Application Layer Dos / Ddos Attacks On E Commerce Sites

APPLICATION-LAYER DoS/DDoS ATTACKS ON E-COMMERCE SITES ABSTRACT A recent increase of application layer Denial of Service attacks (DoS) on the Internet has swiftly shifted the focus of the research community from traditional network-based denial of service. Denial of Service (DoS) and the associated Distributed Denial of Service (DDoS) are simply an attempt by cyber-attackers to exhaust the resources available to a network, application or service so that genuine users cannot gain access. Cyber-attackers find application-layer most vulnerable and are able to device more creative methods of attack, are able to recruit other zombie systems referred to as botnets to amplify their attacks and the apparent difficulty of detecting and mitigating the attacks, all of these with little known solution. Application-layer DoS/DDoS attacks emulate the same request syntax and network level traffic characteristics as those of legitimate clients, thereby making the attacks much harder to be detected and countered. Moreover, such attacks usually target bottleneck resources such as disk bandwidth, database bandwidth, and CPU resources. This paper overviews DoS/DDoS concepts, the various types of denial of service attacks, application layer DoS/DDoS and mitigation techniques to curb the growing trend. Keywords: DoS/DDoS, Botnets, Application-layer INTRODUCTION/BASIC CONCEPTS OF DoS/DDoS In the past, Denial of Service attacks were mainly concentrated on exploiting vulnerabilitiesShow MoreRelatedEvaluating The Objectives Of An E Commerce Security Program1712 Words   |  7 Pagescompanies’ risk is one of many steps in developing a security program. The other is establishing a security management structure and visibly giving security responsibilities. 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Sepsis and Barbara Free Essays

string(64) " results to the doctors as Barbara was scoring a mews of seven\." This portfolio will provide evidence of my experience in an acute care setting. I will provide an appendix giving a brief summary of a patient I cared for whilst undertaking a placement in an acute setting. This portfolio of evidence will be based on a patient diagnosed with sepsis secondary to her chest infection. We will write a custom essay sample on Sepsis and Barbara or any similar topic only for you Order Now I will discuss extensively the aetiology, pathophysiology and clinical features of a patient presenting with sepsis treated in an acute care setting. I will explore the role of the different healthcare professionals that were involved in the care of the patient describing how they contributed to her holistic care. I will incorporate evidence base supporting the approach used by the doctors, nurses and microbiologists in the diagnosing and caring for the patient. I will equally evaluate practice using findings from contemporary research policy and practice on the care of the adult with acute care needs. I will also discuss the value of our practice in accordance with professional, ethical and legal frameworks that ensure the privacy of the patient’s interest and well-being. Finally, I will conclude by summarising this portfolio of evidence in relation to acute care practices and focus on identifying my future learning needs in developing myself personally and my professional practice. It is indicated by Latto (2011) that a meeting between The American College of Chest Physicians and the Society of Critical Care Medicine in 1991 brought about the use of systemic inflammatory response syndrome (SIRS) to define sepsis. SIRS being manifestation of two or more of certain medical signs including, a temperature of less than 36 degrees Celsius or greater than 38 degrees Celsius, a heart rate of over 90 beats per minute, respiratory rate of over 20 breaths per minute and white blood cells count of greater than 12000 or less than 4000. Further on to recognise sepsis, a patient has to have at least two signs of SIRS as well as a documented infection. Sepsis, as defined by Matot and Sprung, (2001) â€Å"is the systemic inflammatory response to infection. In addition to this definition, Herwald and Egesten (2011) indicate that sepsis could also be defined as the existence of bacteria or other micro-organisms in the blood, hypotension or shock. Rello, Diaz and Rodriguez (2009) emphasise that there is a difference between sepsis and systemic inflammatory response syndrome (SIRS) as sepsis is systemic inflammatory response to  infection  while systemic inflammatory response syndrome is a tool used to simpl ify the diagnosis of sepsis. Sepsis occurs as a result of the body fighting infection that has spread though the body via the blood stream as defined by Sepsis Alliance UK (2012). Barbara presented with low blood pressure, a high temperature, tachycardia and an increased respiratory rate. Patients who present with sepsis can progress to severe sepsis which is defined by Marini and Wheeler (2010) as â€Å"a syndrome caused by infection and defined by the presence of vital sign abnormalities and new organ system failure caused by the ensuing inflammation and coagulation. Associated with severe sepsis, there are three integrated responses as explained by Kleinpell, R. (2003) which are; activation of inflammation, activation of coagulation, and impairment of fibrinolysis. As the body detects infection, its natural response is inflammation. â€Å"Inflammation is a response of a tissue to injury, often injury caused by invading pathogens. It is characterized by increased blood flow to the tissue causing increased te mperature, redness, swelling, and pain. † Kleinpell (2003). Ball (2011) in describing the process of inflammation in the body explains that inflammation occurs due to the white blood cells releasing pro-inflammatory mediators called cytokines these are proteins, peptides, or glycoproteins which include tumour necrosis factor alpha, interleukin-1 and interleukin-6, the white blood cells also releases a platelet-activating factor which is a lipid mediator that is well-known for its ability to cause platelet formation. The work of these mediators is to repair damages caused and prevent further damages from occurring. Normally, the body’s response in order to prevent damage by the release of these pro-inflammatory mediators is to release anti-inflammatory mediators which are interleukin-4 and interleukin-10 these are also cytokines which are a type of protein. In severe sepsis, there are excessive pro-inflammatory mediators which are not regulated by the anti-inflammatory mediators which results in overwhelming inflammatory reactions causing impaired tissue function and organ damage. Due to the pro-inflammatory mediators being released and unregulated by anti-inflammatory mediators, coagulation is promoted which is the clotting of blood. This happens in the capillaries which obstructs the flow of blood into the tissues causing hypoxia which then leads to the dysfunction of organs. Hypoxia is defined by Wiebe and Machulla (1999)  as â€Å"reduction of oxygen supply to tissue below physiological levels. † The activation of coagulation then causes fibrinolysis to be activated. Fibrinolysis is the process of breaking down of blood clots as defined by Leslie, Johnson, and, Goodwin (2011). This happens because the levels of plasminogen rapidly reduce. Plasminogen is a protein that when activated by enzymes transforms into plasmin which promotes dissolving of blood clots. Though the plasminogen levels fall rapidly, the antiplasmin levels remain normal which causes an end result of a decrement in the fibronolytic response. â€Å"The imbalance between inflammation, coagulation, and fibrinolysis that occurs in severe sepsis results in systemic inflammation, widespread coagulopathy, and microvascular thrombosis, conditions that can lead to multiple organ dysfunction†Ã‚  Kleinpell (2003)   Severe sepsis if not properly treated can then lead to septic shock. Septic shock is defined as sepsis with hypotension which is unresponsive to fluid resuscitation as well as abnormal perfusion that may include lactic acidosis, oliguria or alteration in mental status, Sepsis Alliance UK. (2012). In relation to the care that Barbara received whilst being treated for sepsis, there were different health care professionals involved throughout her stay in the hospital. An inter-professional team worked together to ensure that she was given holistic care taking into consideration the social aspect of her life, her spiritual values, her emotional and mental state of mind and full physical care. On recording Barbara’s clinical observations, we passed on our results to the doctors as Barbara was scoring a mews of seven. You read "Sepsis and Barbara" in category "Papers" Guidelines on the Modified Early Warning Signs chart advices that if a patients’ scores a MEWS of four or more, the patient must be referred for urgent medical review, NHS Outer North East London Community Services (2011) The doctors immediately ordered for blood cultures to be taken. The blood cultures were used to investigate the reason why Barbara had an increased temperature as an increased temperature is a sign of infection as described by Hegner, Acello and Caldwell (2009). The blood tests and cultures taken were also to test for the serum lactate level, white blood cell count, tests to check how the liver and kidneys were functioning. The doctors then prescribed fluids to help in increasing Barbara’s blood pressure. Working collaboratively to enhance the care that Barbara received, the microbiologists were involved in the diagnosis and care she received through the involvement by the doctors requesting for blood samples to be taken and investigating the reason why Barbara had an elevated temperature. By collecting a sputum sample from Barbara, the microbiologists were also involved in looking for the medication sensitive to the bacteria causing Barbara’s chest infection. The microbiologists also took blood for arterial blood gases test. They were very efficient in delivering the results of the blood tests showing that Barbara had an increased white blood cell count. Her serum lactate levels were 3. 4mmols/l. An increased white blood cell count along with an elevated temperature proved to the doctors that Barbara had an infection. The doctors commenced Barbara on the sepsis six bundle. The sepsis six bundle is a guideline within the Surviving Sepsis Campaign which gives information on what should be done in the first 6hrs that sepsis is diagnosed in a patient in order to aid safe recovery. The nurses ensured that from the moment Barbara was admitted, it was a duty to monitor her clinical observations. With the use of the Modified Early Warning Signs (MEWS) chart, we recorded her observations which enabled us to monitor changes in her blood pressure, respiratory rate, temperature, heart rate and oxygen saturation. This was also a way for us to assess her consciousness level checking to see if she was alert, responsive to voice alone, responsive to pain alone or unconscious. This enabled us to check for signs of improvement in her health or for deterioration. Our duty as nurses was to provide 24hr care to Barbara. With a blood pressure of 85/42 mmHg we ensured that Barbara got enough fluids as were prescribed by the doctors. These fluids were given intravenously to increase Barbara’s blood pressure. In a patient with sepsis, due to vasodilation as an inflammatory response to the infection, arterial circulation is ineffective therefore; intravenous fluids are required as advised by Institute for Healthcare Improvement (2011) Apart from receiving care from the nurses, we referred Barbara to the occupational therapist. The role of an occupational therapist as defined by Institute For Career Research, (2007) is to help in the development, recovery and maintaining of daily living and work skills of people with conditions that are disabling mentally, physically, emotionally and developmentally. Institute For Career Research (2007). They ensured that on returning home, patients will have everything needed to make them comfortable. If need be, they will get their houses modified with a stair lift, a ramp or any additional equipment needed for them to make living at home easier. In relation to Barbara, the occupational therapist focused on her personal care, they assessed how easy or difficult it was for her to wash and dress herself and if she could manage cooking her food in the kitchen. This enhanced collaborative working as this enabled the nurses to be aware of what steps needed to be taken to provide optimum care to Barbara. We were informed by the occupational therapist that she would need all care in the area of her personal hygiene and assistance in most areas of her activities of daily living. With the information derived from the occupational therapist, we were able to refer Barbara to the social services to ensure that when she was fit for discharge, extra measures were taken to provide her with care in her own home. Barbara also received care from the physiotherapist. The role of the physiotherapist is to work as part of the multidisciplinary team to assess the patient and then provide treatment. Treatment would include exercise, movement, hydrotherapy, electrotherapy, massages and manipulation. A physiotherapist is also involved in providing health education this is elaborated by NHS Scotland (2002). In relation to Barbara, after we had referred her to the physiotherapy, they ensured that she received physiotherapy for her chest which was a series of claps on her chest, back and under her arms. This was very helpful to Barbara as due to her chest infection, she had a lot of mucus in her breathing passages and with treatment from the physiotherapist; she managed to cough it up. This positively enhanced the care that Barbara received as through collaborative working, the physiotherapist encouraged the loosening of mucus from her breathing passages which enabled us as nurses to acquire a sputum sample to send to the microbiologist to test for what antibiotics were suitable to treat Barbara’s chest infection. In addition to having lung cancer, Barbara also had liver and bone metastasis. With her consent, we involved the Macmillan nurses in her care. They focused on the social, emotional and practical impact cancer had on Barbara. They also gave her information on different support groups which were accessible to her and meetings where she could share her experience and listen to others experiences. Involved in the care of Barbara was the church priest. As Barbara was too ill to attend the hospital Sunday services as were her wishes, we invited a priest who could give her communion, emotional and spiritual support through her stay in the hospital. Barbara had a reduced appetite so we commenced her on a food diary in which we recorded everything that Barbara ate and how much of it she ate. After three days of commencing Barbara on the food diary, we showed it to the dietician. Barbara was quite ill and did not have the strength to take part in most of her activities of daily living including feeding herself. The dietician came to the ward to review Barbara and then prescribed ensure drinks and little cups of procal shots. These are nutrient supplements which provide protein, fat and carbohydrate in the body. All healthcare professionals worked together to enhance the quality of care that Barbara received although because Barbara had been diagnosed with sepsis, the decision of the dietician to provide Barbara with medication to boost her nutrition arguably caused deterioration in Barbara’s health. Studies show that when treating a patient with sepsis, permissive underfeeding is required to ensure that recovery is enhanced as encouraging a lot of dietary intake would cause lipogenesis which would result to excess production of carbon dioxide and respiratory overload, hyperglycaemia and over usage of energy which would lead to stress for the patient. Vincent, Carlet and Opal (2002). In supporting the doctors’ decision to prescribe intravenous fluids for fluid resuscitation on Barbara, Evidence has shown from the Surviving Sepsis Campaign (2011) under the sepsis resuscitation bundle that patients who are suspected of being in septic shock should be commenced on fluid resuscitation immediately. Guidelines on the Surviving Sepsis Campaign states that, â€Å"In the event of hypotension and/or lactate ;gt; 4mmols/L (36 mg/dL) deliver an initial minimum of 20 ml/kg of crystalloid (or colloid equivalent). † As explained by Winters and Glatter (2009), serum lactate levels are used to identify patients who have sepsis. They explain that an elevated serum lactate level is a method of forewarning of an increased mortality in patients with sepsis or septic shock. This proves that ordering for blood tests to check the serum lactate level of Barbara was a positive step in treating Barbara by identifying the diagnosis of Barbara’s condition. Current evidence from the Surviving Sepsis Campaign (2011) indicates that analysing serum lactate levels in septic patients is not conclusive as â€Å"a number of studies have suggested that elevated lactate levels may result from cellular metabolic failure in sepsis rather than from global hypo perfusion. Elevated lactate levels can also result from decreased clearance by the liver. Although blood lactate concentration may lack precision as a measure of tissue metabolic status, elevated levels in sepsis support aggressive resuscitation. † This gives reason to why the doctors ordered for blood tests to be taken so as to measure Barbara’s serum lactate level. Through continuous input of intravenous fluids, Barbara’s blood pressure increased to 99/55 and remained stable and she was now scoring a MEWS of 3 as her respiratory rate was still elevated at 24 breaths per minute and a heart rate of 105 beats per minute. Barbara’s temperature was still a little bit elevated at 37. 4? C but not scoring on the MEWS chart. The MEWS chart played a very important role in helping us evaluate Barbara’s health status. Although different studies show that there are pros and cons of using the MEWS system to evaluate patients’ health status. Studies show that the modified early warning scoring systems in the accident and emergency department or an acute care setting can help healthcare professionals identify patients that are at risk of deterioration. Though, concerns have been raised questioning the sensitivity of this system as a risk assessment tool in comparison with the early modified warning score (EWS). Griffiths and Kidney (2011), in their survey assessing the use of MEWS in the UK’s acute care departments found out that over 90% of respondents in the survey supported the use of the Early Warning Score in helping identify deterioration or improvement in patients who are admitted to the acute care departments to the use of the Modified Early Warning Score. This is evidence that supports the practice of nurses in monitoring Barbara’s condition through the use of modified early warning score. On the other hand, another study shows that many issues arose in implementing the MEWS chart in recording patients’ observation. The problems encountered with the MEWS chart include complaints of font size, size of the boxes provided to write in and due to this, some staff members have been reluctant to engage with the process making it difficult to monitor deterioration in acutely ill patients. NICE (2011) I think that the MEWS chart was very effective in helping us monitor Barbara’s condition because we were able to use the information recorded on it as a means of communication with other healthcare professionals involved in her care. In caring for Barbara, we ensured that her confidentiality was optimised. This is a professional requirement for every nurse by the Nursing and Midwifery Council (2008). Through the use of a model called ‘Situation – Background – Assessment – Recommendation’ (SBAR), we ensured that communication between all health care professionals were detailed and solely on a need to know basis. This model did not only protect the confidentiality of Barbara, it also encouraged assessment skills helping to provide all information to health care professionals in a manner that makes it difficult to omit any information. In communication with other bodies involved in Barbara’s care, SBAR stood as a guideline in divulging information. Stating the situation Barbara was in, giving background information only in relation to her present condition, providing results of assessments carried that would relate to their function in the care of Barbara and finally getting the recommendation from the other body. This way, disclosure of information is kept to a minimum. Confidentiality is a key concept in protecting people that are vulnerable. Apart from being an ethical requirement, confidentiality also is a legal requirement. The legal principle of confidentiality lies within the Data Protection Act (1998), which simplified by Mind (2005) states that â€Å"Confidence is breached by the unauthorised use or disclosure of confidential information. † This act emphasises the principles that define confidentiality one of which includes sensitive personal data. This has to do with matters relating to a persons’ ethnicity, religious and political beliefs, physical and mental health, sexual orientation as well as criminal offences. In relation to Barbara, whenever we received a phone call from people claiming to be family members, in order to protect Barbara’s confidentiality, we never disclosed results of tests or doctors’ orders. We always gained consent from Barbara before giving information out to other parties involved in her care. Timing when caring for critically ill patients is a valuable commodity which makes it important to be able to identify when a patient is in need of urgent medical attention. In the course of looking after Barbara through her admission in the hospital, I realised that prioritising care was the main issue surrounding her treatment. Observing my mentor who was in charge of Barbara’s care as well as nine other patients, using the ABC technique she was able to prioritise the care that Barbara received. Ensuring that she had open Airways, Breathing with addition of oxygen therapy, Circulation through constant monitoring of her blood pressure. Prioritising of care is a skill that is essential in a care setting because if it was decided that all patients would be cared for in respect of their bed position on the ward, that would have had a negative impact on Barbara because she would not have received the urgent attention that she needed which could lead to a tragedy. Through prioritising care, my mentor was able to organise herself in caring for the other patients she was in charge of placing Barbara on the top of her list because she was in constant need of urgent care as when it was time for her intravenous fluids to be commenced because she had organised her time accurately she was able to meet up with demands placed by Barbara’s condition as well as demands of her duty to the other patients. In conclusion, this portfolio of evidence has defined the different stages of sepsis. It has explored the causes, pathophysiology and clinical manifestations. Fluid resuscitation was highlighted as the most important step to take in recognising a patient with sepsis. I described the different roles of the healthcare professionals in relation to the care that Barbara received. Using information from the surviving sepsis campaign, I explained the guidelines used in the treatment of sepsis and related it to the steps taken by the doctor to treat Barbara. I identified the key strength of my mentor in working under pressure by prioritising care. This is an area that I will need to develop myself in the course of attending placement in the future. I will research on techniques of prioritising patient care and research on the process of triage in relation to a care setting. How to cite Sepsis and Barbara, Papers

Awareness of k+12 free essay sample

Rationale â€Å"Change is avalanching down upon our land and most people are utterly unprepared to cope with it†, states Alvin Toffler. In most countries today, changes are happening so fast that we are at times unable to preserve relevant cultural aspects and values. In the field of curriculum, change is and will continue to be, the factor for any educational undertaking. (Bauzon, 2002) In the new century, the educational environment is rapidly changing and the roles and responsibilities of the teacher s become demanding in the most part of the world. In our country today, the curriculum of our educational system has been revised to meet its demands. According to President Benigno S. Aquino, â€Å"We need to add two years to our basic education. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. I want at least 12 years for our public school children to give them an even chance at succeeding† (www. google. com ). According to the K to 12 Deped Primer (2011), â€Å"K-12 means â€Å"Kindergarten and the 12 years of elementary and secondary education. † Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education refers to 6 years of primary school (Grades 1-6) while secondary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6). Furthermore, the short duration of our basic education program puts Filipinos who are interested to either work or study abroad at a disadvantage. This is because other countries see our 10-year program as incomplete, which then, causes Filipino graduates to not be considered as professionals abroad. The first teacher of the children are their parents. They have a great role in the development of the young. They become part of the environment of learning at home. They follow-up the lessons of their children especially in the basic education. They sent their children to school to be taught, to be trained and to gain knowledge. Parents are supporters of the curriculum. They would like to get the best of his/her investment in education. They are willing to pay the cost of educating their child for as long as their children get the best learning or schooling experiences. They aims to have a children that has a bright future and a changed individual who is easily adjusted to his fast changing world. (Bilbao, p. 80) This study finds it important to research about the awareness of the k+12 curriculum in the parents of the grade 7 students. The parents of the Grade 7students ofCantilan National High School, Madrid National High School – Union Annex, and Surigao Del Sur State University Cantilan Laboratory High School are the respondents of this research. The programs offered by the University are on Level 1 and 2 and it is accredited by the AACUP. In as much as the data that will be gathered in this study will be very helpful to the curriculum experts, managers and administrators who play an important role in shaping the school curriculum and who are responsible in the formulation of the philosophy, vision, mission, and objectives. The result of this study could provide the needed information in formulating possible solutions for reactions of the parents of the grade 7 students of the CNHS, MNHS-Union Annex and SDSSU Cantilan Laboratory High School. Conceptual Framework As shown in figure 1, the first box contains all about the k+12 curriculum and level of awareness of the parents of the Grade 7 students about it. The middle box contains the independent variables which are the parents of the Grade 7 students of the CNHS, MNHS-Union Annex, and SDSSU Laboratory High School. The interaction of the independent and dependent variables is now the awareness of k+12 program in the parents of Grade 7. This is shown in box 3, the output of the study. INPUTTHROUGH PUTOUTPUT FIGURE 1. Schematic Diagram of the Research Paradigm Statement of the Problem This study aims to determine the awareness of k+12 curriculum among the parents of grade 7 students. This aims further how the k+12 curriculum affects the strategies of the teachers and what are the adjustment to prioritize. The main problem seeks to answer the following subsidiary problems. 1. What is the socio-demographic profile of the respondents? 1. 1. Age 1. 2. Sex 1. 3. Educational attainment 2. What is the extent of awareness of parents to the k+12 curriculum in terms of the following indicators? 2. 1. Features of the k+12 curriculum 2. 2. Assessment of the k+12 curriculum 2. 3. Advantage/benefits of the k+12 curriculum to the students 3. Is there a significant relationship between the socio-demographic profile of the respondents and the extent of awareness in the K+12 program in terms of : 3. 1. Features of the k+12 curriculum 3. 2. Assessment of the k+12 curriculum 3. 3. Advantage/benefits of the k+12 curriculum to the students Hypothesis: This study will test the null hypotheses at 0. 05 level of significance. Ho: there is no significant relationship between the socio demographic profile of the respondents and the extent of awareness of the k+12 curriculum. Significance Of The Study This study will benefit the following: Parents —The result of this study helps the parents of the grade 7 students to accept the changes in our educational system today and one of these changes is the k+12 program. Future Researchers—The result of this study will serve as their guide and help them to collect new ideas and information’s, if their study is interrelated with this study. The authors wrote simple words in every section of this book for the readers to understand easily. Scope and Limitations of the Study This study will cover the following limitations: Respondents. Parents of Grade 7 students in Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Location. The venue of the study is the Cantilan National High School (CNHS), Madrid National High School-Union Annex and (SDSSU) Surigao del Sur State University-Laboratory High School. Time Frame. The time frame within which the study will be conducted is during the school year 2012-2013. Definition of Terms Curriculum. Is a plan for what is to be taught in schools. Curriculum studies are a field of inquiry into how schools programs are developed, implemented, and evaluated. K-12 Curriculum. The program aims to uplift the quality of education in the Philippines in order for the graduates to be easily employed. It also aims to meet standards required for professionals who would want to work abroad. CHAPTER II REVIEW OF RELATED LITERATURE To give depth and meaning of the study at hand some related literature and studies taken from articles, books, magazines and periodicals, from different studies and papers read which have bearing on the study conducted and discussed. Related Literature Clearly our country’s ability to provide quality education for its people is hinged to its survival as well as its ability to compete in the global market and be a meaningful partner in the world affairs. (Philippine yearbook, 2003). Though our government created ways and means in order to uplift the quality education that we have, but still it is really a dilemma for every Filipino that our educational system is declining. With this, lots of changes went through, and the teachers as well as the learners are the primary concern of this. The gradual change in curriculum is one of the means to eradicate this decline. As Smithers (2003) said that, â€Å"it has been in contention that teachers should play a more pivotal role in all phases of curriculum-making from initial planning through development try-out, installation, evaluation and revision. More and more classroom teachers are being tapped to serve in school curriculum committees and task force. A perplexed teacher once observed that the curriculum is like a maze in his words â€Å"a complex situation involving a multiplicity of considerations that require profound study†. It is our contention that it is need not to be so stripped to its base essentials, curriculum making is surprisingly simple. (Bruner,2002) According To Bauzon (2002), â€Å"the aspirations of any ideals of any society serve as determinants of the educational system. The aspiration rises only to the level of its people’s aspirations. The most essential instrument in nation building which is education distills the goals in the society. In the school setting, each child learns much more than he is taught as part of the curriculum. Not all learning is the result of the planned experiences in the school. The curriculum of the school includes those experiences for which the school accepts responsibility. These curricular experiences are organized and promoted in order to acceptable objectives and needs of children may be responded adequately. They are planned sequentially so that many learners needs social, spiritual, emotional, intellectual and physical will be prepared. The viable curriculum is based on the recognition that maturation factors and experiential background conditions readiness to learn. Thus, the teacher provides new advices prior to the child’s level of development. (Gronlund,2004). Jerome Bruner emphasizes that here must be an emphasis upon reducing a subject to its fundamental ideas or structure. To grasp the structure of a subject, he argues, one must understand the relationship between facts and ideas which constitute the subject. Structure is important in teaching a subject because it permits a â€Å"massive general transfer† of learning. In short, it allows one to â€Å"learn how to learn†. Related Studies The department of education’s k to 12 program is one concrete response to reverse this steady decline and to move toward its goal of long-term educational reform and sustainable economic growth. The central feature of the k to 12 program is the upgrading of the basic education curriculum to ensure that learners acquire the relevant knowledge and skills they will need to become productive members of society. It seeks to introduce relevant skills development courses and special interest subjects that will suit the personality, strengths and career direction of each learner. (http://www. gov. ph/k+12) In the report of EFA(2002),†As early1925, studies have observed the in adequacy of the basic education curriculum. As one of the most well studied reforms, recommendations of either adding or restoring the grade or adding an extra year to basic education have been put forward. According to the different survey of the curriculum: Monroe survey (1925): secondary education did not prepare for life and recommended training in agriculture, commerce, and industry. Prosser survey (1930): recommended to improve phases of vocational education such as 7thgrade shop work, provincial schools, and practical arts training in the regular high schools, home economics, placement work, gardening, and agricultural education. UNESCO mission survey (1949): recommended the restoration of grade. Education act. Of 1953: under section3, mandates thatâ€Å"[t]he primary course shall be composed off our grades (grades I to IV) and the intermediate course of three grades (grade VTOVII). † Swanson Survey (1960):recommendedtherestorationofgrade7. Presidential Commission To Survey Philippine Education (PCSPE) (1970): high priority be given to the implementation of an11-year program; Recommended program consists of 6 years of compulsory elementary education and 5years of secondary education In one study conducted on the influence of standards on thek+12 teaching and student learning, teachers described in this research were actively pursuing alignment between the content they were teaching (at classroom level, we refer to this as â€Å" teaching curriculum† and the content measured by the various state test. (The Freeman Foundation2006). Based on the k-12 educators study tourprograms funded by theFreeman foundation the overseas programs of the Asian Studies Outreach Program (ASOP) is one element of amulti-pronged, statewide approach to introduce Asian studies in every Vermont school and buildthe leadership needed to support this goal. The overseas program for teachers, the equivalent of a three-hour graduate level course, places a heavy emphasis on content relevant to both the travelexperience and teachers’ curriculum. The program aims to: †¢ increase teachers’ awareness/cultural sensitivity and teachers’ comfort level in teaching about Asia through direct experiences with Asian people, history, and culture; †¢ enhance the quality of teachers’ classroom instruction through increased knowledge ofAsia; †¢ encourage curriculum revision to build a sustained cross-discipline presence for Asia in grades K-12; and †¢ build the capacity of teachers to lead the efforts to include Asia in the curriculum. In selecting participants, ASOP considers areas of the state where participation in the overseas program could introduce or strengthen Asian studies. In addition, ASOP looks at the level ofadministrative commitment and the availability of teams of teachers from a school or district. CHAPTER III RESEARCH METHODOLOGY This study will use the descriptive survey method appropriate for profiling the variables of this research. Research Environment As one of the municipalities of Surigao Del Sur, Cantilan is located in the Northeastern area of Mindanao and part of the CARAGA region. it has a qite large and plain are about 10,575 sq. km. facing the pacific ocean on theeasternpart. almost40,000 people comprises the 17 barangays in which the livelihood is mostly derived from agriculture, aquaculture and income of the professionals . as theoldesttownintheprovince of surigao del sur it is the cradle of all the five municipalities. Being centered in education, Cantilan has a lot of schools to be proud of. Among of this are the Madrid National High School-Union Annex,Surigao Del Sur State University and Cantilan National High School. Although Sdssu-Cantilan concentrate for the tertiary education yet it offers a secondary in which they called as the laboratory high school with its limits to100students as of scoolyear2012-2013. on the other hand,thecantialn national high school offers 3 curriculum the ESEP,SPA,and RBEC with 2000 students as its latest enrollees . as an institution of higher learning ,both the schools are known in uplifting a quality education and promoting the growth and development of the students inconsonance with the national development towards quality education. Fig. 2 presents the map of Surigaodel Sur where Municipality of Cantilan is located. Research Design This is a descriptive evaluative or assessment study appropriate for profiling the variables of research which intends to know the level of awareness among parents of the Grade -7 students under K-12 program of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University- Laboratory High School. The data that to be gathered will be recorded, organized, and interrupted in view of the objectives set in the study. Research Respondent This study is confined to all the parents of grade-7 students in Madrid National High School- Union Annex, Surigao del Sur State University-Laboratory High School and Cantilan National High School in the school year 2012-2013. Table 1. Distribution Of The Respondents School Number of grade 7 parents/guardians Number of respondents MNHS-UA 23 11 SDSSU-Lab. H. S. 24 12 CNHS 40 20 TOTAL 87 43 Research Instruments A self made questionnaire is purposely made for the study. It contains two parts. The first part contains the Profile of the parents. These include the name, age, educational attainment, occupation, and monthly income. The second part contains the different questions with regards to the k+12 program. Research Procedures Gathering of Data. The questionnaires will be given to the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University. Statistical Treatment. The following formulas will be used in this study: 1. Weighted Mean This is used to determine the Socio-Demographic Profile of the parents interms of age, educational attainment and occupation. Likewise, weighted mean is to be applied to determine the acceptability of the k+12 program among the parents of the Grade 7 students of Madrid National High School- Union Annex, Cantilan National High School, and Surigao Del Sur State University. 2. Simple Percentage Computation This is used to determine the percentage of the respondents. 3. Pearson Chi-Square This is used to determine if there is a significant relationship of the respondent’s socio-demographic profile and the extent of awareness of the k+12 curriculum. CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents, analyzes and interprets the data gathered from the questionnaire to the concerned respondents. This chapter shows the significant relationship between the socio-demographic profile of the respondents and the extent of awareness of the k-12 curriculum. Relationship Between The Socio-Demographic Profile Of The Respondents And The Extent Of Awareness Of The K-12 Curriculum This section analyzes the result of the respondents’ socio-demographic profile and the extent of awareness of the k-12 curriculum. TABLE 2:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 12. 481 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 14. 336 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 8. 568 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 8. 881 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 6. 790 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 7. 830 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 6. 567 MEAN 9. 3504 X2; DF= 6 12. 592 The table shows the computed X2 in every features of k-12 curriculum in terms of age. The degrees of freedom is 6 and the mean of the computed X2 is 9. 3504, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 3:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Assessment of the Curriculum The table shows the computed X2 in every parts of the assessment of the curriculum in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 9. 7606, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 4:Relationship of Respondent’s Age and Extent of Awareness in Terms of the Advantages/Benefits of the K+12 Curriculum to the Students The table shows the computed X2 in every advantages to the students in terms of age. The degrees of freedom is 6 and the mean of computed X2 is 8. 6699, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students. TABLE 5: Relationship of respondent’s sex and extent of awareness in terms of the features of the k+12 curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 5. 239 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 4. 143 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 6. 131 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 1. 325 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 2. 168 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 3. 503 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 1. 946 MEAN 3. 4936 X2; df= 2 5. 991 The table shows the computed X2 in every features of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 3. 4936, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 6:Relationship of respondent’s sex and extent of awareness in terms of the assessment of the curriculum Assessment Of The Curriculum X2 a. Focused on the learner’s acquisition of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 0. 157 b. Has balanced assessment program. 5. 454 c. Promotion and retention of the students shall be by subject. 0. 530 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 0. 293 e. The performance of students shall be described in the report card based on the following levels of proficiency: B, D, AP, P, A not their equivalent numerical values. 3. 345 MEAN 1. 9558 X2; df= 2 5. 991 The table shows the computed X2 in every assessment of the curriculum in terms of sex. The degrees of freedom is 2 and the mean of computed X2 is 1. 9558, since the mean computed value is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 7:Relationship of respondent’s sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students The table shows the computed X2 in every advantages to the students in terms of sex. The degrees of freedom is 2 and the mean of the computed X2 is 7. 0027, since the mean computed value is greater than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. TABLE 8: Relationship of Respondent’s Educational Attainment and Extent of Awareness in Terms of the Features of the K+12 Curriculum Features of the curriculum X2 a. The number of years in the basic education is increased up to 13 years including Kindergarten. 27. 967 b. The students will graduate twice because they will earn two certificates: one for completion of the DepEd subjects at Grade 10 and the other for finishing the technical skills subjects integrated into the curriculum. 38. 701 c. New subjects taken by your student Agrarian Reform, Family Planning, NSTP, Philippine Constitution, Physical Educ. , Population Educ. , Rizal and Taxation. 26. 768 d. There are specializations in Science and Technology, Music and Arts, Agriculture and Fisheries, Sports, Business and Entrepreneurship. 17. 201 e. Opportunity to take courses like Internet and Computing Fundamentals, Technical Drawing, Home Management/ Housekeeping, Cooking/ Food Processing, Electrical Installation and Maintenance, Dress Making/Tailoring, Carpentry, Crop Production, Animal Production and Care giving. 26. 446 f. Mother tongue is used as a medium of instruction for Grades 1 to 3. 16. 845 g. Strong collaboration of CHED, TESDA and DOLE in training the Senior High School students. 24. 094 MEAN 25. 4317 X2; DF= 8 15. 507 The table shows the computed X2 in every features of the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 25. 4317, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. TABLE 9:Relationship Of Respondent’s Educational Attainment And Extent Of Awareness In Terms Of The Assessment Of The Curriculum Assessment Of The Curriculum X2 a. Focused on the learner’s acquisition of effective communication, information, media and technology, learning and innovations kills, and life and career skills. 28. 956 b. Has balanced assessment program. 28. 448 c. Promotion and retention of the students shall be by subject. 8. 995 d. Honor students shall be drawn from among those who performed at the ADVANCED LEVEL. 23. 507 e. The performance of students shall be described in the report card based on the following levels of proficiency: B, D, AP, P, A not their equivalent numerical values. 19. 981 MEAN 21. 9774 X2; df= 8 15. 507 The table shows the computed X2 in every assessment in the curriculum in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 21. 9772, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. TABLE 10: Relationship Of Respondent’s Educational Attainment And Extent Of Awareness In Terms of the Advantages/Benefits Of The K+12 Curriculum To The Students Advantages/Benefits Of The K+12 Curriculum To The Students X2 a. More emotionally mature, socially aware and Pro-active. 18. 995 b. Acquire mastery of basic competencies. 25. 042 c. Be legally employable with potential for better earnings. 21. 290 d. Students will possess competencies and skills relevant to the job market 13. 974 e. Be globally competitive. 20. 517 f. Every graduate of the enhanced K+12 Basic Education program will be empowered to learn through the program that is rooted on sound educational principles and geared towards excellence and the foundations for learning throughout life. 49. 488 g. Students will be able to prepare their own business for their future. 40. 415 h. Senior High School students will be given an opportunity to do OJT (On the Job Training), internship or apprenticeship 23. 504 i. After graduating Senior High School, graduates will be able to work immediately, even before or without seeking college degree because students will have not only a high school diploma needed for further studies, but also 1 or more certificates needed for immediate employment. 24. 652 MEAN 26. 4308 X2; DF= 8 15. 507 The table shows the computed X2 in every advantages to the students in terms of educational attainment. The degrees of freedom is 8 and the mean of computed X2 is 26. 4308, since the mean computed value is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary of the entire study that serve as the basis for conclusions and recommendations. This includes the statement of the problem, findings, conclusions and some recommendations of the study. SUMMARY This research study seek to find the level of awareness of the k+12 curriculum among the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The respondents of the study were the parents of the grade 7 students in CNHS, SDSSU-H. S LAB. , MNHS-UA. The researchers limit their respondents to 50% of the population from each school. The study made use of the survey method which was appropriate for the profiling and gathering of data. Moreover, the data were interpreted using the mean, simple percentage computation and the Pearson chi-squared test. Findings Based on the analysis of the gathered data, the different findings in this research study are summarized as follows: 1. The relationship of respondent’s age and extent of awareness in terms of the features ofthe k+12 curriculum, since the mean computed value which is 9. 3504 lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 2. The relationship of respondent’s age and extent of awareness in terms of the assessment of the curriculum, since the mean computed value, 9. 7606, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 3. The relationship of respondent’s age and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,8. 6699, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ age is independent with the extent of awareness in terms of the advantages/ benefits of the k+ 12 curriculum to the students. 4. The relationship of respondent’s sex and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,3. 4936, is lesser than x2 at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 5. The relationship of respondent’s sex and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,1. 9558, is lesser than x2at 5%, there is no enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 6. The relationship of respondent’s sex and extent of awareness in terms of the advantages/benefits of the k+12 curriculum to the students, since the mean computed value,7. 0027, is greater than the x2at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ sex is not independent with the extent of awareness in terms of the advantages/benefits of the k+ 12 curriculum to the students. 7. The relationship of respondent’s educational attainment and extent of awareness in terms of the features of the k+12 curriculum, since the mean computed value,25. 4317, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the features of the k+ 12 curriculum. 8. The relationship of respondent’s educational attainment and extent of awareness in terms of the assessment of the curriculum, since the mean computed value,21. 9774, is greater than x2 at 5%, there is enough evidence to reject the null hypothesis. Therefore, the respondents’ educational attainment is not independent with the extent of awareness in terms of the assessment of the k+ 12 curriculum. 9. The relationship of respondent’s educational attainment and extent of aware