ما هي الفائدة الرئيسية لاستخدام الفرع IF في الفيجول بيسك؟

تنفيذ الأوامر بناءً على شرط محدد

الفائدة الرئيسية لاستخدام الفرع IF في الفيجول بيسك هي تقديم فحص مشروط يتم تنفيذ الأوامر المرتبطة به إذا تحققت الشرط. يسمح للمبرمج باتخاذ قرارات وتنفيذ أوامر محددة استنادًا إلى قيمة محددة للمتغيرات أو الشروط المحددة في الفرع IF.

تقسيم مجموعة الأوامر إلى عدة حالات محددة

تكرار تنفيذ مجموعة من الأوامر عدة مرات

تنفيذ الأوامر ضمن حلقة تكرارية

ما هو الفرع الأنسب لتكرار مجموعة من الأوامر داخل حلقة لا نهائية في الفيجول بيسك؟

الفرع الأنسب لتكرار مجموعة من الأوامر داخل حلقة لا نهائية في الفيجول بيسك هو الفرع WHILE. يتم تنفيذ الأوامر داخل الحلقة بناءً على شرط محدد، وتستمر تكرار الحلقة حتى يتحقق الشرط المحدد.

ما هو الفرع الأنسب لتنفيذ مجموعة من الأوامر لعدد مرات محدد؟

الفرع الأنسب لتنفيذ مجموعة من الأوامر لعدة مرات هو الفرع FOR في الفيجول بيسك. يتم تحديد عدد المرات المراد تكرار الأوامر في البداية ويتم تنفيذ الأوامر بناءً على العدد المحدد.

ما الفرق بين الفرع IF والفرع SELECT CASE في الفيجول بيسك؟

الفرق هو أن الفرع IF يقوم بفحص شرط واحد فقط، وإذا تحقق الشرط يتم تنفيذ الأوامر المتعلقة به، أما الفرع SELECT CASE فيقوم بفحص عدة شروط متعددة وتنفيذ الأوامر المتعلقة بكل شرط منها.

الفرع IF يستخدم للقيم الصحيحة بينما الفرع SELECT CASE يستخدم للقيم الخاطئة

لا يوجد فرق بينهما

الفرع IF يعمل فقط مع الأرقام بينما الفرع SELECT CASE يعمل مع جميع أنواع البيانات

الفرع SELECT CASE يحتاج إلى تكلفة إضافية في الحجم والوقت

ما الفرق بين الفرع FOR والفرع WHILE في الفيجول بيسك؟

الفرق هو أن الفرع FOR يستخدم لتكرار مجموعة من الأوامر لعدد محدد من المرات، ويتم تحديد العدد المحدد في البداية وتستمر حتى تنتهي المرات المحددة، أما الفرع WHILE فيستخدم لتكرار مجموعة من الأوامر داخل حلقة لا نهائية، وتستمر حتى يتحقق شرط محدد.

الفرع WHILE يحتاج إلى تكلفة إضافية في الحجم والوقت

لا يوجد فرق بينهما

الفرع FOR يعمل حتى يتحقق شرط محدد بينما الفرع WHILE يعمل لعدد مرات محددة

الفرع FOR يستخدم للأرقام بينما الفرع WHILE يستخدم للنصوص

ما الاستخدام الصحيح للفرع DO WHILE في الفيجول بيسك؟

الاستخدام الصحيح للفرع DO WHILE في الفيجول بيسك هو لتكرار مجموعة من الأوامر على الأقل مرة واحدة، ويتم تنفيذ الأوامر أولاً ثم يتم فحص الشرط المحدد في الأخير. إذا كان الشرط صحيحًا، يتم تنفيذ الأوامر مرة أخرى وهذا يتكرر حتى يصبح الشرط غير صحيح.

تنفيذ مجموعة من الأوامر بناءً على شرط محدد

تقسيم مجموعة الأوامر إلى عدة حالات محددة

تكرار مجموعة من الأوامر عدد محدد من المرات

تكرار مجموعة من الأوامر داخل حلقة لا نهائية

ما هو الفرع المناسب لتنفيذ مجموعة من الأوامر بناءً على قيمة محددة لمتغير في الفيجول بيسك؟

الفرع المناسب لتنفيذ مجموعة من الأوامر بناءً على قيمة محددة لمتغير في الفيجول بيسك هو الفرع SELECT CASE. يتم استخدام الفرع SELECT CASE لتفحص قيمة متغير معين وتنفيذ الأوامر المرتبطة بكل قيمة.

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Visual Basic . Net

Create a quiz over the following topic: Visual Art: Elements of Art, Music, Dance, and Drama A. Elements of Visual Art: There are seven primary elements of art (line, shape, form, space, color, value, texture), the components from which any artwork can be built. Any artwork that can stand the test of time will contain these elements. Element 1 – Line Line is the most fundamental concept in art. This element leads the viewer’s eye around the artwork, communicating the piece’s meaning to the viewer. Without this element, none of the other elements could exist. At its most basic foundation, a line is simply a moving dot. When these dots overlap, the line is solid. When they do not overlap, the line is dotted or dashed. These “incomplete” lines can represent movement or hidden material behind the primary figure. Repeated lines create patterns, and these patterned lines create a rhythm for the work. Lines can be: • Curved • Zigzag • Horizontal • Vertical • Diagonal • Implied • Gesture • Varied thicknesses • Varied lengths Examples of lines and their meaning in art: Thick Lines – give emphasis and advance Thin Lines – recede and cause the eye to “lose interest” Straight Lines – rarely found in nature, thus are inorganic. Straight lines are dynamic and mechanistic. Curved Lines – gently change directions and have no sharp angles, suggesting calmness – Curved lines are more readily found in nature and are thus considered organic lines Works with pronounced curved lines include Van Gogh’s The Starry Night (1889). Note the movement across the sky.

Create me a multiple choice test questions with 4 options on the following topic:Consumer Education for Different Audience 1. Children and Youth: - Focus: Building foundational knowledge about basic consumer concepts, making safe choices, understanding money and value, and recognizing scams and unsafe situations. 2. Teens and Young Adults: - Focus: Building financial literacy, responsible debt management, understanding contracts and agreements, responsible technology use, online safety, and consumer rights. 3. Working Adults and Families: - Focus: Managing budgets, making informed purchasing decisions, understanding credit and debt, finding consumer protection resources, and navigating complex financial products (mortgages, insurance, investments). 4. Seniors: - Focus: Protecting themselves from scams and fraud, understanding common consumer issues like telemarketing, identity theft, and online scams, managing medications and healthcare costs, and accessing community resources. 5. Special Populations: - Focus: Adapting consumer education programs to the specific needs of people with disabilities, immigrants, refugees, and other marginalized communities. 6. Business and Industry:- Focus: Understanding ethical marketing practices, complying with consumer protection laws, and providing clear and accurate information to consumers. 7. Policymakers and Regulators: - Focus: Understanding consumer needs, developing effective consumer protection laws, enforcing regulations, and ensuring a fair and competitive marketplace. Adapting consumer education programs for children, teens, and seniors requires tailoring content and delivery methods to their unique needs and learning styles. Children (Ages 5-12): - Understanding the concept of money: Teaching children about saving, spending, and the value of money. - Developing basic budgeting skills: Helping children learn to make choices about how to spend their allowance or pocket money. EFFECTIVE STRATEGIES •Focus on basic concepts: Introduce core concepts like saving, spending, and budgeting in a fun and engaging way. Use simple language and relatable examples. •Real-life scenarios: Use age-appropriate scenarios to illustrate financial concepts, like buying toys or snacks. •Parental involvement: Encourage parent participation and provide resources to help them reinforce lessons at home. Teens (Ages 13-18): - Building budgeting and financial planning skills: Teaching teens how to manage their money, set financial goals, and plan for the future. - Navigating the digital marketplace: Equipping teens with the knowledge and skills to make safe and informed online purchases, understand digital marketing, and protect themselves from scams. EFFECTIVE STRATEGIES • Practical skills: Focus on skills relevant to teens, like managing money for social activities, saving for college, and understanding credit cards. • Digital literacy: Address the growing influence of online shopping, social media advertising, and financial scams. • Real-world applications: Connect financial concepts to real-life decisions teens make, like choosing a part-time job or making purchases online. Seniors (Ages 65+) - Managing retirement savings and healthcare costs: Providing information and resources on retirement planning, Medicare and Medicaid, and other healthcare options. - Navigating the digital world: Offering technology training and resources to help seniors access online services and information safely and securely. EFFECTIVE STRATEGIES • Addressing specific concerns: Focus on topics relevant to senior citizens, like retirement planning, managing healthcare expenses, and avoiding scams. • Clear and concise communication: Use simple language and visual aids to ensure easy understanding. • Social interaction: Create opportunities for seniors to share experiences and learn from each other. Teaching Financial Literacy in school and Communities In Schools: Curriculum Integration: Financial literacy concepts can be seamlessly integrated into existing subjects, making learning more relevant and engaging. - Math: Budgeting exercises, calculating interest rates, analyzing financial data, and understanding compound interest are all natural applications of math skills. - Social Studies: Exploring the history of money, financial institutions, economic systems, and the impact of financial decisions on society provide valuable context. - Economics: Discussions about supply and demand, inflation, investment, and the role of consumers in the economy enhance financial literacy. Dedicated Courses: Offering elective courses or workshops specifically focused on personal finance provides deeper dives into crucial topics. - Personal Finance: Cover budgeting, saving, investing, credit, debt management, and insurance. - Entrepreneurship: Introduce concepts like business planning, marketing, financial forecasting, and managing cash flow. In Communities: Community Centers and Libraries: Workshops, seminars, and classes tailored to adults and families provide accessible learning opportunities. - Financial Planning: Cover budgeting, retirement planning, debt management, and estate planning. - Homeownership: Provide guidance on buying, selling, and maintaining a home. - Consumer Protection: Educate individuals about their rights and how to avoid scams. Partnerships with Financial Institutions: Collaborations with banks, credit unions, and financial advisors offer valuable resources, workshops, and financial literacy programs. Consumer Education for Low-Income and Vulnerable Populations Low-income refers to individuals or households with limited financial resources, typically below a certain threshold. Low-income individuals may face challenges like: 1. Limited education and job opportunities 2. Poor living conditions and housing 3. Food insecurity and malnutrition Causes of low income: 1. Unemployment or underemployment 2. Low-paying jobs or minimum wage 3. Limited education or skills 4. Single parenthood or large family size Vulnerable population'' is a term that is used to describe a group of people who possess some sort of disadvantage. elderly people, people with low incomes, homeless people, people in prison, migrant workers, pregnant women, Family Consumer Education: Managing Household Finances and Resources Financial literacy is the ability to understand and manage personal finances effectively. 1. Debt Debt is money you spend that isn’t yours. If you borrow money from the bank, use a credit card, or take out a short-term loan, or a payday loan, you are accumulating debt. Good debt is considered money borrowed for things that are absolutely necessary for making a life e.g. a house and for advancing your money-making potential e.g. an education. Bad debt is considered borrowing money or using a credit card to pay for things you don’t need, such as expensive clothes, hi-tech electronics, eating out at restaurants, going on holidays, etc. 2. Saving Saving is an essential part of financial wellness, a secure present, and a happy future. 3. Budgeting Budgeting is the life skill of planning and managing your money. By understanding exactly where your money goes every month, you are empowered to create an actionable plan by which you can spend less, by curtailing those unnecessary expenses and saving more for the things you need and want. 4. Investing Investing is all about creating and growing the wealth you need to enjoy a financially secure and happy future. It’s about putting your money into something that will make you a profit over time, such as property, retirement funds, and unit trusts Integrating Consumer Education into the Home Economics Curriculum. Integrating consumer education into the home economics curriculum can provide students with essential skills for making informed choices about their personal finances, food, clothing, and overall well-being. Here are some strategies and ideas for effectively incorporating consumer education: Financial Literacy Budgeting: Teach students how to create and manage a personal budget, including setting financial goals, tracking expenses, and understanding savings. Saving and Investment: Cover the basics of saving, including different saving accounts, and introduce concepts related to investing. Food and Nutrition Food Label Literacy: Engage students in learning how to read and interpret food labels, including nutrition facts and ingredient lists. Grocery Shopping Skills: Teach students how to compare product costs, understand unit pricing, and make healthy, budget-friendly choices while shopping. Clothing and Textile Education Consumer Choices in Clothing:Discuss factors influencing clothing purchases, such as quality, price, and sustainability. Fashion and Trends: Analyze the impact of marketing and advertising on consumer behavior regarding clothing. Sustainable Purchasing Eco-Friendly Choices: Raise awareness about environmentally friendly products and the importance of sustainability in consumer choices. Project-Based Learning - Assign real-life projects where students must apply their knowledge, such as creating a meal plan within a budget, planning a shopping list based on nutrient needs, or evaluating the cost-effectiveness of different products. Technology Integration - Use technology to teach students about online shopping, price comparison websites, and apps that aid budgeting and financial planning. Collaborative Learning Opportunities - Organize team projects where students work together to solve consumer-related problems, emphasizing teamwork and communication skills. Assessment and Reflection - Incorporate assessments that allow students to reflect on what they have learned about consumer education and how they can apply these skills in their daily lives.

Auteur Theory is a way of looking at films that state that the director is the “author” of a film. A film is a reflection of the director’s artistic vision; so, a movie directed by a given filmmaker will have recognizable, recurring themes and visual queues that inform the audience who the director is (think a Hitchcock or Tarantino film) and shows a consistent artistic identity throughout that director’s filmography. The 3 Components of Auteur Theory Andrew Sarris, film critic for The New York Times, expanded on Truffaut’s writing and set out a more comprehensive definition for auteurs according to three main criteria: technical competence, distinguishable personality, and interior meaning. 1. Technical competence: Auteurs must be at the top of their craft in terms of technical filmmaking abilities. Auteurs always have a hand in multiple components of filmmaking and should be operating at a high level across the board. 2. Distinguishable personality: What separates auteurs from other technically gifted directors is their unmistakable personality and style. When looking at an auteur’s collected works, you can generally see shared filming techniques and consistent themes being explored. One of the primary tenets of auteur theory is that auteurs make movies that are unmistakably theirs. This is in sharp contrast with the standard studio directors of the era who were simply translating script to screen with little interrogation of the source material or editorial input. 3. Interior meaning: Auteurs make films that have layers of meaning and have more to say about the human condition. Films made by auteurs go beyond the pure entertainment-oriented spectacles produced by large studios, to instead reveal the filmmakers unique perspectives and ruminations on life. https://www.masterclass.com/articles/film-101-what-is-an-auteur#3ClNjwO6Gkgjd8ix2Cm5qI Who is the author of a TV program? It seems like it ought to be an easy question to answer, but it is not. There are, of course, scriptwriters, who are the literal authors of episodes in the sense of generating words that an actor eventually speaks, but in a soap opera or a sitcom there may be a dozen or more scriptwriters working on dialogue as the months go by. Is any one of them truly responsible for the overall tenor of the show, or are they just following rigid guidelines set down by other scriptwriters ahead of them? And the script is just the blueprint of an episode anyway. Actors, production designers, directors, videographers, editors, and on and on, are all necessary to construct an episode from that blueprint. Should we call one of them the author? And, at a more basic level, should we even bother looking for authors in television? Do viewers need to know who created a program in order to enjoy it? What does it add to our appreciation or understanding of television if we assign authorship of a program to an individual? In the closely related medium of the cinema, questions such as these have been answered by the auteur theory, which stems from the French word for “author,” auteur. Its basic precept is that a single individual is, and should be, the “author” of a work in order for it to be a good, artistically valuable work. A book, poem, film, or television show should express this individual’s personality, his “vision” (the masculine pronoun is significant; auteurist studies almost all focus on men). This notion stems from the nineteenth-century Romantic image of the author as a figure who sits alone in a dingy room, scratching out angst-ridden poems with a quill pen. The tormented, misunderstood author or artist is a cherished character type that can be traced back to the poet Lord Byron (1788–1824) and observed in numerous portrayals of demented painters, musicians, and writers in television programs and other media. Consider this: Have you ever seen or read a story about a creative person who wasn’t somehow strange or crazy? The auteur theory originated in French film criticism of the 1950s, where it was initially theorized that auteurs could be drawn from the ranks of producers, directors, scriptwriters, actors, and other filmmaking personnel.1 However, the vast bulk of auteurist film criticism has been about directors: Alfred Hitchcock, John Ford, and Quentin Tarantino, among many others.

What is Electric Force? Electric force is just one of many types of forces in the world of physics. Forces are how and why things move, and can be explained by Newton's Laws of Motion. On the smallest scale, electric force is the resulting interaction between two charged particles. These charges can be either positive or negative. Larger objects can be charged by having an abundance of either of these particles, and therefore can create an electric force on a larger scale. Electric force is the reason why hair will sometimes stand up on its own and is also why we have electricity, allowing us to live in the modern world with lights and technology. Even out in nature electric force is present, as electric force causes lightning to strike. Electric force is fundamental to our everyday way of living. Reviewing Newton's Laws of Motion Newton's Laws of motion are the basic principles or ground rules that are applied all across physics. They describe how objects move and can be used to describe the interaction of charges. They are the following: An object in motion will stay in motion unless an external force is applied The force exerted on an object is equal to the mass times the acceleration of the object. ( ) Every force has an equal and opposite force Newton's laws explain how and why charged particles move. Since there is a force involved (e.g. electric force), particles will move around, which is explained by the first law. The second law describes how acceleration of charges can be calculated once the electric force is known. The third law explains how attractive and repulsive forces between charged objects are equal and opposite. Electric Force Examples and Types of Charge As previously mentioned, there are only two types of charges; positive and negative. Two like charges will repel (or move away from) each other, and two opposite charges will attract (or move towards) each other. In other words, two positive or two negative charges will repel, while a positive and a negative charge will attract. Opposite charges will attract while like charges will repel. Attraction versus Repelling Forces Notice how the forces acting upon each other are equal and opposite, as Newton's third law states. Both charges are exerting forces onto each other. Charges in Atoms An atom is made up of three types of particles; protons, neutrons, and electrons. Protons have a positive charge, neutrons have no charge, and electrons have a negative charge. There are no positive or negative charges smaller than protons and electrons. Objects on a larger scale result in an overall positive or negative charged due to an uneven distribution of protons to electrons. An atom consisting of more protons than electrons would be considered positive, and an atom with more electrons than protons would be considered negative. Protons are held close to the nucleus and are tightly bound to an atom, so it's difficult for protons to escape an atom. Electrons, on the other hand, are much further away from the nucleus of an atom. This makes it much easier for them to be removed from an atom. Electrons can leave or join atoms, making them positive or negative depending on the amount of protons. Similarly, for the bigger picture, overall materials and objects with more electrons than protons would be considered negative, and vice versa. Electric Force Examples Hair standing up: When hair is brushed, the hairbrush can strip electrons from hair strands, resulting in the hair being positively charged. This addition of electrons to the hairbrush in turn makes the hairbrush negatively charged. Since the hair is now positively charged, and like forces repel, hair strands will move away from each other, resulting in the hair standing up. Current electricity: All of our everyday technology is powered through current electricity, which is the consistent flow of electrons through conductive materials. This flow is caused by the electric force, as the electrons flow from a negative source to a positive source. Lightning: During a storm, it is common for an abundance of electrons to build up on the bottom of a cloud, making that part of the cloud negatively charged. Positive charges in the ground start to gather on the surface or even on tall objects such as trees as they are attracted towards the negatively charged undersides of clouds. Lightning strikes as a result of these charges becoming extremely built up. Lightning is caused by electric force Lightning Electric Force Equation: Coulomb's Law The magnitude of the electric force, or the amount of force in which objects repel or attract, depends on the distance between the two charged objects and the amount of charge each object carries. The electric force is stronger the closer together the two charges are, and weaker as the two charges move apart. Electric force is also stronger with more charge, and weaker with less charge. This effect on electric force is predictable, and is known as Coulomb's Law. It can be calculated using a mathematical equation, and the resulting magnitude of electric force is measured in Newtons. Coulomb's Law Electric force can be calculated using the following equation known as Coulomb's Law: In this equation, F is the electric force measured in newtons, K is a constant known as the electrostatic constant, and are charges one and two measured in coulombs, and is the radial distance in meters between the two charges. Since the distance is squared and on the denominator, the electric force drops off exponentially as charges move away from each other. This means that the Electric force is inversely proportional to distance. As charges move away from each other, the electric force between them gets smaller and smaller, until the force is negligible. The amount of charges are in the numerator of this equation, making the magnitude of the force larger with more charge. This means that the force is directly proportional to the amount of charge. When the charges are smaller, the amount of force will be smaller. When there is a lot of charge, the force will be much greater. When calculating the electric force using Coulomb's law, the resulting answer only gives the magnitude of the force and not the direction. In order to know the direction, you must know the types of charges. Once again, like forces repel, and unlike forces attract. It helps to draw a visual representation, or a free-body diagram, of the charges and forces acting upon them in order to understand the resulting force direction. Electric Field versus Electric Force An electric field is a direct result of an electric force. Its pure definition is electric force per unit charge, and can be thought of as a mapping of the force vectors. An electric field is present anytime there is an electric force. Therefore, when there are two or more charged particles, there is a surrounding electric field. The direction of the electric field is the direction a positive charge would flow if it were placed within the field. The electric field moves out from a positive charge and goes into a negative charge. Particles with unlike charges move towards each other, and their corresponding electric field lines move out from the positive charge and into the negative charge. The strength of the force at any given point can be seen through the spacing of the electric field lines. The electric force is strongest where the electric field lines are closest together, and weaker as these lines move apart. Like Coulomb's law expresses, electric field lines show how the electric force is strongest with a minimum distance between the two charges. Unlike charges will result in a repelling force, and the resulting electric field is a visual representation of this effect. Electric fields of two positive charges have the electric field moving out away from both of them. As with two negative charges, the field lines move in towards each negative. Lesson Summary An electric force is created when there are two or more charged particles or objects. These charges can be either positive or negative. Like charges will attract (move towards each other) while unlike charges will repel (move away from each other). As Newton's third law suggests, the forces acting upon each other are both equal and opposite. Electrons and protons within an atom are the two smallest types of charges there are. Electrons carry a negative charge while protons carry a positive charge. Electrons can be easily removed or added to atoms, making the overall charge positive or negative. Objects with more electrons than protons are negatively charged. Electric force is strengthened with increased charge and a shorter distance between the charges. This effect is known as Coulomb's law and can be calculated with the Coulomb's law equation. The magnitude of the force is measured in Newtons, and the direction can be determined by knowing whether the charges are attracting or repelling each other. An electric field is present wherever there is an electric force. The direction of this electric field is the direction a positive charge would flow if it where to be dropped in the field, which is from the positive to the negative.

Can you make a multiple choice of test questions regarding this information given which is Curriculum from Different Points of View There are many definitions of curriculum. Because of this, the concept of curriculum is sometimes characterized as fragmentary, elusive and confusing. However, the numerous definitions indicate dynamism that connotes diverse interpretations of what curriculum is all about. The definitions are influenced by models of thought, pedagogies, political as well as cultural experiences. Let us study some of these definitions. 1. Traditional Points of View of Curriculum In early years of the 20th century, the traditional concepts held of the “curriculum is that it is a body of subjects or subject matter prepaid by the teachers for the student’s to learn”. It was synonymous to the “course of study” and “syllabus” Robert M. Hutchins views curriculum as “permanent studies” where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. Basic education should emphasize the 3 Rs and college education should be grounded on liberal education. On the other, Arthur Bestor as an essentialist, believes that the mission of the school should be intellectual training, hence curriculum should focus on the fundamental intellectual disciplines of grammar, literature and writing. It should also include mathematics, science, history and foreign language. The definition leads us to the view of Joseph Schwab that discipline is the sole source of curriculum. Thus in our education system, curriculum is divided into chunks of knowledge we call subject areas in basic education such as English, Mathematics, Science, Social Studies and others. In college, discipline may include humanities, sciences, language and many more. To Phoenix, curriculum should consist entirely of knowledge which comes from various disciplines. Academic discipline became the view of what curriculum is after the cold war and the race to space. Joseph Schwab, a leading curriculum theorist coined the term discipline as a ruling doctrine for curriculum development. Curriculum should consist only of knowledge which comes from disciplines which is the sole source. Thus curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations); domains of knowledge as well as its research theories and principles. Curriculum is taken as scholarly and theoretical. It is concerned with broad historical, philosophical and social issues and academics. Most of the traditional ideas view curriculum as written documents or a plan of action in accomplishing goals. 2. Progressive Points of View of Curriculum On the other hand, to a progressivist, a listing of school subjects, syllabi, course of study, and a list of courses or specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey’s definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curriculum as “all experiences children have under the guidance of teachers”. This definition is shared by Smith, Stanley and Shores when they defined “curriculum as a sequence of potential experiences set up in the schools for the purpose of disciplining children and youth in group ways of thinking and acting”. Marsh and Willis on the other hand view curriculum as all the “experiences in the classroom which are planned and enacted by the teacher, and also learned by the students”. Points of View on Curriculum Development From the various definitions and concepts presented, it is clear that curriculum is a dynamic process. Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. This is how curriculum evolves. Let us look at the two models of curriculum development and concepts of Ralph Tyler and Hilda Taba. Ralph Tyler Model: Four Basic Principles. This is also popularly known as Tyler’s Rationale. He posited four fundamental questions or principles in examining any curriculum in schools. These four fundamental principles are as follows: 1. What educational purposes should the school seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not? In summary, Tyler’s Model show that in curriculum development, the following considerations should be made: (1) Purpose of the school, (2) Educational experiences related to the purposes, (3) Organization of the experiences, and (4) Evaluation of the experiences. On the other hand, Hilda Taba improved on Tyler’s Rationale by making a linear model. She believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the grassroots approach. She presented seven major steps to her model where teachers could have a major input. These steps are as follows: 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives. 3. Selection of learning content. 4. Organization of learning content. 5. Selection of learning experiences. 6. Organization of learning activities. 7. Determination of what to evaluate and the means of doing it. Thus as you look into curriculum models, the three interacting processes in curriculum development are planning, implementing and evaluating. Types of Curriculum Operating in Schools From the various concepts given, Allan Glatthorn(2000) describes seven types of curriculum operating in the schools. These are (1) Recommended curriculum- proposed by scholars and professional organizations. (2) Written Curriculum- appears in school, district, division or country documents. (3) Taught Curriculum- what teacher’s implement or deliver in the classrooms and schools. (4) Supported Curriculum- resources-textbooks, computers, audio- visual materials which support and help in the implementation of the curriculum. (5) Assessed Curriculum- that which is tested and evaluated. (6) Learned Curriculum- which the students actually learn and what is measured and (7) Hidden Curriculum- the unintended curriculum. 1. Recommended Curriculum- Most of the school curricula are recommended. The curriculum may come from a national agency like the Department of Education, Commission on Higher Education (CHED), Department of Science and Technology (DOST) or any professional organization who has stake in education. For example the Philippine Association for Teacher Education (PAFTE) or the Biology Teacher Association (BIOTA) may recommend a curriculum to be implemented in the elementary or secondary education. 2. Written Curriculum- This includes documents, course of study or syllabi handed down to the schools, districts, division, departments or colleges for implementation. Most of the written curricula are made by curriculum experts with participation of teachers. These were pilot-tested or tried out in sample schools or population. Example of this is the Basic Education Curriculum (BEC). Another example is the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher. 3. Taught Curriculum- The different planned activities which are put into action in the classroom compose the taught curriculum. These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum. These are used by the learners with the guidance of teachers. Taught curriculum varies according to the learning styles of students and the teaching styles of teachers. 4. Supported Curriculum- In order to have a successful teaching, other than the teacher, there must be materials which should support or help in the implementation of a written curriculum. These refer to the support curriculum that includes material resources such as textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities. Support curriculum should enable each learner to achieve real and lifelong learning. 5. Assessed Curriculum- This refers to a tested or evaluated curriculum. At the duration and end of the teaching episodes, series of evaluations are being done by the teachers to determine the extent of teaching or to tell if the students are progressing. This refers to the assessed curriculum. Assessment tools like pencil-and-paper tests, authentic instruments like portfolio are being utilized. 6. Learned Curriculum- This refers the learning outcomes achieved by the students. Learning outcomes are indicated by the results of the tests and changes in behavior which can either be cognitive, affective or psychomotor. 7. Hidden Curriculum- This is the unintended curriculum which is not deliberately planned but may modify behavior or influenced learning outcomes. There are lots of hidden curricula that transpire in the schools. Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teachers and many other factors made up the hidden curriculum.

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