document_title: Shuffleboard

question_text: what are the dimensions of a shuffleboard court

text: Shuffleboard

text: History[edit]

text: The full history of shuffleboard is not known.Though there is some knowledge of its development, its actual origins, the place and date where it was first played, remain a mystery. Inevitably, this uncertainty gives rise to some debate, even disagreement, about which country can claim to have invented it. However there is no dispute concerning its age as a form of popular amusement, and in Europe has a history that goes back over 500 years.

text: The game was played and gambled over by King Henry VIII of England, who prohibited commoners from playing; evidently he did not always win, as the record of royal expenses for 1532 show a payment from the Privy Purse of GB£9, 'Paied to my lord Wylliam for that he wanne of the kinges grace at shovillaborde' (today's spelling: 'Paid to Lord William, for he won, by the king's grace, at shovelboard').

text: In its goals, form and equipment, shuffleboard shares various features with (and perhaps influences by or upon) many other games, including air hockey, bowls, bocce, curling, croquet, carrom and billiards. Historically, the ancient shovelboard, about which little is known, appears to have diverged into modern shuffleboard and sjoelen, and with the former leading to the development of both table shuffleboard and shove ha'penny.[1]

text: Today, due to its popularity on cruise ships and in retirement homes because of its low physical fitness requirements, the deck game is often associated with the elderly, though it is increasingly popular among younger generations. Its miniaturized tabletop variant is very popular in bars and pubs.

text: Game play[edit]

text: In deck or floor shuffleboard, players use a cue (cue-stick), to push their colored disks, down a court (a flat floor of concrete, wood or other hard material, marked with lines denoting scoring zones), attempting to place their disks within a marked scoring area at the far end of the court. The disks themselves are of two contrasting colors (usually yellow and black), each color belonging to a player or team. The scoring diagram is divided by lines, into six scoring zones, with the following values: 10, 8, 8, 7, 7, 10-off. (See Court Description below for details.) After 8 disks (four per team, taking alternating shots) have been played from one end of the court (a frame), the final score values of disks for each player (or team) in the scoring zones is assessed: If a disk is completely within a scoring zone without touching (overlapping) any part of the border-line of the zone, it is good and that zone value is added to the correct player's score for the frame, and then to the player's total points. Both players good disks are added to their respective scores (As opposed to being subtracted to give only one player a net score for a frame.) Players (or teams of two players, one at each end) take turns going first during a game, so that the advantageous last shot of a frame (the hammer) also alternates between players. The winner of the game may be the first to reach any total decided upon, or may be the higher score after playing a certain number of frames (e.g. 8, 12 or 16). There is also the 'first to 75-points' game. Ties are broken by playing extra frames (two for singles, four for doubles). [2]

text: Strategy[edit]

text: In shuffleboard, one tries to score, prevent the opponent from scoring, or both. The basic strategy involves both offense and defense. If it is your turn to shoot first, you are automatically on the defensive, because your opponent has the last shot of the frame. If you simply put your first shot into the scoring area, your opponent will knock it off, and if you then score with your second shot, the same will happen, and so on until you have used your last shot, and your opponent will knock that off and probably score. To combat this you can use the strategy of blocking and hiding – That is your first shot will be a guard disk shot to a location so that it blocks your opponent from that part of the scoring area that you can still place a good disk. Your second shot will be the one to play into that hiding place you created with your first shot, so your opponent cannot hit you out directly.

text: Court description[edit]

text: Dimensions of a floor shuffleboard court can vary to suit available space, but an official shuffleboard court is 6 feet wide by 39 feet in length plus a 6-foot shooting area at each end.[citation needed] Typically a scoring zone is painted at each end of the court to reduce set-up time between games. Each scoring zones in the shape of an isosceles triangle 6 feet × 9 feet pointing toward the shooter. Behind the scoring zone is the 10-off zone, an area 1½ feet deep. The court surface is usually a uniform dark green; lines are 1 inch wide except for the mid-shooting area. One-inch white lines form the scoring triangle and FURTHER divide the triangle into the separate scoring zones. Line width is not considered in court dimensions given here. The court is the same from each end. (A) 6 feet for Player Shooting Area; A line called the Baseline crosses the entire court and extends to the adjacent court on each side if any; (B) 10-off area – 1 1/2 feet. The sides of the 10-Off area are defined by two lines running at the same angle as the Scoring Triangle; The Back-7 Line crosses the entire court. (C) A center-line runs from the middle of the Back-7-line up the middle of the court for 6 feet. The two 7 score zones are located on each side of the Center-Line, for a length of 3 feet, bounded at the top by the Back-8 line, running side to side across and within the scoring triangle; (D) The two 8 scoring zones are located one each side of the center-line for a length of 3 feet, bounded at the top by the Top-8 line running side to side across and within the scoring triangle, and forming a T with the end of the center-line. (E) The 10 scoring zone is at the peak of the overall scoring triangle, and is 3 feet in height, from the Top-8 line to the peak of the triangle. A further dead-line or lag-Line runs from side to side 12 feet from the base-line (The dead-line is therefore 3 feet from the tip of the triangle). There are two dead-lines, 12 feet apart. Any shot disk that does not cross or touch the furthest dead-line is then simply removed from the court (a wasted shot).

text: Equipment[edit]

text: Disks: Modern floor shuffleboard is played with 8 round, hard, durable 6 inch diameter plastic disks – New disks are about 1" in thickness, weighing 15 ounces. There should be four (4) discs of a light color, usually yellow, and four of a dark color, usually black. These eight (8) discs comprise a set. (Other colored combinations may be used, but black and yellow will be used here.) One player or team uses the yellow disks, the other player or team, the black disks. Cue-Sticks: Each player uses a cue (cue-stick) to push their disks down the court to the opposite end. The cue length is six feet, three inches (6'3") or less, with hard plastic feet on the end (metal would damage the court surface). Scoreboard: There are two basic types (1) – Resort Type uses two sliders that can move up and down a numbered scale, like a thermometer, with values running from zero at the bottom to 75 at the top (First to 75 points is a common shuffleboard game). Each team used their own slider to record their total score. The advantages of the Resort-type include simplicity, durable and weather proof, needs no other items such as chalk or eraser. The disadvantage is that scoring mistakes are impossible to determine, and a frames played cannot be tracked unless a separate recording method (e.g. pen and paper) is used.(2)- Blackboard (Whiteboard) Type is ruled with four or eight horizontal lines and each teams total score is written after each frame, yellow on the left and black on the right. When all the lines have been filled with scores the top lines are erased and scores are again written from the top. The advantage of the blackboard type is that mistakes in adding and recording the score are easier to spot, because previous scores should always be seen. As well, it is easy to keep track of frames played using small numbers written down the scoreboard. (Note that in western USA and western Canada, scoreboards (blackboards) run from side-to-side, but the principal is the same.)[3]

text: Courts are available for use on residential decks or on any solid flat surface, in the form of roll-out plastic mats, or adjustable arrays of plastic tiles. With the tile courts, the dimensions can be adapted to the space available; e.g. it is possible to play on a court 30 ft long (9.1 m) by 5 ft wide (1.5 m).[citation needed] The roll-out mats are available in two sizes, 39 by 6 feet (11.9 m × 1.8 m) and 27 by 4.5 feet (8.2 m × 1.4 m). The smaller mats are designed to fit on a domestic patio or driveway.[citation needed] The biscuit and tang are the same standard size, regardless which court size is used. [4]

text: International Shuffleboard Association[edit]

text: The ISA was founded March 10, 1979, in St. Petersburg, Florida. The ISA was designed to make shuffleboard more popular in countries outside the North American continent, and to foster shuffleboard through international competitions. In 1981 in Muskegon, Michigan the first ISA Team World Championships were held, starting with teams from Canada, the USA and Japan only. Australia (1991), Brazil (1997), Germany (2006), Norway (2011) and lately Russia (2013) joined the World Championships, which take place yearly and last for one week.[5]

text: In addition to the ISA, Declan hosts an international competition biannually.

text: Table shuffleboard variants[edit]

text: In table shuffleboard, the play area is most commonly a wooden or laminated surface covered with silicone beads (colloquially called 'shuffleboard wax') to reduce friction. In the United States, a long, narrow 22 ft table is most commonly used, though tables as short as 9 ft are known.

text: Players try to slide metal-and-plastic pucks, sometimes called weights or shuckles, to come to rest within zones at the other end of the board. Cues are not used, the pucks being propelled with the hands directly on the raised table. There are scoring zones at each end of the table so that direction of play can rotate after each frame, or so that teams can play both directions during one frame. More points are awarded for weights scoring closer to the far edge of the board. Players take turns sliding the pucks, trying to score points, bump opposing pucks off the board, and/or protect their own pucks from bump-offs. The long sides of the table are bounded by gutters into which pucks can fall or be knocked (in which case they are no longer in play for the remainder of the frame). A variant known sometimes as bankboard has rubber cushions or 'banks' running the length of both sides of the table, instead of gutters, and as in billiards, the banks can be used to gain favorable position. A common and even smaller-scale British tabletop variant is shove ha'penny, played with coins, while a somewhat larger wooden-puck variant called sjoelen, which has much in common with the ball games bagatelle and skeeball, is played principally in the Netherlands.

text: Object of the game[edit]

text: The objective of the game is to slide, by hand, all four of one's Weights alternately against those of an opponent, so that they reach the highest scoring area without falling off the end of the board into the alley. Furthermore, a player's Weight(s) must be farther down the board than his opponent's Weight(s), in order to be in scoring position. This may be achieved either by knocking off the opponent's Weight(s), or by outdistancing them. Horse collar, the most common form of the game, is played to either 15 or, more typically, 21. Only the weights in front score.[6]


question_text: what percent of american adults have a bachelor's degree

question_tokens: what percent of american adults have a bachelor 's degree

root

text: General attainment of degrees/diplomas[edit]

text:
Educational attainment in the United States (2014)[3]

Education

Age 25 and over

Age 25-29

High school diploma or GED

88.31%

90.83%

Some college

58.57%

64.31%

Associate and/or bachelor's degree

41.89%

44.08%

Bachelor's degree

31.96%

34.04%

Master's and/or doctorate and/or professional degree

11.77%

7.57%

Doctorate and/or professional degree

3.27%

1.70%

Doctorate

1.77%

0.89%

tag: table

text: In 2003, over four-fifths (85 percent) of all adults 25 years or older reported they had completed at least high school, or obtained a GED/high school equivalency certificate. Over one in four adults (27 percent) had attained at least a bachelor's degree. Both of these measures are all time highs. In 2003, the percentage of the adult population who had completed high school or had not completed high school but obtained a GED increased for the first time since 2000, when it was 84 percent. This increase follows a general trend that the Current Population Survey has shown since educational attainment was first measured in 1947.[2]

tag: p

text: In 2015, among adults aged 65 and older, 84 percent had either completed high school or more education, or had failed to complete high school but obtained at least a GED certification, compared to 91 percent of adults aged 25 to 34 and 89 percent of adults aged 35 to 44 years or 45 to 64 years. In addition, 27 percent of the population aged 65 and older reported a bachelor's degree or more education compared to 36 percent of adults 25 to 34 years old and 32 percent of adults aged 45 to 64 years.[4]

text: Since 1983 the percentage of people either graduating from high school or failing to complete high school but getting a GED certification has increased from 85% to 88%. The greatest increases in educational attainment were documented in the 1950s, 60s and 70s. In the 1950s and much of the 1960s high school graduates constituted about 50% of those considered adults (25 and above). For young adults aged between 25 and 29, the percentage of either high school graduates or GED obtainers was roughly 50% in 1950 versus 90% today.[2]

text: Gender[edit]

text: For the past fifty years, there has been a gap in the educational achievement of males and females in the United States, but which gender has been disadvantaged has fluctuated over the years. In the 1970s and 1980s, data showed girls trailing behind boys in a variety of academic performance measures, specifically in test scores in math and science.[5]

text: Data in the last twenty years shows the general trend of girls outperforming boys in academic achievement in terms of class grades across all subjects and college graduation rates, but boys scoring higher on standardized tests and being better represented in the higher-paying and more prestigious STEM fields (science, technology, engineering, and math).[5]

text: Gender gap in literacy[edit]

text: Traditionally, girls have outperformed boys in reading and writing. Although this gap may be minimal in kindergarten, it grows as students continue their education. According to the 2004 National Reading Assessment measured by the US Department of Education, the gap between boys and girls, only slightly noticeable in 4th grade, left boys 14 points behind girls during their 12th grade year.[6] On the 2008 test, female students continued to have higher average reading scores than male students at all three ages. The gap between male and female 4th graders was 7 points in 2008. By 12th grade, there was an 11-point gap between males and females.[6]

text: On the 2002 National Writing Assessment, boys scored on average 17 points lower than girls in 4th grade. The average gap increased to 21 points by 8th grade and widened to 24 points by senior year in high school.[7] In the more recent 2007 National Assessment of Writing Skills, female students continued to score higher than male students, though margins closed slightly from previous assessments. The average score for female eighth-graders was 20 points higher than males, down 1 point from the 2002 score. For twelfth-graders, females outscored males by 18 points as opposed to 24 points in 2002.[8]

text: All of these assessments were conducted on a 100-point scale.[6][7][8]

text: Graduation rates[edit]

text: Overall, women have surpassed men in terms of completing secondary and post-secondary education with the gender gap almost completely reversed. In 2006, 10.3% of males and 8.3% of females dropped out of high school.[9] In 2005/2006, women earned 62% of associate degrees, 58% of bachelor's degrees, 60.0% of master's degrees, and 48.9% of Doctorates.[10]

text: According to recent datawhen?, 55 percent of college students are females and 45 percent are males. From 1995 until 2005, the number of males enrolled in college increased by 18 percent, while the number of female students rose by 27 percent.[11] Males are enrolling in college in greater numbers than ever before, yet fewer than two-thirds of them are graduating with a bachelor's degree. The numbers of both men and women receiving a bachelor's degree have increased significantly, but the increasing rate of female college graduates exceeds the increasing rate for males.[12]

text: In 2007, the United States Census Bureau estimated that 18,423,000 males  over the age of 18 held a bachelor's degree, while 20,501,000 females over the age 18 held one. In addition, fewer males held master's degrees: 6,472,000 males compared to 7,283,000 females. However, more men held professional and doctoral degrees than women. 2,033,000 males held professional degrees compared to 1,079,000, and 1,678,000 males had received a doctoral degree compared to 817,000 females.[13]

text: In 2015, the United States Census Bureau estimated that 36.1% of individuals between the ages of 25 to 34 had a bachelor's degree, with 36.3% in individuals aged 35 to 44, 32% in individuals 45 to 64, and 26.7% in individuals 65 and older.

text: In 2016/2017, women are projected to earn 64.2% of associate degrees, 59.9% of bachelor's degrees, 62.9% of master's degrees, and 55.5% of Doctorates.[14]

text: Ethnicity and race[edit]

text: While the educational attainment of all races increased during the 1990s, with the gap between African Americans and non-Hispanic whites decreasing, differences between the races remain, especially among those with a bachelor's degree or higher. Asian Americans had the highest educational attainment of any race, followed by whites who had a higher percentage of high school graduates but a lower percentage of college graduates. Persons identifying as Hispanic or Latino, without regard to race, had the lowest educational attainment. The gap was the largest between foreign-born Asian Americans, over half (50.1%) of whom had a bachelor's degree or higher and foreign-born Hispanics, 9.8% of whom had a four-year college degree.[2]

text: Hispanics and Latinos also trailed far behind in terms of graduating from high school; it was the only major group for which high school graduates constituted less than 80% of the population. This large inequality might partially be explained by the influx of uneducated foreign-born Hispanic Americans who had not been offered the chance to complete secondary education in their home country and who had not completed secondary education in the United States.

text: Overall, nearly half (49.8%) of Asian Americans, nearly a third (30%) of non-Hispanic Whites, 17.3% of non-Hispanic Blacks, and just over a tenth (11.4%) of Hispanics or Latinos had a four-year college degree. The same differences decrease significantly at the high school level with 89.4% of non-Hispanic whites, 87.6% of Asian Americans, 80.0% of African Americans, and 57% of Hispanics or Latinos having graduated from high school.[2]

text: The Racial achievement gap in the United States refers to these educational disparities between minority students and Caucasian students. Evidence of the racial achievement gap remains present today because not all groups of students are advancing at the same rates. The racial achievement gap has many individual and economic implications and there have been many efforts in education reform to narrow this gap.

text: Foreign born and immigrants[edit]

text: A trend becomes visible when comparing the foreign-born to the native-born populace of some races. Foreign-born Asian, European, and African immigrants had a higher educational attainment in terms of having earned a four-year college degree than their native-born counterparts. According to the U.S census about 43.8 percent of African immigrants achieved the most college degrees, compared to 42.5 percent of Asian-Americans, 28.9 percent for immigrants from Europe, Russia and Canada and 23.1 percent of the U.S. population as a whole.[15][16][17]

text: The opposite is true on the high school level and among Hispanics, where the dramatically lower educational attainment of the foreign-born population decreased the educational attainment of the general Hispanophone populace, statistically.[2]

text: The percentage of the foreign born with a high school diploma (67 percent) was dramatically lower than that of the native population (88 percent), but paradoxically, the percentage with a bachelor's degree was the same (27 percent)... At the bachelor's level, foreign born Blacks and non-Hispanic Whites fared better than their native counterparts. Foreign-born Hispanics, in contrast, had a smaller proportion with a bachelor's degree than the native population... The low educational attainment of foreign-born Hispanics, who compose more than 50 percent of the Hispanic population, contributes to the low attainment levels of the entire Hispanic population.— US Census Bureau, 2003

text: Only among Hispanics and Latinos was the proportion of college graduates larger among the native born population. In the general population the proportion of persons with a bachelor's degree or higher was the same among the foreign-born and native-born population (27.2%). As stated above fewer foreign born Americans completed high school than native born Americans. Overall, 87.5% of the native born population had graduated from high school, versus 67.2%. Among whites the difference was three percentage points, the same as for African Americans. Among Asian Americans the difference was five percentage points. It was thirty percentage points among Hispanics or Latinos.[2]

text: African immigrants have been among the more highly educated group in the United States since the 1990s.[18][19] This phenomenon is related to the large "brain drain" in Africa.[20]

text: Income[edit]

text: Educational attainment is strongly correlated with income in the United States. Although the incomes of both men and women are associated with higher educational attainment (higher incomes for higher educational attainment), large income gaps linked to race and gender remained at each educational level. In 2003, average incomes ranged from $13,459 for a male high-school dropout to $90,761 for a male with an advanced degree. The most significant average income difference was between those who had some college education or an associate degree and those who had a Bachelor's degree. While those with some college averaged $31,046, those with a bachelor's degree averaged $51,194, over $20,000 (64.9%) a year more.[2]

text:
The second most dramatic difference in average income was between those with a Bachelor's degree with $51,940 and those with an advanced degree who made $72,824, roughly $21,000 (42.2%) more. The least significant difference was between those who had graduated from high school and those who had either some college or an associate degree. Here the difference was a mere $3,766 or 13.8%. The difference between those with a high school diploma ($30,000) and those who did not complete high school ($18,826) was $8,454 or 45%.
Overall, the income in the United States for all sexes, races and levels of educational attainment was $36,308 annually.[2]

text: Even though African immigrants are claimed to have higher educational attainment rates than any other group, they were the hardest hit during the most recent recession beginning in 2007.[21][16][22][23] This shows that race and/or ethnicity may play a role in income levels and job selection.[22]

text:
Criteria

Overall

Less than 9th grade

High school drop-out

High school graduate

Some college

Associate degree

Bachelor's degree

Bachelor's degree or more

Master's degree

Professional degree

Doctorate degree

Median individual income
Male, age 25+
$33,517
$15,461
$18,990
$28,763
$35,073
$39,015
$50,916
$55,751
$61,698
$88,530
$73,853

Female, age 25+
$19,679
$9,296
$10,786
$15,962
$21,007
$24,808
$31,309
$35,125
$41,334
$48,536
$53,003

Median household income
$45,016
$18,787
$22,718
$36,835
$45,854
$51,970
$68,728
$73,446
$78,541
$100,000
$96,830

text: SOURCE: US Census Bureau, 2003[24][25]

text: The change in median personal and household income since 1991 also varied greatly with educational attainment. While both the overall median personal and household income increased since 1991, this increase did not take place on all levels of educational attainment. The overall income increased over the course of the 1990s, reaching its high in 1999, but has been decreasing ever since. In 1991 the median household income in the US was $40,873 in 2003 dollars, while the median household income in 2003 was $45,016. In 1999, however, the median household income was $46,236, 2.7% higher than today. While this trend held true for all levels of educational attainment the extent of chorinical fluctuations in income were greatly influenced by educational attainment.[24][25]

text: Overall, the median household and personal income decreased for those with more than a 9th grade education but less than a four-year college degree since 1991. In other words, the median household income decreased for households and individuals at the high school drop-outs and graduate, some-college, and an associate degree level. Income did, however, increase for those with a Bachelor's degree or more. The following table shows the median household income according to the educational attainment of the householder. All data is in 2003 dollars and only applies to householders whose householder is aged twenty-five or older. The highest and lowest points of the median household income are presented in bold face.[24][25]

text:
Year

Overall Median

Less than 9th grade

High school drop-out

High school graduate

Some college

Associate degree

Bachelor's degree

Bachelor's degree or more

Master's degree

Professional degree

Doctorate degree

1991
$40,873
$17,414
$23,096
$37,520
$46,296
$52,289
$64,150
$68,845
$72,669
$102,667
$92,614

1993
$40,324
$17,450
$22,523
$35,979
$44,153
$49,622
$64,537
$70,349
$75,645
$109,900
$93,712

1995
$42,235
$18,031
$21,933
$37,609
$44,537
$50,485
$63,357
$69,584
$77,865
$98,302
$95,899

1997
$43,648
$17,762
$22,688
$38,607
$45,734
$51,726
$67,487
$72,338
$77,850
$105,409
$99,699

1999
$46,236
$19,008
$23,977
$39,322
$48,588
$54,282
$70,925
$76,958
$82,097
$110,383
$107,217

2001
$45,300
$18,830
$24,162
$37,468
$47,605
$53,166
$69,796
$75,116
$81,993
$103,918
$96,442

2003
$45,016
$18,787
$22,718
$36,835
$45,854
$51,970
$68,728
$73,446
$78,541
$100,000
$96,830

Average
$43,376
$18,183
$23,013
$37,620
$46,109
$51,934
$66,997
$72,376
$78,094
$104,368
$94,487

text: SOURCE: US Census Bureau, 2003 Yellow indicates the year with the lowest median income while green indicates the year with the highest reported median income.[24]

text: Among the races, educational attainment retains its dramatic effect on average income which varies significantly at each educational level. European Americans (White Americans) had the highest average income at every level of educational attainment. However, the proportion of those having college degrees is greater among Asian Americans than among non-Hispanic whites, and the overall highest average income is found among Asians. All races except Whites ranked last on at least one level with African Americans ranking last on the non-high school, high school and advanced degree level.[2]

text: Asians were second highest on the college graduate level and had the highest overall income among the general population. They also had the lowest average annual income for those with some college education or an associate degree. Racial income difference were also significant at every level of educational attainment with the largest racial inequality being between European and African Americans who did not complete high school and those with advanced college degrees.[2]

text: Overall, European Americans with an advanced degree had the highest average annual income with $74,122. Asian Americans had the second highest with $72,852. Hispanics and African Americans had the lowest annual incomes among those with advanced degrees averaging $67,679 and $59,944 annually. The largest racial inequity was between European Americans with a Bachelor's degree who made $53,185 and Hispanics who made $12,263 or 29.9% less with an average annual income of $40,949.[2] However, Asian Americans as a whole earn more than any other race due to a greater percentage of them being educated overall, an example of Simpson's paradox.

text: Occupation[edit]

text: The educational attainment varied significantly among the different types of occupations. The highest occupational attainment was among those in the Professional and related fields followed by those Business, Management and financial related occupations. The professional/managerial fields were the only two occupational fields where college graduates with a Bachelor's degree or higher represented the majority. Among professional occupations, 99.1% of the population graduated from high school, 90.2% had some college education or an associate degree and over two thirds, 68.2% had a Bachelor's degree or higher.[2]

text: Business and managerial occupations were second with 97.8% having graduated from high school, 79.5% having some college or an associate degree and just over half, 53.4% having a Bachelor's degree or higher. While nearly all employment fields feature a population where over 80% had graduated from high school with over a third having some college education or an Associate degree, the fields relating to agriculture, construction, manufacturing, and transportation did not. These, often described as blue collar, fields featured a labor force where less than a tenth of the population had a Bachelor's degree or higher, less than half had some college or an Associates, and less than 80% had graduated from high school.[2]

text: Overall, the least educated occupational field was agriculture, ranking last on all educational levels. Here 55.4% had graduated from high school, roughly one fifth (20.8%) had some college education or an associate degree and 6.8% had a Bachelor's degree or higher. While the largest occupational field, that consisting of professionals and relating occupations was also the largest field, the fields with lower educational attainment combined were larger than the professional and managerial fields combined. Overall, 38.02% were employed in the professional and managerial fields while 61.89% were employed in the other white and blue collar fields were those with a bachelor's degree or higher constituted less than a third of the work force.[2]

text: Geography[edit]

text: Educational attainment among the population aged 25 and above varied rather slightly with geography region. The population of the Northeastern United States, which had the smallest population of any region with thirty-six million residents, had the highest percentage of high-school and college graduates. The western United States had the highest percentage of those with some college or an associate degree and ranked second for college graduates. The South which had by far the largest population with roughly sixty-six million people had the lowest educational attainment at every level.[2]

text: The proportion of high school graduates was the largest in the Midwest while the proportion of those with some college or an associate degree was the second and that of those with a Bachelor's degree or higher was the third largest of any region.

text: Social class and education[edit]

text: Educational attainment is one of the primary indicators of social class in the United States.[26] While the American social class system is a vaguely defined concept with many contradicting theories,[27][28] educational attainment emerges as one of the top assessments of social class. Not only is a high educational attainment a status symbol by itself, but it is also very closely related to the other two main indicators of social class: occupation and income. A graduate degree and the roughly seven to eight years of post-secondary education serve as the main requirement for entering the "professions" and becoming part of the professional middle class.[26]

text: Education is a major key in becoming a more privileged member of the American middle class.[26][28] Overall, educational attainment is the main entrance barrier into more privileged parts of the middle class as it is not only of high value but is also the requirement for becoming a professional and earning the corresponding income.[26] This corresponding income is typically significantly higher than that of someone without this higher level of educational attainment in the United States. Exceptions include some entrepreneurs who can rank anywhere in the class system but are usually not referred to as professional middle class unless they are of the professions.

text: In the United States, it is also important to differentiate between the statistical middle class, often defined as consisting of those who are neither rich nor poor, and the professional middle class. Recent research has shown that not only is the statistical middle of society (those with income roughly 80% to 120% of the national median or members of the mid-quintile) no longer able to afford the lifestyle indicative of the middle class,[29] but there also seems to be a widening income gap in between those who may be described as being middle class.

text: Education is not only the main requirement for becoming a member of the professional middle class, it is also key to a comfortable lifestyle and economic security.[26] Those in the statistical middle may have to fear lay-offs and cost-cutting downsizing as well as out-sourcing, while some of those in the professional middle class are less subject to economic fluctuations and are more likely to enjoy upper-middle range incomes even in the face of recessions. Increasingly however even the professional middle class is facing lay-offs and job elimination due to downsizing and replacement of full-time workers with part-time workers—this is particularly evident in colleges and universities where, by 2009, half of the faculty were part-time; another 25% were full-time but with short-term contracts, thus showing that advanced education is not necessarily associated with high salaries and economic stability.[30]

text:
Academic class models

Dennis Gilbert, 2002

William Thompson & Joseph Hickey, 2005

Leonard Beeghley, 2004

Class

Typical characteristics

Class

Typical characteristics

Class

Typical characteristics

Capitalist class (1%)

Top-level executives, high-rung politicians, heirs. Ivy League education common.

Upper class (1%)

Top-level executives, celebrities, heirs; income of $500,000+ common. Ivy league education common.

The super-rich (0.9%)

Multi-millionaires whose incomes commonly exceed $350,000; includes celebrities and powerful executives/politicians. Ivy League education common.

Upper middle class[1] (15%)

Highly-educated (often with graduate degrees), most commonly salaried, professionals and middle management with large work autonomy.

Upper middle class[1] (15%)

Highly-educated (often with graduate degrees) professionals & managers with household incomes varying from the high 5-figure range to commonly above $100,000.

The rich (5%)

Households with net worth of $1 million or more; largely in the form of home equity. Generally have college degrees.

Middle class (plurality/majority?; ca. 46%)

College-educated workers with considerably higher-than-average incomes and compensation; a man making $57,000 and a woman making $40,000 may be typical.

Lower middle class (30%)

Semi-professionals and craftsmen with a roughly average standard of living. Most have some college education and are white-collar.

Lower middle class (32%)

Semi-professionals and craftsmen with some work autonomy; household incomes commonly range from $35,000 to $75,000. Typically, some college education.

Working class (30%)

Clerical and most blue-collar workers whose work is highly routinized. Standard of living varies depending on number of income earners, but is commonly just adequate. High school education.

Working class (32%)

Clerical, pink- and blue-collar workers with often low job security; common household incomes range from $16,000 to $30,000. High school education.

Working class(ca. 40–45%)

Blue-collar workers and those whose jobs are highly routinized with low economic security; a man making $40,000 and a woman making $26,000 may be typical. High school education.

Working poor (13%)

Service, low-rung clerical and some blue-collar workers. High economic insecurity and risk of poverty. Some high school education.

Lower class (ca. 14–20%)

Those who occupy poorly-paid positions or rely on government transfers. Some high school education.

Underclass (12%)

Those with limited or no participation in the labor force. Reliant on government transfers. Some high school education.

The poor (ca. 12%)

Those living below the poverty line with limited to no participation in the labor force; a household income of $18,000 may be typical. Some high school education.

References:  Gilbert, D. (2002) The American Class Structure: In An Age of Growing Inequality. Belmont, CA: Wadsworth, ISBN 0534541100. (see also Gilbert Model);
Thompson, W. & Hickey, J. (2005). Society in Focus. Boston, MA: Pearson, Allyn & Bacon; Beeghley, L. (2004). The Structure of Social Stratification in the United States. Boston, MA: Pearson, Allyn & Bacon.
1 The upper middle class may also be referred to as "Professional class" Ehrenreich, B. (1989). The Inner Life of the Middle Class. NY, NY: Harper-Collins.

text: Educational attainment in social theory[edit]

text: Bourdieu and cultural capital[edit]

text: Many scholars have studied educational attainment in the US as a form of social reproduction and stratification. In 1977, Pierre Bourdieu presented the idea that education leads to social reproduction and a stratified society by honoring the cultural capital of elite classes. Students who possess the valued cultural capital, according to Bourdieu, are rewarded with high academic achievement.[31]

text: When elite class members enter the workforce, they are channeled into high paying jobs and powerful positions within society, while those who did not achieve the same level of academic success fall into subordinate occupations and status levels. By rewarding the desired cultural capital with high academic achievement, upper classes are able and prepared to reach higher levels of educational attainment. Members of the working class, on the other hand, are not rewarded for their cultural capital in schools, and are instead socialized for working class jobs.

text: Lareau and concerted cultivation[edit]

text: Annette Lareau also addresses the factors that lead to social stratification in educational attainment. Lareau's idea of concerted cultivation refers to an active involvement of parents in a child's learning and development experiences by creating and controlling organized activities for their children. According to Lareau, middle-class parents engage in concerted cultivation to teach their children, while lower- and working-class parents do not. Laureau further explains that schools firmly encourage and expect parents to use concerted cultivation as a child-rearing strategy.[32]

text: The child-rearing practices of lower- and working-class families thus do not comply with the standards of educational institutions. As a result, lower- and working-class students develop a sense of "distance, distrust, and constraint" in educational institutions, while children of middle-class families gain a sense of entitlement. These differences in child-rearing practices lead to children of lower- and working-class families to lack the necessary life skills that the children of the middle class possess, further isolating them from educational opportunities. In the United States, education attainment typically is viewed as a sign of social status.

text: Collins and credentialism[edit]

text: Randall Collins contributed the idea of credentialism to the study of class-based differences in educational attainment. Collins maintains that public schools are socializing institutions that teach and reward middle-class values of competition and achievement. In this view, elites are selectively separated from other students and placed into prestigious schools and colleges, where they are trained to hold positions of power.[33]

text: By teaching middle-class culture through the public education system, the elite class ensures a monopoly over positions of power, while others acquire the credentials to compete in a subordinate job market and economy. In this way, schools of medicine, law, and elite institutions have remained closed to members of lower classes.


document_title: Bicol Region

question_text: what is the largest province in bicol region

text: Bicol Region

text: Geography[edit]

text: The Bicol Region comprises the southern part of Luzon, the largest island in the Philippine archipelago. The total land area is 5.9% of the total land area of the country. Around 69.3% of the total land area is alienable and disposable while the remaining 30.7% is public forest areas.[4]

text: History[edit]

text: The Bicol region was known as Ibalong, variously interpreted to derive form ibalio, "to bring to the other side"; ibalon, "people from the other side" or "people who are hospitable and give visitors gifts to bring home"; or as a corruption of Gibal-ong, a sitio of Magallanes, Sorsogon where the Spaniards first landed in 1567. The Bicol River was first mentioned in Spanish documents in 1572. The region was also called Los Camarines after the huts found by the Spaniards in Camalig, Albay. No prehistoric animal fossils have been discovered in Bicol and the peopling of the region remains obscure. The Aeta from Camarines Sur to Sorsogon strongly suggest that aborigines lived there long ago, but earliest evidence is of middle to late Neolithic life.[5]

text: A barangay (village) system was in existence by 1569. Records show no sign of Islamic rule nor any authority surpassing the datu (chieftain). Precolonial leadership was based on strength, courage, and intelligence. The native seemed apolitical. Thus the datu's influence mattered most during crises like wars. Otherwise, early Bicol society remained family centered, and the leader was the head of the family.

text: The Spanish influence in Bicol resulted mainly from the efforts of Augustinian and Franciscan Spanish missionaries. The first churches in Bicol, the San Francisco Church, and the Naga Cathedral, both in Naga, along with the Holy Cross Parish in Nabua, Camarines Sur, are instituted by the Holy Order of the Franciscans. One of the oldest dioceses in the Philippines, the Archdiocese of Caceres, was also instituted in the Bicol Region. During this time, Bicol was dotted by many astilleros (shipyards) which were focused on constructing Manila Galleons from the local hardwood forests.[6]

text: Administrative divisions[edit]

text: The region comprises six provinces: Albay, Camarines Norte, Camarines Sur, Sorsogon and the island-provinces of Catanduanes and Masbate.

text: As of 2015, Camarines Sur is the region's largest province in area and population, occupying 5,481.6 km2 (2,116.5 sq mi) or around 30.4% of the total land area with a population of 1,952,544. Catanduanes is the smallest in area as well as population with only 1,511.5 km2 (583.6 sq mi) or 8.4% of the total regional area and a population of 260,964.[1]

text:
Province

Capital

Population (2015)[1]

Area[7]

Density

Cities

Muni.

Bgy.

km2

sq mi

/km2

/sq mi

Albay

Legazpi City

7001227000000000000♠22.7%
1,314,826

2,575.77

994.51

510

1,300

3

15

720

Camarines Norte

Daet

7001101000000000000♠10.1%
583,313

2,320.07

895.78

250

650

0

12

282

Camarines Sur

Pili

7001337000000000000♠33.7%
1,952,544

5,497.03

2,122.42

360

930

2

35

1,063

Catanduanes

Virac

7000450000000000000♠4.5%
260,964

1,492.16

576.13

170

440

0

11

315

Masbate

Masbate City

7001154000000000000♠15.4%
892,393

4,151.78

1,603.01

210

540

1

21

550

Sorsogon

Sorsogon City

7001137000000000000♠13.7%
792,949

2,119.01

818.15

370

960

1

14

541

Total

5,796,989

18,155.82

7,010.00

320

830

7

107

3,471

text: The region has one independent component city, Naga, and six component cities – Iriga, Legazpi, Ligao, Masbate City, Sorsogon City, and Tabaco. Masbate and Sorsogon are cities in their eponymous provinces.

text:
City

Population (2015)[1]

Area[8]

Density

City class

Income class

Province

km2

sq mi

/km2

/sq mi

Iriga City

111,757

137.35

53.03

810

2,100

Component

4th

Camarines Sur

Legazpi City

196,639

153.70

59.34

1,300

3,400

Component

2nd

Albay

Ligao City

111,399

246.75

95.27

450

1,200

Component

4th

Albay

Masbate City

95,389

188.00

72.59

510

1,300

Component

4th

Masbate

Naga City

196,003

84.48

32.62

2,300

6,000

Independent component

2nd

Camarines Sur

Sorsogon City

168,110

276.11

106.61

610

1,600

Component

2nd

Sorsogon

Tabaco City

133,868

117.14

45.23

1,100

2,800

Component

4th

Albay

text: Demographics[edit]

text: Population census of BicolYearPop.±%1990 3,910,001—    2000 4,686,669+19.9%2010 5,420,411+15.7%2015 5,796,989+6.9%Source: Philippine Statistics Authority[9][1]

text: This section does not cite any sources. Please help improve this section by adding citations to reliable sources. Unsourced material may be challenged and removed. (July 2018) (Learn how and when to remove this template message)

text: Bicol Region has a population of 5,796,989 as of 2015 census, growing at an average annual rate of 1.29 percent between 2010 and 2015. The region's population density increased to 320 persons per square kilometer in 2015.

text: In 1970, Camarines Sur was the only province with close to a million population. Albay, which was next in rank, reached the 1970 population level of Camarines Sur only 20 years later.  Masbate and Sorsogon were in the same level every census year from 1970 to 1980. It is noteworthy that distribution and growth of the 1970 population were towards areas that were sparsely populated but agriculturally rich and/or endowed with fishery resources. The island province of Catanduanes and its municipalities have exhibited very low population growth from 1970 to 1980.

text: In 1980, the pattern was towards urbanization. This was due to the pull of newly installed infrastructures, particularly roads, and the sporadic growth of trade in strategically situated municipalities that have better economic opportunities. The 1990 growth originated from the strong attraction of employment opportunities in established urban centers, which have become a source of growth of adjacent municipalities.  This situation was highly evident in Naga and Legazpi areas, whose surrounding municipalities exhibited high growth rates.  Unmistakably, the spill-over effects of development permeated those initial high growth areas.

text: The Bicolanos are descended from the Austronesian-speaking immigrants who came from Southern China during the Iron Age. Many of Bicolanos also have Chinese, Arab, and Spanish admixtures. Most of the townsfolk have Spanish Mixtures and their language is referred to as Bicol or Bicolano. The Bicolano language is very fragmented, and its dialects are mutually incomprehensible to speakers of other Bicolano dialects. The majority of the Bicolano people are devout Roman Catholics due to the Spanish conquering the country and converting them to their religion. Catholic Mass is celebrated daily in many churches in the Bicol Region.

text: Language[edit]

text: The people of the Bicol Region, called Bicolanos, speak any of the several languages of the Bikol language family, called Bikol macrolanguages, an Austronesian languages closely grouped under the Central Philippine languages family such as the Visayan languages and Tagalog. The four major groups of language in Bikol are Coastal Bikol (with four sub-languages), Inland Bikol (with six sub-languages), Pandan Bikol (lone language) and Bisakol (with three sub-languages). The majority of Bicolanos understand and speak Central Bikol language (a member of Coastal Bikol group of languages) since it is the language used in literature and mass media, but with varying degrees. A known misconception of many Bicolanos is that Central Bikol, used in the cities of Legazpi and Naga, is the standard Bikol. Central Bikol, though spoken by the majority and with speakers represented in all provinces in the region, is not a standard Bikol since other forms of Bikol used in the region are separate languages and usually unintelligible. However, the standard form of Central Bikol language is the Canaman dialect.

text: Other Bikol languages are Rinconada Bikol, spoken in southern part of Camarines Sur province, Pandan Bikol spoken in northern part of Catanduanes island and the Albay Bikol group of languages that include Buhinon, Libon, West Miraya and East Miraya. Albay Bikol speakers can be found in Buhi, Camarines Sur, central and eastern parts of Albay and in Donsol, Sorsogon. The standard form of Rinconada Bikol both in pronunciation and writing is the Sinabukid (Highland) dialect of Iriga variant. On the other hand, Buhinon of Buhi, Camarines Sur and Libon of Libon, Albay are the languages that are only used in their respective municipalities. Rinconada Bikol and Albay Bikol group of languages are members of Inland Bikol, while Pandan Bikol is the only language with no sub-languages or division.

text: The majority of the population in Masbate and Sorsogon speaks Masbateño and Sorsoganon respectively. The two are Visayan languages but heavily influenced by Bikol languages (especially the latter), thus tagged and collectively referred to as Bisakol, a portmanteau of Bisaya (Visayan) and Bikol (Bicolano).

text: Aside from Masbateño, three more Visayan languages are spoken in Masbate, including Hiligaynon/Ilonggo are spoken in the southwestern tip, while Cebuano and Waray-Waray are spoken in the southern part of the island province respectively. Tagalog is the dominant and native language of Bicolanos living in the municipalities in the northern half of Camarines Norte and the town of Del Gallego in Camarines Sur.

text: Bicolanos also speak and understand Filipino, the national language of the Philippines. English is widely understood in businesses, schools and public places.

text: Religion[edit]

text: The region retains Roman Catholicism as the overwhelming religion of the great majority. The Catholic religion has the highest number of followers than any other area in the Philippines. The Catholic church grew in the Bicol Region through the efforts of the Bishops from Nueva Caceres (Naga) from the 14th century until the Philippine Revolution in 1898. Naga, Camarines Sur is the religious center of the Bicol Region and is the seat of one of the oldest dioceses in the Philippines, the ecclesiastical Archdiocese of Caceres. Other dioceses include are the Dioceses of Legazpi, Sorsogon, Daet, Masbate, Libmanan and Virac. Fiestas (Feast day of saints) are annual celebrations of parishes, from a simple barrio fiesta honoring a patron associated for good harvest, to a town fiesta honoring a miraculous saint, a diocesan fiesta like the feast of Our Lady of Salvation, or a regional one such as the Our Lady of Peñafrancia Fiesta, the largest Marian devotion in Asia, a week-long celebration to honor the Virgin Mary, dubbed as the "Patroness of Bicolandia". In Luzon, the Bicol Region holds the most number of men entering the seminary for Catholic priesthood, or women entering the religious life to become Catholic nuns. This can be accredited to the Holy Rosary Minor Seminary, Daughters of Mary, and Daughters of Charity Convents in Naga.

text: The largest minority religion in the region is Iglesia ni Cristo (INC) known for its magnificent worship buildings, commonly called chapels or kapilya, with towering spires that dot the Bicol landscape. Each province represents one ecclesiastical district (E.D.) with the exception of Camarines Sur which is divided into two – Camarines Southwest E.D. in Naga, and Camarines Southeast E.D. in Iriga City. In total, INC has seven ecclesiastical districts in the Bicol region. The chapel of local congregation of Legazpi, Albay is the biggest.

text: Other religions are also well represented in Bicol such as Jehovah's Witnesses, Protestants denominations of Seventh-Day Adventist church, Baptist Church, Pentecostal, and indigenous religions.

text: Prior to colonization, the region had a complex religious system which involved various deities. Among these deities include: Gugurang, the supreme god who dwells inside of Mount Mayon where he guards and protects the sacred fire in which Aswang, his brother was trying to steal. Whenever people disobey his orders, wishes and commit numerous sins, he would cause Mount Mayon to burst lava as a sign of warning for people to mend their crooked ways. Ancient Bikolanos had a rite performed for him called Atang.[10][11]; Asuang, the evil god who always try to steal the sacred fire of Mount Mayon from his brother, Gugurang. Addressed sometimes as Aswang, he dwells mainly inside Mount Malinao. As an evil god, he would cause the people to suffer misfortunes and commit sins.[10][11] Enemy of Gugurang and a friend of Bulan the god of the moon; Haliya, the masked goddess of the moonlight and the arch-enemy of Bakunawa and protector of Bulan. Her cult is composed primarily of women. There is also a ritual dance named after her as it is performed to be a counter-measure against Bakunawa.[12]; Bulan, the god of the pale moon, he is depicted as a pubescent boy with uncommon comeliness that made savage beast and the vicious mermaids (Magindara) tame. He has deep affection towards Magindang, but plays with him by running away so that Magindang would never catch him. The reason for this is because he is shy to the man that he loves. If Magindang manages to catch Bulan, Haliya always comes to free him from Magindang's grip; Magindang, the god of the sea and all its creatures. He has deep affection to the lunar god Bulan and pursues him despite never catching him. Due to this, the Bicolanos reasoned that it is to why the waves rise to reach the moon when seen from the distant horizon. Whenever he does catch up to Bulan, Haliya comes to rescue Bulan and free him immediately; Okot, god of forest and hunting; and Bakunawa,  a gigantic sea serpent deity who is often considered as the cause of eclipses, the devourer of the sun and the moon, and an adversary of Haliya as Bakunawa's main aim is to swallow Bulan, who Haliya swore to protect for all of eternity.[13]

text: Culture and traits[edit]

text: The Bicolano cuisine is primarily noted for the prominent use of chili peppers and gata (coconut milk) in its food. A classic example is the gulay na lada, known outside the region as Bicol Express, a well-loved dish using siling labuyo (native small chillies) and the aforementioned gata.

text: Like their other neighboring regions, Bicolanas are also expected to lend a hand in household work. They are even anticipated to offer assistance after being married. On the other hand, Bicolano men are expected to assume the role of becoming the primary source of income and financial support of his family.

text: Bicolanos are also known for being very religious, the place is known for Senora De Penafrancia. Bicolanos are often sweet, regionalistic, friendly, adventurous, puts high importance on education and social status. Contrary to what is believed, not all Bicolanos are fond of chili. Men often know how to cook.

text: Economy[edit]

text: Bicol Region has a large amount of rich flatland, and agriculture is the largest component of the economy, followed by commercial fishing. Coconuts, abaca, banana, coffee and jackfruit are the top five permanent crops in the region. Rice and corn are among the chief seasonal crops. Mining is also one of the contributors to the region's economy. Commercial fishing is also important with thirteen major fishing grounds supplying fish markets in places as far as Metro Manila.[14]

text: Tourism[edit]

text: The region's tourism industry has been revived by the popularity of Mayon Volcano, the new CamSur Water Sports Complex, whale shark spotting, among others, which consequently increased the number of upscale resorts. Naga City has its colonial churches, and pilgrimages to Our Lady of Peñafrancia.[15][16][17]

text: The municipality of Daet and Catanduanes province have long been destinations for surfers.[18] The opening of the Southern Luzon International Airport in Legazpi City, which is under construction, is hoped to further boost tourism in the region.

text: Geology[edit]

text: Bicol region is highly volcanic in origin and part of the Pacific Ring of Fire. Known as the Bicol Volcanic Arc or Chain, the volcanoes are the results of the Philippine Sea Plate subducting under the Philippine Mobile Belt, along the Philippine Trench.  Volcanism is evident by the number of hot springs, crater lakes, and volcanoes that dot the region starting from Mount Labo in Camarines Norte to the Gate Mountains in Matnog, Sorsogon.[19]

text: Mayon Volcano is the most prominent of the volcanoes in the region, famous for its perfect conical shape and for being the most active in the Philippines. Its eruptions have repeatedly inflicted disasters on the region, but during lulls in activity, it is a particularly magnificent peak.  The southernmost tip of the peninsula is dominated by Bulusan Volcano, the other active volcano in the region. Tiwi in Albay and the Bacon-Manito area between Sorsogon and Albay are the sites of two major geothermal fields that contribute substantially to the Luzon Power Grid.[20][21]

text: Volcanoes[edit]

text: From North to South

text:
Photo

Name

Mount Isarog is a 1,966-metre (6,450 ft) fumarolic volcano with a 2.5-kilometre (1.6 mi) wide crater breached to the east.[22] The mountain and vicinity covering 10,112 hectares (24,990 acres) is a protected area in the Bicol Region under the name Mount Isarog Natural Park.[23]

Mount Iriga is a 1,196-metre (3,924 ft) volcano with a large horseshoe-shaped collapsed crater located adjacent to Lake Buhi (foreground).[24]

Mount Malinao is a 1,548-metre (5,079 ft) volcano with a large crater about 3 kilometres (1.9 mi) at its widest, which is breached to the east, The geothermal fields of Tiwi are located on its lower eastern slope.[25]

Mount Masaraga is a sharp-topped 1,328-metre (4,357 ft) Holocene volcano NW of Mayon.[26]

Mayon Volcano, the highest point of the region at 2,463 metres (8,081 ft), is also the most popular in the region for its beautifully symmetrical cone. It is also the most active in the country.[27] The volcano is one of the protected areas of Region V under the name Mayon Volcano Natural Park encompassing 5,776 hectares (14,270 acres).[23]

Pocdol Mountains with its highest elevation at 1,102 metres (3,615 ft), is a fumarolic group of volcanoes situated between Albay and Sorsogon provinces. It is the location of the Bac-Man Geothermal Power Plant and the PNOC Eco-Park, a 25,100-hectare (62,000-acre) ecotourism park maintained and protected by the Philippine National Oil Company (PNOC).[28][29]

Bulusan Volcano, the other active volcano of the region, has an altitude of 1,565 metres (5,135 ft). It is located on the remains of the 11-kilometre (6.8 mi) Irosin Caldera.[30] The volcano is a protected area and the centerpiece of the 3,672-hectare (9,070-acre) Bulusan Volcano Natural Park.[23]

text: Education[edit]

text: From 1945 until 2011, the basic education system was composed of six years of elementary education starting at the age of 6, and four years of high school education starting at the age of 12. Further education was provided by technical or vocational schools, or in higher education institutions such as universities. Although the 1987 Constitution stated that elementary education was compulsory, this was never enforced.[citation needed]

text: In 2011, the country started to transition from its old 10-year basic educational system to a K–12 educational system, as mandated by the Department of Education.[31] The new 12-year system is now compulsory, along with the adoption of new curriculum for all schools (see 2010s and the K–12 program). The transition period will end with the 2017–2018 school year, which is the graduation date for the first group of students who entered the new educational system.

text: All public schools in the Philippines must start classes on the date mandated by the Department of Education (usually the first Monday for public, second Monday for private and third Monday for some colleges for the month of June) since the presidency of Joseph Estrada in 1999, and must end after each school completes the mandated 200-day school calendar organized by the Department of Education (usually around the third week of March to the second week of April). Private schools are not obliged to abide by a specific date, but must open classes no later than the last week of August.

text: Bicolanos[edit]

text:
Public service and governance
show

Name

Information

Leni Robredo

The Vice President of the Republic of the Philippines, politician and lawyer. Served during the 16th Congress as Member of the Philippine House of Representatives from Camarines Sur's Third District.[32] The widow of then Interior Secretary Jesse Robredo. Born in Naga City.

Raul Roco

Born in Naga City, a Filipino statesman, prominent lawyer, Congressman, Senator, Secretary of Education) during the Presidency of Gloria Macapagal Arroyo.

Francis "Chiz" Escudero

Senator, Vice-presidential aspirant and former Sorsogon representative.

Antonio Trillanes IV

Senator, Vice-Presidential aspirant and former military officer, Leader Magdalo group.

Gregorio Honasan

Senator, Vice-Presidential aspirant and former military officer.

Leila de Lima

Senator, lawyer, human rights activist and politician. She was appointed by president Gloria Macapagal Arroyo as Chairperson of the Philippine Commission on Human Rights in May 2008 and she served in the commission until June 30, 2010, when she was appointed by President Benigno S. Aquino III as the Philippines' Secretary of the Department of Justice.

Ceferino "Joker" Arroyo Jr.

Former Senator turned Congressman, statesman and key figure in the 1986 EDSA People Power Revolution which ousted strongman President Ferdinand Marcos. He was Congressman for Makati from 1992 to 2001 and a Senator from 2001 to 2013. Philippine Bar Association’s Most Distinguished Award for Justice as a “man beholden to no one except to his country” and a Senate Resolution No. 100 enacted in the 8th Congress commending him for his invaluable services to the Filipino people.

Francisco Tatad

A native from Catanduanes, Former Senator of the Philippines (1992–2001)

Jesse Robredo

Secretary of the Interior and Local Government and former Naga City Mayor

Irene Cortes

She was a former Associate Justice of the Supreme Court of the Philippines / First Female Dean of the UP College of Law

Shalani Soledad-Romulo

Valenzuela representative and TV host

Joseph Santiago

Congressman for 2 terms 2004 and 2007. He is a former executive of Pilipino Telephone Corporation. Serves as Commissioner of the National Telecommunications Commission, and From 1997 to 1998, he served as team manager of the Mobiline Cellulars professional basketball team in the Philippine Basketball Association.

Leandro Verceles Sr.

Philippine Ambassador, Governor, Philippine Immigration Commissioner, initiator of the Catanduanes Circumferential Road, initiator of the ARDCI, a micro-lending strategy that eventually led to the nationally acclaimed Vision Bank.

Leandro Verceles Jr.

Congressman (1992–2001), Governor (2001–2006), Principal author of the Philippine E-Commerce Act that paved the way for the burgeoning $20b BPO industry in the Philippines.

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Is a multi-awarded Filipino movie actor[35][36] and environmentalist.[37]

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document_title: Mount Taylor (New Mexico)

question_text: when was the last time mt taylor erupted

text: Mount Taylor (New Mexico)

text: Native American traditions[edit]

text: To the Navajo people, Mount Taylor is Tsoodził, the blue bead mountain, one of the four sacred mountains marking the cardinal directions and the boundaries of the Dinetah, the traditional Navajo homeland. Mount Taylor marks the southern boundary, and is associated with the direction south and the color blue; it is gendered female. In Navajo mythology, First Man created the sacred mountains from soil from the Fourth World, together with sacred matter, as replicas of mountains from that world. He fastened Mount Taylor to the earth with a stone knife. The supernatural beings Black God, Turquoise Boy, and Turquoise Girl are said to reside on the mountain.[6] Mount Taylor is also sacred to the Acoma, Hopi, Laguna and Zuni people.

text: Volcanology[edit]

text: Mount Taylor was active from 3.3 to 1.5 million years ago[7] during the Pliocene, and is surrounded by a field of smaller inactive volcanoes. Repeated eruptions built lava domes and produced lava flows, ash plumes, and mudflows. The mountain is surrounded by a great volume of volcanic debris, suggesting multiple major eruptions, possibly similar to that of Mount Saint Helens and the San Francisco Peaks near Flagstaff, Arizona.[8] Estimates vary about how high the mountain was at its highest. Conservative estimates place its maximum near a similar pre-explosion height for the San Francisco Peaks of 16,000 to 18,000 feet (4,900 to 5,500 m), and an extreme estimate places it near 25,000 feet (7,600 m).

text: Recreation[edit]

text: Mount Taylor is the site of the Mount Taylor Quadrathlon, an endurance event which has been held at this location for almost thirty years. The event includes running, skiing, bicycling and snowshoeing for 43 miles.

text: Wildlife[edit]

text: Mount Taylor and the surrounding area is home to large elk herds, mule deer, black bear, mountain lion and Merriam’s turkey. Bird species are particularly diverse in the area and include great blue heron, white-faced ibis, canvasback, common merganser, rough-legged hawk, red-tailed hawk, ferruginous hawk, sharp-shinned hawk, osprey, golden eagle, barn owl, great horned owl, and kestrel, whip-poor-will, white-throated swift, western kingbird, warbling vireo, western meadowlark, house finch, swifts, swallows, prairie falcon, gray-headed junco, Steller’s jay, and pinyon jay. Furthermore, the area offers excellent raptor-nesting habitat on the various cliffs that spill down into the Rio Puerco valley below.

text:
Mount Taylor Wildlife

Great blue heron are found on Mt. Taylor. Photo: US Fish & Wildlife Service

A mule deer fawn in the snow. Photo: US Forest Service.

A mountain lion in a tree on Mount Taylor. Photo: US Forest Service.

Mount Taylor is home to healthy populations of elk. Photo: US Forest Service.

A black bear in a tree on Mount Taylor. Photo: US Forest Service.

text: Mining[edit]

text: Mount Taylor is very rich in a uranium-vanadium bearing mineral, and was mined extensively for it from 1979 to 1990. The Mount Taylor and the hundreds of other uranium mines on Pueblo lands have provided over thirteen million tons of uranium ore to the United States since 1945.

text: Concern has arisen regarding the impact of future mining activities on the site. In June 2008 the New Mexico Cultural Properties Review Committee voted in favor of a one-year emergency listing of more than 422,000 acres (171,000 ha) surrounding the mountain’s summit on the state Register of Cultural Properties. "The Navajo Nation, the Acoma, Laguna and Zuni pueblos, and the Hopi tribe of Arizona asked the state to approve the listing for a mountain they consider sacred to protect it from an anticipated uranium mining boom, according to the nomination report."[9] In April 2009, Mount Taylor was added to the National Trust for Historic Preservation's list of America's Most Endangered Places.

text: Notable events[edit]

text: On 3 September 1929, the Transcontinental Air Transport Ford 5-AT-B Tri-Motor City of San Francisco struck Mount Taylor during a thunderstorm while on a scheduled passenger flight from Albuquerque Airport in Albuquerque, New Mexico, to Los Angeles, California, killing all eight people on board.[10]