Dr. Yanuarius Mujianto, M.Si
Mood analysis of
Renewing the national curriculum
1.
Education and Culture
Minister Mohammad Nuh
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has
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recently
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announced
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plan
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Subject
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Finite
\
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Mood Adjunct
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Predicator
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Complement
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Mood
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Residue
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To Revise
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the curriculum
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Predicator
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Complement
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Residue
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2.
The existing
curriculum despite Its strengths
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is
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considered
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out of date
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Subject
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Finite
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Predicator
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Circumstance adjunct
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Mood
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Residue
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and
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Unable to deal
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With changing environment
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Conjuct
adjunct
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predicator
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Circumstantial adjuct
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Residue
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3.
A high-quality curriculum
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Should
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at least
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Consist
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Of context, goal and content
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Subject
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Finite
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Predicator
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Complement
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Mood
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Residue
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Its is visibility
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however
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Is
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determined
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Subject
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Conjt adjunct
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Finite
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Predicator
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Mood
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Mood
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Residue
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||
By
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how
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the content
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is
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arranged
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Adjunct/Hw
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Subject
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Finite
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Predicator
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Mood
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Residue
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and
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how
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evaluation of the
curriculum
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is
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prepared
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Adjunct/hw
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subject
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finite
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predicator
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mood
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residue
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4.
The curriculum
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should
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suit
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the characteristics
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of our students
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Subject
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Finite: model
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Predicator
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Complement
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Mood
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Residue
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who
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Are considered
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Part of the ”Z
generation
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Subject
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Finite
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Predicator
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Circumstantial
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Mood
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Residue
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||
5.
They
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communicate
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through the
Internet
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using social
networking websites
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Subject
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Finite
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Predicator
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Complement
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Circumstantial
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Mood
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Residue
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|||
7.
They
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are exposed
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to so much
information both good and bad
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appropriate with
our culture and not
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Subject
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Finite
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Predicator
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Complement
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Circumstantial adjuct
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8.
They
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live
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in an instant
culture
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Subject
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Finite
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Predicator
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Complement
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Mood
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Residue
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||
that
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prompts
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them
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to do and Act fast
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Subject
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Finite
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Predicator
|
Complement
|
Circumstantial
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Mood
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Residue
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|||
9
They
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Are
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also influenced
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by a consumptive
culture.
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Subject
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Finite
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Predicator
|
Complement
|
Mood
|
Residue
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10.
In a nut shell,
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they
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need
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a different
approach and method of learning.
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Subject
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Finite
|
Predicator
|
Circumstantial adjunct
|
|
Mood
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Residue
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|||
11.
Students
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are used
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to tackling several
problems at once
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Subject
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Finite
|
Predicator
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Circumstantial adjunct
|
Mood
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Residue
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||
They
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are
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Able to multitask
with easy
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Subject
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Finite
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Complement
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Mood
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Residue
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Talk
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with friends
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Predicator
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Circumstantial adjunct
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Residue
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Search
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for information
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on the internet
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Predicator
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Complement
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Circumstantial adjunct
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Residue
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and
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communicate
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by mobile phone
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Conjunctive adjunct
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Predicator
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complement
|
Residue
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12.
Their learning
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should not
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just be given
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in a linear
approach
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Subject
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Finite
|
Predicator
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Circumstantial adjunct
|
Mood
|
Residue
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which
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sees
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subjects studied
back and forth
|
|
Subject
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Finite
|
Predicator
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Circumstantial adjunct
|
Mood
|
Residue
|
||
Rather
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they
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need
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a non linear
learning method too
|
|
subject
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finite
|
predicator
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complement
|
|
Mood
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residue
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|||
13.
Today’s students
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live
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in a globalized world
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Subject
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Finite
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Predicator
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Circumstantial adjuct
|
Mood
|
Residue
|
||
Where information
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whether it’s good
or bad
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is
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readily available
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Subject
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Finite
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Complement
|
|
Mood
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Residue
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So
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they
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still need to think
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critically
|
|
Subject
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Finite
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Predicator
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complemet
|
|
Mood
|
Residue
|
|||
And
|
make
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decisions f or
themselves
|
|
finite
|
predicator
|
complement
|
|
Residue
|
|||
To enable
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them
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to choose
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what information
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is
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beneficially
|
|
Predicator
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Beneficiary
|
Predicator
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Subject
|
Finite
|
Complement
|
|
Mood
|
Residue
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And
|
make
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decisions for
themselves
|
|
Conjunctive adjunct
|
Finite
|
Predicator
|
Complement
|
Residue
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|||
That
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effect
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their life
|
|
Subject
|
Finite
|
Predicator
|
Circumstantial adjucnt
|
Mood
|
Residue
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||
14
The new curriculum
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should
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help
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students develop
critical thinking
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Subject
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Finite:modal
|
predicator
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Circumstance complement
|
Mood
|
Residue
|
and
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make
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decision
|
|
Finite
|
predicator
|
Circumstantial adjunct
|
|
Mood
|
Residue
|
||
15
Since
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they
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learn
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from outside
influences
|
|
subject
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finite
|
predicator
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Circumstantial adjunct
|
|
mood
|
residue
|
|||
Not only from the
teacher
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he dynamic of the respect they
Give to the teacher
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Is
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difference of that
students
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In the past
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Subject
|
Finite
|
Complement
|
Circumstantial adjunct
|
|
Mood
|
Residue
|
16
Today’s students
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are
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more independent
than those
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from past
generations
|
Subject
|
Finite
|
Complement
|
Circumstantial adjucnt
|
Mood
|
Residue
|
Sometimes
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they
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don’t
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care
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about their teachers
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Mood adjunct
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Subject
|
Finite
|
Predicator
|
|
Mood
|
Residue
|
17.
The new curriculum
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should
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set
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clear goals
|
Subject
|
Finite:modal
|
Predicator
|
Circumstantial adjunct
|
Mood
|
Residue
|
so
|
we
|
will
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be sure
|
what to do
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Conjunctive adjunct
|
Subject
|
Finite
|
Predicator
|
Circumstantial adjunct
|
Mood
|
Residue
|
18.
It
|
has to identify
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competence goals
|
|
Subject
|
Finite
|
Predicator
|
Complement
|
Mood
|
Residue
|
||
The students
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need
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to master
|
|
Subject
|
Finite
|
Predicator
|
Circumstantial adjunct
|
Mood
|
Residue
|
||
When
|
they
|
finisheh
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elementary or secondary school
|
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Cinonjuctive
adjucnt
|
Subject
|
Finite
|
predicator
|
complement
|
Mood
|
residue
|
|||
19.
The goals set
|
Should be
|
short
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Realistic and achievable
|
Subject
|
Finite
|
Complement
|
Circumstantial adjunct
|
Mood
|
Residue
|
20.
According to the
exiting curriculum
|
students
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Have to
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learn
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About 14-16 subject
matters In each semester
|
Subject
|
Finite:
modal
|
Predicator
|
Complement
|
|
Mood
|
Residue
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which
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are
|
too much
|
Subject
|
Finite
|
Complement
|
Mood
|
Residue
|
Due to the curriculum
|
while
|
he time
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is
|
limited
|
Subject
|
Finite
|
predicator
|
||
Mood
|
Predicator
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