasive schooling Scholarism Sudbury school The Student Student activism Student-centred finding out Student protest Student insurrection Students' union Student voice Unschooling Issues Alternative faculty Censorship of student media Compulsory education Ordinance of Student Rights School corporal punishment School discipline School district drug policies School speech School-to-prison pipeline Student Bill of Rights Zero tolerance Organizations European Students' Union Hong Kong Federation of Students Rouge Forum RMIT University Student Union New Students for a Democratic Society Student Press Law Center Worker Student Alliance UP Diliman University Student Council PUP SPEAK Related Animal rights Anti-racism Feminism Labor rights Socialism Youth rights Society portalvte

A hidden curriculum is a side effect of education, "[lessons] which are learned but not openly intended"[1] such as the transmission of norms, values, and beliefs conveyed in the lecture room and the social atmosphere.[2]

Any finding out experience may include unneeded courses.[1] Hidden curriculum often refers to wisdom won in number one and secondary school settings, normally with a destructive connotation where the college strives for equivalent highbrow building (as a good goal).[3] In this feeling, a hidden curriculum reinforces present social inequalities by instructing scholars in line with their class and social status. The unequal distribution of cultural capital in a society mirrors a corresponding distribution of knowledge amongst its students.[4] It will have to be mentioned that the breaktime is an important part of the hidden curriculum.[5]

Educational historical past

Early staff in the field of schooling have been influenced through the perception that the preservation of the social privileges, interests, and information of one group within the inhabitants was once value the exploitation of less powerful teams.[4] Over time this concept has develop into less blatant, but its underlying tones stay a contributing factor to the factor of the hidden curriculum.

Several educational theories had been advanced to assist in giving meaning and structure to the hidden curriculum and for example the role that schools play in socialization. Three of those theories, as cited through Henry Giroux and Anthony Penna, are a structural-functional view of training, a phenomenological view related to the "new" sociology of education, and a thorough critical view comparable to the neo-Marxist analysis of the idea and follow of schooling. The structural-functional view makes a speciality of how norms and values are conveyed within schools and how their prerequisites for the functioning of society grow to be undoubtedly approved. The phenomenological view suggests that meaning is created through situational encounters and interactions, and it implies that wisdom is rather purpose. The radical critical view acknowledges the courting between economic and cultural copy and stresses the relationships among the idea, ideology, and social observe of studying. Although the first two theories have contributed to the research of the hidden curriculum, the radical important view of training supplies the most perception.[2] Most importantly it acknowledges the perpetuated financial and social facets of schooling that are clearly illustrated by the hidden curriculum.

Aspects

Various facets of studying contribute to the luck of the hidden curriculum, including practices, procedures, rules, relationships, and structures.[1] Many school-specific assets, some of which may be incorporated in those sides of learning, give upward push to essential components of the hidden curriculum. These sources would possibly come with, but don't seem to be limited to, the social buildings of the lecture room, the trainer's exercise of authority, regulations governing the courting between teachers and students, standard learning actions, the trainer's use of language, textbooks, audio-visual aids, furniture, structure, disciplinary measures, timetables, tracking techniques, and curricular priorities.[1] Variations among these sources advertise the disparities found when comparing the hidden curricula comparable to more than a few elegance and social statuses. "Every school is both an expression of a political situation and a teacher of politics."[6]

While the actual subject matter that scholars absorb thru the hidden curriculum is of utmost importance, the staff who put across it elicit particular investigation. This in particular applies to the social and ethical classes conveyed by means of the hidden curriculum, for the ethical characteristics and ideologies of lecturers and other authority figures are translated into their lessons, albeit now not essentially with purpose.[7] Yet those unintentional learning studies can result from interactions with no longer handiest instructors, but in addition with friends. Like interactions with authority figures, interactions amongst friends can promote moral and social ideals but also foster the trade of data and are thus necessary assets of wisdom contributing to the success of the hidden curriculum.

Heteronormativity

According to Merfat Ayesh Alsubaie, the hidden curriculum of heteronormativity is the erasure of LGBT identities in the curriculum thru the privileging of heterosexual identities.[8] In a quote from Gust Yep, heteronormativity is the "presumption and assumption that all human experience is unquestionably and automatically heterosexual".[9] Laws akin to "No Promo Homo" that limit the point out of or instructing about LGBT identities are regarded as to work to reinforce the hidden curriculum of heteronormativity.[10][11] In addition to No Promo Homo laws, these days over half of the states in the U.S. aren't legally mandated to have any sexual schooling. According to Mary Preston, the lack of sexual education in colleges removes LGBT identities from the explicit curriculum, and contributes to the hidden curriculum of heteronormativity.[12]

When students fall out of doors the heterosexual norm in colleges, some students and teachers had been proven to police students back in step with heteronormative expectations.[13] C. J. Pascoe said policing takes position via the use of bullying behaviors corresponding to the use of phrases akin to "fag, queer, or dyke" which are used to shame scholars with identities out of doors the norm. Pascoe said the use of LGBT slurs forms a "Fag Discourse." The "Fag Discourse" in colleges upholds heteronormativity as sacred, works to silence LGBT voices and puts LGBT identities to the hidden curriculum.[14]

Autism

The term "hidden curriculum" also refers to the set of social norms and talents that autistic folks have to be informed explicitly, however that neurotypical other people be told routinely.[15]

Function

Although the hidden curriculum conveys an ideal deal of wisdom to its students, the inequality promoted through its disparities amongst categories and social statuses frequently invokes a destructive connotation. For example, Pierre Bourdieu asserts that education-related capital must be accessible to advertise educational fulfillment. The effectiveness of faculties becomes restricted when these bureaucracy of capital are unequally disbursed.[16] Since the hidden curriculum is regarded as to be a kind of education-related capital, it promotes this ineffectiveness of colleges in consequence of its unequal distribution. As a means of social control, the hidden curriculum promotes the acceptance of a social future without selling rational and reflective consideration.[17] According to Elizabeth Vallance, the purposes of hidden curriculum come with "the inculcation of values, political socialization, training in obedience and docility, the perpetuation of traditional class structure-functions that may be characterized generally as social control."[18] Hidden curriculum can even be related to the reinforcement of social inequality, as evidenced through the construction of other relationships to capital in response to the types of work and work-related activities assigned to students various by means of social class.[19]

Although the hidden curriculum has destructive connotations, it is not inherently unfavourable, and the tacit factors which are concerned can potentially exert a positive developmental pressure on scholars. Some instructional approaches, corresponding to democratic education, actively search to attenuate, make specific, and/ or reorient the hidden curriculum in this type of approach that it has a favorable developmental impact on scholars. Similarly, in the fields of environmental education and education for sustainable building, there was some advocacy for making school environments more herbal and sustainable, such that the tacit developmental forces that these bodily components exert on scholars can change into sure components in their building as environmental electorate.[20][21]

Higher schooling and monitoring

While research on the hidden curriculum most commonly center of attention on basic primary and secondary schooling, higher education also feels the effects of this latent wisdom. For example, gender biases develop into found in particular fields of study; the high quality of and experiences related to prior education grow to be extra vital; and sophistication, gender, and race turn out to be more obvious at upper ranges of schooling.[22]

One additional side of hidden curriculum that performs a major part in the development of students and their fates is monitoring. This manner of enforcing educational and career paths upon scholars at young ages depends on more than a few components such as class and standing to reinforce socioeconomic differences. Children have a tendency to be placed on tracks guiding them towards socioeconomic occupations very similar to that of their oldsters, with out actual concerns for their strengths and weaknesses. As students advance thru the educational system, they apply alongside their tracks by finishing the predetermined lessons.[23] For example, this is one of the main elements proscribing social mobility in America lately.

Literary references

John Dewey explored the hidden curriculum of schooling in his early twentieth century works, in particular his classic, Democracy and Education. Dewey saw patterns evolving and tendencies growing in public schools which lent themselves to his pro-democratic views. His paintings was once briefly rebutted via tutorial theorist George Counts, whose 1929 guide, Dare the School Build a New Social Order? challenged the presumptive nature of Dewey's works. Counts claimed that Dewey hypothesized a novel path through which all younger people travelled with the intention to turn into adults, but Counts emphasized the reactive, adaptive, and multifaceted nature of studying. This nature brought about many educators to slant their perspectives, practices, and exams of student performance in particular directions which affected their scholars greatly. Counts' examinations had been expanded on by means of Charles A. Beard, and later, Myles Horton as he created what was the Highlander Folk School in Tennessee.

The word "hidden curriculum" used to be reportedly coined by Philip W. Jackson (Life In Classrooms, 1968). He argued that we need to perceive "education" as a socialization process. Shortly after Jackson's coinage, MIT's Benson Snyder printed The Hidden Curriculum, which addresses the question of why students—even or particularly the most talented—flip away from education. Snyder advocates the thesis that a lot of campus conflict and students' personal nervousness is led to by a mass of unspoken instructional and social norms, which thwart the students' talent to broaden independently or assume creatively.

The hidden curriculum has been further explored via a host of educators. Starting with Pedagogy of the Oppressed, printed in 1972, via the overdue Nineteen Nineties, Brazilian educator Paulo Freire explored quite a lot of effects of presumptive teaching on students, faculties, and society as a whole. Freire's explorations have been in sync with those of John Holt and Ivan Illich, every of whom have been briefly identified as radical educators. Other theorists who've recognized the insidious nature of hidden curricula and hidden agendas come with Neil Postman, Paul Goodman, Joel Spring, John Taylor Gatto, and others.

More contemporary definitions were given by way of Roland Meighan ("A Sociology of Education", 1981):

The hidden curriculum is taught via the school, now not through any instructor...one thing is coming across to the pupils which might by no means be spoken in the English lesson or prayed about in assembly. They are picking-up an way to residing and an perspective to studying.

and Michael Haralambos ("Sociology: Themes and Perspectives", 1991):

The hidden curriculum is composed of those issues pupils be told through the enjoy of attending college moderately than the said instructional objectives of such establishments.

Educational critics Henry Giroux,[2]bell hooks, and Jonathan Kozol even have examined the effects of hidden curriculum.

Developmental psychologist Robert Kegan addressed the hidden curriculum of everyday life in his 1994 ebook In Over Our Heads, which all in favour of the relation between cognitive building and the "cognitive demands" of cultural expectations.

Professor of verbal exchange Joseph Turow, in his 2017 book The Aisles Have Eyes, used the concept to describe acculturation to large private knowledge assortment; he wrote:[24]

The very actions that dismay privacy and anti-discrimination advocates are already beginning to grow to be everyday habits in American lives, and part of Americans' cultural routines. Retailing is at the leading edge of a brand new hidden curriculum for American society—instructing other people what they have to give up with a view to get alongside in the twenty-first century.

References

^ a b c d Martin, Jane. "What Should We Do with a Hidden Curriculum When We Find One?" The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 122–139. ^ a b c Giroux, Henry and Anthony Penna. "Social Education in the Classroom: The Dynamics of the Hidden Curriculum." The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 198 100–121. ^ Cornbleth, Catherine. "Beyond Hidden Curriculum?" Journal of Curriculum Studies. 16.1(1984): 29–36. ^ a b Apple, Michael and Nancy King. "What Do Schools Teach?" The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 82–99. ^ Cf. Kaggelaris, N. - Koutsioumari, M. I. (2015), "The breaktime as part of the hidden curriculum in Public High School", Pedagogy idea & praxis 8 (2015): 76-87 [1]. ^ .mw-parser-output cite.quotationfont-style:inherit.mw-parser-output .citation qquotes:"\"""\"""'""'".mw-parser-output .id-lock-free a,.mw-parser-output .citation .cs1-lock-free abackground:linear-gradient(clear,clear),url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")appropriate 0.1em heart/9px no-repeat.mw-parser-output .id-lock-limited a,.mw-parser-output .id-lock-registration a,.mw-parser-output .citation .cs1-lock-limited a,.mw-parser-output .quotation .cs1-lock-registration abackground:linear-gradient(clear,clear),url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")appropriate 0.1em middle/9px no-repeat.mw-parser-output .id-lock-subscription a,.mw-parser-output .quotation .cs1-lock-subscription abackground:linear-gradient(transparent,clear),url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em middle/9px no-repeat.mw-parser-output .cs1-subscription,.mw-parser-output .cs1-registrationcolor:#555.mw-parser-output .cs1-subscription span,.mw-parser-output .cs1-registration spanborder-bottom:1px dotted;cursor:help.mw-parser-output .cs1-ws-icon abackground:linear-gradient(transparent,clear),url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")correct 0.1em heart/12px no-repeat.mw-parser-output code.cs1-codecolor:inherit;background:inherit;border:none;padding:inherit.mw-parser-output .cs1-hidden-errordisplay:none;font-size:100%.mw-parser-output .cs1-visible-errorfont-size:100%.mw-parser-output .cs1-maintshow:none;color:#33aa33;margin-left:0.3em.mw-parser-output .cs1-formatfont-size:95%.mw-parser-output .cs1-kern-left,.mw-parser-output .cs1-kern-wl-leftpadding-left:0.2em.mw-parser-output .cs1-kern-right,.mw-parser-output .cs1-kern-wl-rightpadding-right:0.2em.mw-parser-output .quotation .mw-selflinkfont-weight:inheritGreat Atlantic and Pacific School Conspiracy (Group) (1972). Doing your own college: a sensible information to beginning and running a community faculty. Beacon Press. p. 95. ISBN 978-0-8070-3172-8. Retrieved 26 May 2013. ^ Kohlberg, Lawrence. "The Moral Atmosphere of the School." The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 61–81. ^ Alsubaie, Merfat Ayesh (2015). "Hidden Curriculum as One of Current Issue of Curriculum" (PDF). Journal of Education and Practice. ^ Yep, Gust (2002). "From homophobia and heterosexism to heteronormativity". Journal of Lesbian Studies. 6: 163–76. doi:10.1300/J155v06n03_14. PMID 24804596. ^ Chesir-Teran, Daniel (2009). "Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students". Journal of Youth and Adolescence. ^ ""No Promo Homo" Laws". GLSEN. Retrieved 2018-04-23. ^ Preston, Mary (2016). "They're just not mature right now': teachers' complicated perceptions of gender and anti-queer bullying". Sex Education. ^ Puchner, Laurel (2011). "The right time and place? Middle school language arts teachers talk about not talking about sexual orientation". Equity and Excellence in Education. ^ Pascoe, C.J. (2005). "'Dude, you're a fag': Adolescent masculinity and the fag discourse". Sexualities. ^ Endow, Judy (2010). "Navigating the Social World: The Importance of Teaching and Learning the Hidden Curriculum" (PDF). Autism Advocate. Autism Society. Retrieved 2020-03-03. ^ Gordon, Edmumd W., Beatrice L. Bridglall, and Aundra Saa Meroe. Preface. Supplemental Education: The Hidden Curriculum of High Academic Achievement. By Gordon, Edmumd W., Beatrice L. Bridglall, and Aundra Saa Meroe. Lanham, Maryland: Rowman & Littlefield Publishers, Inc., 2005. ix–x. ^ Greene, Maxine. Introduction. The Hidden Curriculum and Moral Education. By Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 1–5. ^ Vallance, Elizabeth. "Hiding the Hidden Curriculum: An Interpretation of the Language of Justification in Nineteenth-Century Educational Reform." The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 9–27. ^ Anyon, Jean. "Social Class and the Hidden Curriculum of Work." The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 143–167. ^ Orr, D. (2004). Earth in thoughts: On schooling, atmosphere, and the human prospect. Covelo, CA: Island Press. ^ Sterling, S. (2001). Sustainable education: Re-visioning studying and alter. Devon, UK: Green Books. ^ Margolis, Eric, Michael Soldatenko, Sandra Acker, and Marina Gair. "Peekaboo: Hiding and Outing the Curriculum." The Hidden Curriculum in Higher Education. Ed. Margolis, Eric. New York: Routledge, 2001. ^ Rosenbaum, James E. The Hidden Curriculum of High School Tracking. New York: John Wiley & Sons, 1976. ^ Turow, Joseph (2017). The aisles have eyes: how shops track your buying groceries, strip your privateness, and define your energy. New Haven: Yale University Press. ISBN 9780300212198. OCLC 959871776. Retrieved from "https://en.wikipedia.org/w/index.php?title=Hidden_curriculum&oldid=993133949"