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1. Education - This was a course aimed at pursuing a teaching
job in the future. As the subjects and their descriptions will
indicate, this course was dedicated to understanding the
learning process of people and understanding the nature of
2. Humanities - This was a course aimed at an appreciation for
creativity. As the subjects and their descriptions will
indicate, this course was aimed at developing a sense of style
and beauty, and a mind for constructive criticism.
3. Social Science - This was a course aimed at an understanding
of human interactions and addressing human weaknesses. As the
subjects and their descriptions will indicate, this was a course
aimed to shed light on the rationale behind past events as a
means of appreciating present developments. In the process, it
also confronted everyday health and social problems with
II. Description of academic preparation and background:
1. EDUCATION subjects and description:
a. EPSY-327 - Child & Adolescent Development:
This was a subject that dealt with the development years of
children. It dealt with the factors that influence the attitude
of children, like the role of the family, the teachers and
It also dealt with the awkward years of adolescence and the
challenges that come with growing up, like peer pressure,
hormonal developments and the increased responsibility with
moving towards adulthood. The course also dealt with other
external factors that influence child development like
interaction among races, adoption and social welfare
intervention to name a few examples.
b. SPED-100 Intro to Persons W/ Exceptions:
This was a subject that looked into the 2 extremes of human
beings - the very intelligent and talented, and the mentally
challenged. This subject leads into a deeper understanding on
the different areas of intelligence, like mathematical, spatial
and verbal, to site a few examples, and the prodigies who have
excelled in these areas. On the other extreme, this course also
brought an understanding into what causes idiots, imbeciles and
mongoloids, to give a few examples of members who belong to this
other extreme, and the kind of education they need to cope with
the challenges in the society.
c. ELED-303 Earth & Physical Science for Elementary Teachers:
This was a subject that reviewed the environment and its
different aspects. It dealt with the composition of the soil,
the riches of the soil, the different plants which compose the
ecosystem, the layers of the atmosphere, the parasites and
polluters that roam the earth. It also deals with the
interaction of man with these different forces, and
recommendations on what man can do to protect himself from the
negative effects of these interactions.
d. ARTE-310 K-8 Art Methods:
This was a subject on the different methods of art like realism
which are depictions of life as it is, abstraction which is all
about reshaping the world, and symbolism which attempts to liken
the aspects of real life to objects of representation, to name a
few. These different methods of art find their expression in
different forms of art which are also covered by this subject,
like paintings and sculptures. This course also dealt with the
role of different art methods in the developments in visual arts
e. LIBM-205 Children's Literature:
This subject dealt with literature written or chosen for
children and by children. It dealt with the different kinds of
literature for children based on their age, which range from
picture books, short stories, poems, dialogues all the way to
fictional books for the older children. Aside from literary
content, this subject also covered effective ways to present
literature to children taking into consideration such
differences as culture and language skills. These strategies
included story telling, role playing, drawing to name a few
f. INED-411 South Dakota Indian Studies:
This subject dealt with the culture and way of life of the South
Dakota Indian tribes. The cultural aspect of this course talked
about the attitudes and general characteristics of these tribes,
while the way of life aspect focused more on the kind of work
they did, the kind of environment they worked in and the family
relations that existed. The subject also included a lesson on
the history of the Indian tribes from the time they first
settled in South Dakota soil and the development of their
communities. More interestingly, this subject dealt with South
Dakota Indian activists, what they were subjected to suffer, and
the causes they fought for.
2. HUMANITIES subjects and description:
a. HIST-121/ 122 Western Civilization I and II:
These 2 subjects dealt with the start of western civilization,
from the spread and migration of homo sapiens to the
developments in the different parts of the western world, like
the rise of different empires, developments of trade routes in
Ancient Greece, the spread of Christianity, Islam and other
faiths, and the conflicts that arose due to these different
faiths, to name a few examples. These subjects also developed an
appreciate for the different results of the mentioned
developments in the form of democracy, individualism,
proliferation of science, arts and sports and the creation of
citizenships and a civil society.
These subjects were further enriched with a series of group and
individual activities like the presentation of reports,
discussions on film showing sessions and debates on the
different developments and their effects on today's world.
b. MUS-100 Music Appreciation:
This subject offered not only the enjoyment for different kinds
of music, but also the different kinds of music that came out of
different cultures. This course dealt with the study of theory,
classification, analysis and relevance of different kinds of
music. In order to actually develop an appreciation for music,
this course also required the learning of elements of a famous
classical piece, the study of the composer and his
contemporaries, and the historical context within which the
music was composed. The main intent of this subject was to learn
what to listen for, and listen critically.
c. THEA-100 Introduction to Theatre:
This subject introduced the different strategies to understand
and analyze performance. It dealt with both representational and
non representational theater. It examined the utilization of
both dramatic scripts and live performances. It also dealt with
the different aspects of theater art and process like acting,
designing, and music, to name a few. The activities for this
subject included reading and analyzing plays, answering
worksheets on their elements and discussion on what were
d. SPAN-101 Introductory Spanish I:
This subject included a basic education on Spanish which
includes the alphabet and phonetic sounds for the language. It
also included learning some everyday phrases for simple
conversations, vocabulary words for the different parts of
speech, and construction of simple questions and sentences to
give a few examples. Aside from a study of the language, this
subject also included film watching and story telling activities
as a means of immersion in the language.
3. SOCIAL SCIENCE
a. HIST-152 United States History II:
This subject dealt with the events after the Civil War and
reconstruction to the present. In between, it dealt with the
reconstruction of the southern agricultural system, expansion
and development of western railroads, the rise of
industrialization and urbanization, to name a few. It placed a
primary focus on the Christian foundation of the United States.
It required an understanding of key historical events, analysis
of historical evidence, and writing on both. This subject
required a variety of sources for research.
b. SOC-100 Introduction to Sociology:
This subject introduced the structures and dynamics of human
behavior which interplay with one another within the society.
This subject required the application of scientific method to
the observation and conceptualization of social roles, class and
culture. It also considered the processes of socialization,
intergroup and collective transactions, and specific analysis of
major institutions, population, social changes and trends.
c. PSYC-101 General Psychology:
This subject introduced the critical examination of behavior in
humans and other life forms. It also dealt with the nature of
psychology, biological foundations of behavior, perception, the
ability to learn and memorize, language skills and thought
processes, factors that affect motivation and emotion,
developmental psychology, altered states of consciousness,
personality, social psychology, psychopathology and
psychotherapy, to name a few.
d. POLS-100 American Government:
This subject dealt with the construction of the American
government and the various forms of government in the world, and
the differences between government structures and economic
systems. There was focus on the foundation of the American
Republic, an overview of its constitution, the 3 branches of
government which were established by the early advocates. These
early advocates include the Federal system, the checks and
balances strategy, and elements that cause the government to
function. The subject also dealt with the role of the state
governments, and compared these with the other governments of
the world. This course required a lot of reading and research,
and an analysis of the historical and political trends that
influence present day politics.
e. HIST-470 History of World War II:
This subject examined the widespread cost and destruction
brought about by the most gruesome war history has seen. It
dealt with the origins of the war, the strategies resorted to by
the different participating countries, and the major events in
the Pacific and European arenas from the 1930s until 1945. It
also dealt with the significance of the war for the history of
Europe, Asia and the United States. This subject required the
processing of historical events into arguments about the past,
and the impact of individual decisions on historical events.
f. WELLNESS PE-100 Act Course: Weight Training
This subject offered strength development via basic exercises
and lift techniques. It involved lectures on theories in fitness
conditioning with a focus on weight training, with the goal of
designing individual weight training plans.
g. PE-210 Varsity Sport: Football
h .WEL-100 Wellness for Life:
This subject provided an overview of wellness topics, which are
concepts geared towards becoming a totally healthy person. This
concept included physical, mental and emotional health. The
course covered topics like nutrition, self concept and social
skills, to give a few examples.
i. WEL-100L Wellness Lab:
This subject combined physical fitness ideas with wellness
concepts. This subject allowed the freedom to design and
implement individual exercise programs designed for one's goals,
needs and other habits. This subject was a combination of
lectures and activities.
j. PE-180 Foundations of HPER:
This subject dealt with the underlying philosophy in the
development and implementation of health education programs. The
topics included the history and philosophy behind health
education and promotion, professional competencies and future
issues, to give a few examples.
k. PE-440 Organization & Admin of HPER/Athletics:
This subject dealt with the factors involved in the
administration of sport, health, physical education and
recreation programs. The subject required a demonstration of the
principles of effective management and the use of strategies to
promote cooperation among employees and colleagues.
m. PE-355 Philosophy, Concepts, Contemporary Issues in Coaching:
This subject dealt with the theory and practice of sports
coaching. It also dealt with managing coaching problems,
research strategies to further sports education, research design
for sports exercises, sport leisure and recreation, to give a
n. PE-354 Prevent & Care of Athletic Injuries:
This subject dealt with the prevention of athletic injuries. It
also developed the skill of familiarizing one's self with the
symptoms of common athletic injuries and their possible means
of treatment and care.
III. Relationship of the Areas of Emphasis: An explanation of
how the three areas of emphases are related.
Social Studies, as the term implies, is a study about society.
The course develops an understanding of the people who compose
the society, their interactions with one another, and the
influence that these transactions have on the developments
within their communities.
A course in Humanities strengthens social studies in the sense
that it leads to a greater understanding of human expression.
Humanities are a reflection of what people consider beautiful
and acceptable. Humanities help in understanding norms of a
community since it is a reflection of what a community considers
acceptable. By inference, Humanities can also determine what a
community frowns upon.
The study of Social Studies and Humanities can complement each
other since they both require a deeper understanding of people
and their cultures. Social Studies has a more direct approach
since it deals with the actual events which have shaped
communities. Humanities has a less direct approach since the
lessons it imparts about communities and people is reflected in
the kind of art and literature they have. Nevertheless, this
less direct approach of Humanities can give an understanding
that the course of Social Studies cannot do alone.
There are communities of people who prefer to keep to
themselves, so a look into their history will not reflect how
these people really felt about changes in the society. But these
feelings may be reflected in their choice of art and literature -
something a study of Humanities will explore but Social Studies
So when does the study of Education come into the picture?
Someone once said that it doesn't matter how much you know if, in
the first place, you do not have the ability to share this
knowledge with other people. To bring the point home, it doesn't
matter how well you understand people if you don't know hoe to
impart this knowledge to others. This is where the study of
education comes in.
Education, again as implied by the term, means educating people.
Sharing what one knows so that others will also know. The study
of education will bring to life whatever was studied in
Humanities and Social Studies. It will bring such knowledge to
life in the sense that it will teach an individual the most
effective way to impart the knowledge of Humanities and Social
Studies. And, when knowledge is imparted effectively, it sticks
to the minds of people and they act upon their knowledge by also
sharing it with other people.
Once again, Education covers areas that Humanities and Social
Studies do not. Education takes into consideration that human
beings have different attitudes towards learning. People have
biases which need to be considered in finding the most effective
approach to get them to accept a lesson they need to learn. No
matter how important or how interesting a historical event or a
work of art is, if the subject is not taught in a way that
effectively reaches into the hearts and souls of people, they
will not appreciate it.
I'm sure many people are just too familiar with this scenario: a
math professor drones on and on about the three sides of a
triangle, or the formula to arrive at X, or any other equally
complex mathematical problem. Meanwhile, half of the class is
having a siesta in dreamland.
Maybe the above scenario is an exaggeration (or math is a bad
example. But replace the math professor with a history professor
who's having a monologue about the Trojan war and it's the same
difference). The point is, a course in Education teaches about
the right approach, and this is an important lesson for the
educator who wants to make time in the classroom worthwhile.
Therefore, Social Studies, Humanities and Education is a
necessary synergy. These 3 courses working together can create a
combination of an individual who not only has a thorough
understanding of how people and communities work but also an
individual who has the training to effectively share his
knowledge with others.
This scenario in turn will create students who are armed with
complete knowledge of their history, their community and their
norms. A proliferation of like individuals can move societies
towards heights of unimaginable progress.
IV. Future Application: A description of how you anticipate
applying these areas of emphasis in the future.
I plan to become a substitute teacher and an athletic director.
Such a plan gives me the best of both worlds in the sense that
it creates a variety in the kind of career I plan to have.
Being a substitute teacher is an opportunity to not only impart
knowledge but also to meet different students from all walks of
life. This is an opportunity to meet a new face everyday,
instead of going in an out of the same classroom everyday to be
with the same students (of course, this kind of setting also has
Being a substitute teacher is also a chance to study new
subjects and learn new skills which perhaps go beyond the
boundaries of a university education. After all, no one knows
what kind of assistance the educational system will need. A
background in Social Studies and Humanities does not mean I
cannot explore the world of home economics, graphic designing
and, who knows, even portfolio creation if these subjects should
ever be offered as electives in high school.
The bottom line is this: there are no limits to the
opportunities open for a substitute teacher, while still
allowing ample time to pursue other passions.
My other such passion is sports. My plan to become an athletic
director would mean having a hand in the decision making process
of what kind of sports are taught and played in schools, the
development of varsity programs which students can participate
in, the development of sports facilities which a school has at
it's disposal, along with other things.
In comparison to the other aspects of education, physical
education may be perceived as trivialâ€¦and this is the reason for
the growing rate of obesity. Many schools have either lagged
behind or become lenient in their physical education programs,
while computer games take the front seat in extracurricular
activities, side by side with a growing passion for burgers,
hotdogs, and French fries.
I am in no way implying that technological advancement is bad or
that kids should be subjected to a strict diet of bread and
water. What I am saying is that they need to start exercising to
burn off what they are becoming accustomed to eat.
Geared towards this end, I plan to introduce programs to enhance
physical education and wellness, perhaps starting with an
increase on the number of hours children should spend on the
track field. I would also encourage campaigns to disseminate
information on good health habits, and the consequences of
neglecting one's health. I would also step up varsity programs to
accommodate the interests of students so they will be motivated
to participate. While these are my plans, I am aware of the
other possibilities that my areas of specialization can offer.
The subjects I took led to a better understanding of people and
how they work. I can also explore the areas of social work,
human relations and research and development which will lead me
to deal with people on a more professional level rather than an
The wellness courses I took can lead me to the challenging but
interesting role of being a life coach to people who feel they
need to get their lives back on track. This line of work would
mean dealing with less people at any one time, but it would also
mean obtaining fulfillment from being able to get your fellowmen
to break their self-defeating habits.
The subjects I took also led me to better understand my country's
history, culture and government. This can allow me to explore
the field of international relations and diplomacy. This should
be a professional challenge on a whole new level since it could
mean defending national interests in unfriendly territories.
There are also more laid back options to consider. The subjects
I took also led me to a better appreciation of arts and music.
Becoming a tour guide for a museum is one way to get other
people to also appreciate the ramifications of human creativity.
Becoming an art or literary critique for written publications is
another option to share views and ideas on what constitutes
Again, the bottom line is that the possibilities are endless.
The subjects covered by this course are so broad that they
allowed a learning of a little about everything. While any field
that I eventually decide to concentrate on will obviously
require more intensive learning and training, the course itself
has provided the tools to qualify for a number of different