Environment Human Health

A few solutions that has already been implemented is recycling (the reduce and reuse affect), use sees chemicals such as coal, or gasoline, and to educate more people about what is going on with our planet. When did our planet create recycling? Recycling dates back to BBC to current day. Over the centuries we have grown and matured in how to recycle. This includes how we collect rainwater to how we dispose of our bowels. During and after the World War II, the United States became more involved in recycling.Instead of constantly dumping waste into landfills or into our water source we started to make our oils and gasoline more economically safe. In our gasoline and oils we took out chemical that killed most children and that chemical was lead. Lead was very common in homes dated before the late ass's. It was used in paint. Most children are attracted to color and are prone to putting things into their mouths. In older homes when paint started to chip and children saw it they would pul l it and put it into their mouths.This caused a lot of deaths and poisonings. The United States helped to reduce this by banning the use of lead paint in the early ass's late ass's (Wendy Koch LISA, Today 5/18/2012). In order to inform our nation of what was happening to young children, we had o educate them. The United States communities have provided education programs that are active in the community to help establish problems such as the lead poisonings and air pollution.Problems such as this will only be addressed to areas where resources such as television, Internet or newspapers are available. If a country lacks these supplies they will not know what can harm them or what is harming our planet. This video The Link between Air Pollution, Lead Poisoning and Aggressive Behaviors stood out to me the most because this is something that concerns me the most. The fact that a lot of people around the globe are not educated about what happens in our environment can become detrimental to our planet.

Mineral Water Industry Proposal Environmental Sciences Essay

Water is considered as the most indispensable human demands. But due to the pollution, the H2O is contaminated earnestly and it is non safe to be consumed. Because of the environment ordinance and go oning depletion of the fresh H2O resources, focal point has been shifted towards the H2O direction in order to recycle, retrieve and recycle the waste H2O by utilizing the taking engineerings. If the intervention of the H2O does n't convey into serious history, we might be possible to be infected by diseases like diarrhoea, malnutrition, enteric roundworm infections, lymphatic filariasis and other H2O – borne diseases ( Pr & A ; uuml ; ss- & A ; Uuml ; st & A ; uuml ; n et al. , 2008 ) . One of the ways to pull off the H2O beginnings is that by utilizing it to fabricate and treat into bottled mineral H2O.The Importance of the industry to our societyThe bottled mineral is of import because it is really convenient. Tricia ( 2011 ) has claimed that by people would readily to hold sup ply of imbibing H2O to slake their thirst when H2O is non easy accessible. Bottled H2O is besides a healthier option in order to maintain us hydrated because the H2O is usually filtered and tested to guarantee that there is non harmful in it. Besides that, the mineral H2O is really light and eases for presenting procedure. Therefore, it can cut down the disbursals in transit. In add-on, the bottled H2O will be free from the stinky olfactory properties and chemical that can impact the gustatory sensation of the imbibing H2O and do it more gratifying to imbibe.The supply and demand of H2OIt is a affair of satisfaction that consciousness sing purified and hygienic H2O among multitudes is turning with the transition of clip and therefore doing the mineral H2O concern swell up to 15 per cent as compared to yester twelvemonth, forcing the quantum of demand up to around 1.1 billion litres per twelvemonth since contaminated H2O persistently coming out of governmental-run H2O grapevines. The refore, the planetary bottled H2O industry has become really profitable has grown exponentially over the past 10 to fifteen old ages. The most common supply for the mineral H2O is natural H2O which is derived from an approved belowground beginning, such as a protected good or spring that has been inspected, tested, and found to be safe and healthful with regard to H2O quality. Indeed, the mineral H2O consists of 75 % from natural resources and 25 % from the municipal H2O system. In United States, about 700 trade names of bottled H2O are sold. This broad choice reflects diverse consumer demand for safe and good-tasting imbibing H2O options. Furthermore, the immense multination presently make one million millions of dollars on H2O as they extract from the land, slap a label on and sell at competitory monetary values. For case: Aquafina ( Pepsi ) , Dasani ( Coke ) , Perrier ( Nestle ) , Evian, and Fiji Water among 100s of others. First and first, the factor impacting the addition of mineral H2O ingestion is the universe ‘s population will go on to turn in future decennaries. Other than that, it will be the in-migration of the people from the countryside to town. General life criterions are bettering, particularly in the two states with the largest populations: China and India. The universe ‘s current population of about 6.6 billion people will go on to swell over the coming decennaries. The UN predicts a planetary population of 9.2 billion people by the twelvemonth 2050. Demand for H2O will of class escalate strictly in response to this population growing. Experiences in recent decennaries even show that H2O ingestion has grown at a faster rate than the general population. This tendency is chiefly attributable to uninterrupted betterments in life criterions. In1950, for illustration, per capita one-year H2O ingestion averaged 580 M3. This figure had already risen to 625 M3s by the twelvemonth 2000 . Given the population roar in parts such as Asia particularly, this underlying tendency is improbable to be reversed for some clip. However, consumer demand for reviewing alternate drinks, every bit good as increasing public concern about wellness and fittingness and greater consumer instruction about the ingredients in nutrient and drinks, are advancing gross revenues of bottled H2O. Hence, the bottled H2O industry is indicated by the federal and ordinance which is to do certain that the quality of mineral H2O whether is safety to be drunk by public and by IBWA, the trade association stand foring the industry. A broad assortment of bottled Waterss are available to the consumer, and the bulk of these merchandises are acceptable options to imbibing H2O. The bottled H2O got the blessing for administering many authorities plans as the administering the smaller size of bottle is easier than administering the big bulk storage of H2O. The event is organized by the populace or schools besides admire to scatter the bottled H2O which is mineral H2O to people or pupil. Therefore, this will increase the demand of the bottle d mineral H2O as the big distribution to the consumer. Last but no rental, the demand of mineral H2O, supplied in plastic bottles, has been witnessed upward tendency in recent old ages as earlier urban in-between category of the society wanted to avoid water-borne diseases. But now the usage of bottle H2O has become position symbol in society and most of people particularly female normally carry fictile mineral H2O bottles with them while traveling to shopping or someplace else. The tendency of transporting mineral bottles is non merely healthy mark but besides it keeps end-consumers off from physicians. In the nutshell, the populations of planetary universe addition, the addition will the demand of clear H2O like bottled mineral H2O. Water is the most common substance found on Earth that covers over 70 per cent of whole planet and is the lone substance found of course in three signifiers: solid, liquid and gas. However, about 97 per cent of the Earth ‘s H2O is saltwater in oceans and seas. Merely three per cent is freshwater while merely one per cent is available for imbibing – the staying two per cent is frozen in polar ice caps in the form of glaciers. Hence, the supply and demand for the bottled mineral H2O industry is about sufficient and really perchance will derive a monolithic net income to the company of it is managed good.Procedure of fabricating mineral H2OSprings that are disposed above an aquifer secluded from contaminations like industries runoff or healthful drainage are where mineral H2O comes from. Thus the procedure of doing mineral H2O is vitally of im port. Spring H2O must be collected merely at the spring or through a au naturel hole tapping the belowground formation feeding the spring. After that the H2O will pump through pretreatment systems which include different type of filter which are Chlorination System, Raw Water Pump, Pressure Sand Filter ( PSF ) , Activated Carbon Filter, UV system with piping, valves and instruments. The system utilizes an ion exchange H2O softener and a assortment of filtration methods. The gilded systems incorporate activated C filters to take bad gustatory sensations and olfactory properties from the H2O. Natural H2O may incorporate populating micro-organisms and organics which are obnoxious to Change by reversal Osmosis ( R.O. ) Membrane. Not merely like that, H2O besides contain ferric which can be oxidized to ferric oxide which is settle down in storage armored combat vehicle. Therefore Chlorine Dosing System is designed for this intent. Sodium hypochlorite solution is dosed in Raw Water Storage Tank to respond with H2O to organize a hypochlorite acid which acts as disinfecting agent. The chlorinated natural H2O will so travel to Pressure Sand Filter via Raw Water Supply Pump. The natural H2O is foremost filtered by filtration unit to take suspended affairs and turbidness from natural H2O. Before feeding to the contrary osmosis system ( R.O. Plant ) , free Cl must be removed from the filtrated H2O. This is because chlorine being a strong oxidizing agent which will damage the R.O. Membranes in R.O. Plant. Thus Activated Carbon Filter is map to take Cl, olfactory property and colour while go throughing the H2O through C bed. ( Diagram 1 shows a system for chlorination, acts as Raw Water Pump, Pressure Sand Filter and Activated Carbon Filter. ) Diagram 1 After that spring H2O will pretreatment with rearward osmosis system ( R.O. Plant ) to cut down the sum dissolved solids from natural H2O beginning. The R.O. Plant use membrane-filtration methods to take many types of big molecules and ions from solutions by using force per unit area to the solution. The solute will stay on the pressurized side of the membrane and the pure dissolver is allowed to go through through the other side. ( Diagram 2 shows a R.O. Plant. ) Diagram 2 After passed through R.O. Plant system, the filtrated H2O will has really less TDS ( Total Dissolved Solids ) value which is non good in gustatory sensation. Thus a mineral adding system or blending system will used to heighten the gustatory sensations of the H2O. The scaremonger will blend the physical mineral into the commixture armored combat vehicle and dosing pump will dose the mineral to R.O. Product H2O before ozonation with TDS accountant. The blending system will set the TDS value by adding filtered H2O. ( Diagram 3 shows a Mineral adding system. ) Diagram 3 The mineral added H2O is so stored in Product Water Storage Tank. During storage, atmospheric or any other taint may take topographic point in treated H2O. Hence H2O will feed through the Micron Cartridge Filter. Micron Cartridge Filter will take attention for all right micrometer drosss. It will guarantee the high quality treated H2O before ozonation by taking peculiar affair and some portion of bacteriums and virus. After that the H2O will cysts down to 1 micrometer absolute. ( Diagram 4 shows a Micron Cartridge Filter. ) Diagram 4 After micrometer cartridge filter, H2O comes to the station intervention system which include Ultra Violet system ( U.V. System ) and ozonation. U.V. System will take the bacteriums and viruses one time once more as they may redevelop once more in H2O during drawn-out storage. Hence, the treated H2O is passed through U.V. System which consists of U.V. Tubes which radiates high strength Ultra Violet Rays to kill micro-organisms. Even passed through U.V. System, the bacteriums and viruses may redevelop in jammed bottles over a period of clip. Hence it ‘s necessary to disinfect merchandise H2O prior to bottling filling. The Ozone Generator will turned H2O into O rich H2O and take the bacteriological growing and supply the shelf life of the jammed bottles unless it ‘s unfastened for some period of clip. The ozonation of H2O besides added some gustatory sensation to the treated H2O. Ozonator will bring forth the ozone gas from free ambiance, dry air or force per unit area swing surface assimilation ( PSA ) O generator. Ozone gas will shoot with venturi system mounted on armored combat vehicle with re-circulation armored combat vehicle and pump. ( Diagram 5 shows a U.V. and Ozonation system. ) Diagram 5 Ozone Re-circulating Tank ( ORT ) is designed for required ppm ( parts per million ) Ozone gas mix up in finished merchandise, H2O. In ozone re-circulating armored combat vehicle, H2O re-circulating by required flow rate pump. Continuous re-circulation will supply the ozone concentration to the merchandise H2O before bottling. Overall system:Impact of fabricating mineral H2O on homo and environmentFirst, phthalates are chemicals known to interrupt the endocrines in our human organic structure particularly testosterone, which can take to an unnatural sexual development such as male sterility, premature chest development, malignant neoplastic disease and abortions. Meanwhile, this sort of chemical comes from the fictile H2O bottles by leaching into bottled H2O. Other than that, a random experiment was done during the twelvemonth of 1990 with a trade name of popular bottled H2O and turned up hints of benzine in the bottles where low dose of benzine to human is unaffected but high dose will convey paroxysms and decease. Bottled H2O is besides much more expensive than tap H2O but bottled H2O is frequently no healthier than tap H2O because from the consequences of some surveies had shown that about 25-45 per centum of bottled H2O sold in the United States really comes from municipal resources. Even U.S. FDA ordi nances allowed some taint of faecal stuff in bottled H2O and to boot there are no demands for H2O bottles to be tested for parasites or germicides. Worse is that bottled H2O company are non required to advise their clients if elevated degrees of contaminations are found. The production of H2O bottles is besides making C dioxide non small but is 2.5 million dozenss of it and released to the air and it is the chief key to greenhouse consequence gas that is responsible for planetary heating. Apart from that, we had used excessively many H2O bottles each twelvemonth, it was over-numbered, in U.S. each twelvemonth the sum of H2O bottles can encircle the Earth 150 times if they are set end-to-end but non even 25 per centum is recycled. Due to they are fictile bottles, therefore they decompose easy as the same for other plastics, while we all finished the H2O and the plastic bottles are thrown off, around 2.5 million of fictile H2O bottles an hr and each takes 500 million old ages to break up. Imagine the pollution that was caused by H2O bottles. In order to forestall all of these from go oning, the company should be more toward duty than profitableness and ne'er step out from the safety parametric quantities even though it is non officially secured by the quality applied scientists.

Natural Fires

When we speak of large scale fires, we often associate it with destructive forces that could burn properties and structures down to ashes or commit many lives. What we don’t realize is that large-scale fires have existed way back in the history of our planet, and that these fires are considered as natural occurrences. It is just our perception that lead us to our conceived meaning of fire, but truly, there are more benefits in it rather than the destruction if brings. Nature utilizes these large-scale fires for various reasons, both destructive and beneficial. We often think of fire as an evil force that consumes both living and non-living things in the environment. But besides this, we are oblivious to the fact that these fires are agents of natural change. These fires are considered as herbivores, because they consume plants and transform them to a more useful material (Bond and Kee). Most plants however, are inedible or just difficult to consume, like towering trees and the like. In order to put this into good use, fires act as herbivores that would devour an entire forest of inedible trees. They are consumed in order to transform the ecosystems into better ones, which the various creatures of our environment could live into (Pyne). No matter how man intervenes with the way the environment works, nature would always find its way with things. This is true for the occurrence of these large scale fires. Man has struggled and was somehow successful in suppressing these fires from devouring trees and other vegetations. Because of this, nature has somehow managed to adapt by increasing the temperature of the environment lately (Westerling et al.). Because of this increase in temperature, the trees in the forests become more susceptible to these fires. They easily get burned with just a little nudge, like a lit cigarette thrown into the woods, or a boy playing with some matchsticks. Works Cited: Bond, William J., and Jon E. Kee. â€Å"Fire as a Global ‘Herbivore’: The Ecology and Evolution of Flammable Ecosystems.† TRENDS in Ecology and Evolution Vol.20.No.7 (2005). Pyne, Stephen J. â€Å"Pyromancy: Reading Stories in the Flames.† Conservation Biology Vol. 18.No. 4 (2004). Westerling, A. L., et al. â€Å"Warming and Earlier Spring Increase Western U.S. Forest Wildfire Activity.† American Association for the Advancement of Science Vol. 313 (2006).      

Cracker Barrel Restaurants Case Study Essay

1. Discuss the factors that make it more difficult to establish work place discrimination based on sexual orientation than discrimination based on race? Although federal laws protect people from workplace discrimination on the basis of race, national origin, religion, sex, age, and disability, there is no federal law that specifically outlaws workplace discrimination on the basis of sexual orientation in the private sector. (Federal government workers are protected from such discrimination.). an employee can file a complaint regarding discrimination based on race and be heard while an employee that files a complaint regarding discrimination based of sexual orientation will not be heard unless the company that they work for has an internal policy regarding sexual orientation. 2. Do chain restaurant operations, which prize uniformity – and thus reliability – in store design, products, and operating procedures, require uniformity of personnel policies? Were the regional variations that Dan Evins proposed on February 27, 1991, a viable corporate strategy? Why or why not. The need of personnel policies arises basically from overall objectives of the organization; a corporate thinking is required which will guide decision making at all operating level. The spontaneous cooperation of employees can be achieved through a just and fair treatment to all. Personnel policies provide the basis for uniformity and consistency. I do not believe they were a viable corporate strategy, as it started a chain reaction to incriminatory fire LGBT employees for no valid reason then that they were not heterosexual. Protests erupted at restaurants in dozens of cities and towns; boycotts were organized; and shareholders complained. even though nothing was accomplished until 2002 when New York and its allies fought until 58 percent of the shareholders persuaded Cracker Barrel’s board to vote unanimously to explicitly forbid anti-gay discrimination in its equal employment policy. 3. How does the Cracker Barrel case support or challenge the nation that federal legislation is warranted to stop employment discrimination based on sexual orientation? Although there are not federal laws to prevent discrimination based on  sexual orientation, protections does exist for workers on the basis of religion, gender, national origin, age, disability, and race. Still, as the NAACP and other lawsuits against Cracker Barrel demonstrate, federal legislation does not ensure corporate compliance. Aggrieved parties and their supporters often must invest years of their lives in protest and litigation simply to achieve the equal treatment ostensibly guaranteed in the American marketplace. Even after the terns race and sexual orientation have been added to the policy statements, broader cultural transformations will be required before these added burdens are removed from the shoulders of workers already greatly disadvantaged in our society. 4. Why are particular retail products, for example, inanimate objects such as mammy dolls, perceived to be racist? To be honest I do not like the mammy dolls, I just found out that the mammie dolls are racial motivated toward African Americans of the past. The development of the dolls came from cartoons of black people in 1600, 1700, and 1800s. The cartoons made remarks about African American women that were slaves who in most instances were house slaves who took care of slave owners children. These cartoons developed more negative images during this time. The development of the cloth dolls and ceramic dolls became popular due to these cartoons. The mammie dolls are resurfacing now by Caucasians and miss-educated African Americans as heritage dolls. They are apart of African American heritage however a negative image. They have increased sales after the election of Barack Obama by Caucasians by right wing conservatives. 5. Which areas of corporate activity should be open to broader scrutiny through shareholder resolutions? How much stake in the company should a shareholder have in order to present a resolution? The desire to promote the core values of the shareholder, and or to address the business risks and opportunities of global climate change, $2,000 or 1% and must be on the inside, must own for at least 1 year. 6. If a controversial corporate policy is reversed only after a decade of defiance, how should the company’s public relations officers present the change to the media? Public relations professionals present the face of an organization or individual, usually to articulate its objectives and official views on issues of relevance, primarily to the media. Public relations contributes to the way an organization is perceived by influencing the media and maintaining relationships with stakeholders. Specific public relations disciplines include: Financial public relations – communicating financial results and business strategy Consumer/lifestyle public relations – gaining publicity for a particular product or service Crisis communication – responding in a crisis Internal communications – communicating within the company itself Government relations – engaging government departments to influence public policy Food-centric relations – communicating specific information centered on foods, beverages and wine. Building and managing relationships with those who influence an organization or individual’s audiences has a central role in doing public relations. After a public relations practitioner has been working in the field, they accumulate a list of relationships that become an asset, especially for those in media relations. Within each discipline, typical activities include publicity events, speaking opportunities, press releases, newsletters, blogs, social media, press kits and outbound communication to members of the press. Video and audio news releases are often produced and distributed to TV outlets in hopes they will be used as regular program content.

Effects of the Issue on Early Childhood Education Essay

This study examines the effects of Tulsa, Oklahoma’s early childhood education programs on social-emotional outcomes at kindergarten entry. As such, it extends our prior work demonstrating substantial positive impacts of the Tulsa pre-K and Head Start programs on cognitive development, including pre-reading skills, pre-writing skills, and pre-math skills (Gormley, Phillips, & Gayer, 2008). We focus on children who were enrolled in either the Tulsa Public Schools (TPS) pre-K program or the Community Action Project (CAP) of Tulsa County Head Start program during the year prior to kindergarten. Oklahoma’s pre-K program has received national attention because, as one of a handful of programs with universal eligibility, it reaches a higher percentage of fouryear-olds (68%) than any other program in the nation (Barnett al. al. , 2007). It also offers atypically high quality preschool education (Phillips, Gormley, & Lowenstein, in press), perhaps in part because Oklahoma requires a lead teacher with a B. A. degree who is early-childhood-certified in every classroom and pays these teachers regular school system wages. In Tulsa, the CAP Head Start program follows the same guidelines. As a result, this investigation may be seen as offering a â€Å"best case scenario† look at the potential contribution of high-quality school-based pre-K and Head Start programs to children’s social-emotional development. Social-emotional Development Young children’s social-emotional development captures a broad swath of specific outcomes, ranging from the ability to identify and understand one’s own and others’ feelings, establish and sustain relationships with both peers and adults, and regulate one’s behavior, emotions, and thoughts (National Scientific Council on the Developing Child, 2005). The importance of these foundational capacities has been welldocumented. Having behavior problems in early childhood, for example, is associated with low peer acceptance, maladaptive teacher-child relationships, and anti-social disorders and delinquency in middle childhood and adolescence (Brody et al. , 2003; Ladd & Burgess, 1999; Nagin & Tremblay, 2001; Shaw, Owens, Giovannelli, & Winslow, 2001; White, Moffitt, Earls, Robins, & Silva, 1990). Early childhood behavior that is more internalizing in nature, such as fearfulness or behavioral inhibition, is also associated with the development of serious anxiety problems in middle childhood and beyond (Tincas, Benga & Fox, 2006; Fox et al. , 2005; Schwartz, Wright, Shin, Kagan, & Rauch, 2003). The emergence of emotional and behavioral problems in children is much more likely under conditions of adversity, with poverty and low social-economic status having been studied extensively in this context. Deep and prolonged poverty, perhaps especially during the early childhood years (Duncan, Yeung, Brooks-Gunn, & Smith, 1998), has been found repeatedly to predict emotional and behavioral problems in children, even after accounting for parent and family characteristics (Bradley & Corwyn, 2002; Dodge, Pettit, & Bates, 1994; Duncan, Brooks-Gunn, & Klebanov, 1994; McLoyd, 1998; Ripke & Huston, 2005). The effects of poverty appear to be more pronounced for externalizing behavior problems (e. g. , aggression, defiance) than for internalizing behavior problems (e. g. , social withdrawal, depression) (Bradley & Corwyn, 2002; Brooks-Gunn & Duncan, 1997).

Foundations of Business Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Foundations of Business - Research Paper Example Violation of insider trading also comprise of ‘tipping’ such information and misappropriation of information. There are various cases of insider trading. The employees, officers and directors of corporate traded the securities of company after learning the confidential report of the company. Friends, family members and business associates of the corporate officials may trade the securities after receiving hidden information. The securities can also be traded by employee of banking, law and brokerage who are provided such information. The government employee can trade the securities by learning such information from their employment (U.S. Securities and Exchange Commission, 2001). 2.0 Types of Transactions Considered Insider Trading Regardless of Their Legality The information of the company is not disclosed to the public until the appropriate time. If the employees or officers in the company disclosed the material to the public before company does, then it will affect th e stock price of the company. The material may be positive or negative but is illegal to disclose to the public and it may result to the violation of the policy of company. The transaction must not take place until the next business day after the exposure of material information. The transactions which are prohibited in the company are transaction in company securities and transaction in the securities of other companies. In company securities transaction, an employee is aware of the materials and non-public information about the company. He is required not to be part of certain activities of the company. Company securities’ trading must not be done, i.e. purchasing or selling company securities. He must not advise the public to buy, hold or sell the securities of the company. The employee should not disclose the information of the company and must not guide or help anyone in any of these activities. Transaction is valid in case of emergency for raising money which is not an exemption to the prohibition made on insider trading. In other companies’ transaction in securities, an employee is aware of the non public information of other companies because of their jobs. He is not supposed to trade securities of other companies, which is the violation of other companies’ policies (Heckmann Corporation, n.d.). 3.0 Specific Conditions under Which Insider Trading Is Considered Illegal under United States’ Federal Securities Laws The laws of Federal securities prohibit insiders from benefiting from the information which have not been provided to the public. The laws do not provide permission that the member in public market should have equal information; rather it focuses upon the fact that certain persons might use their position to attain undue informational advantage over others. Under US Federal securities laws, it is unlawful for every person whether ‘directly or indirectly’, by using any methods or ‘instrumentality of interstate commerce’, by means of mails or any facilities of national securities exchange in order to perform various activities. A person should not employ any scheme, mechanism or artifice to defraud. He should not make any false statement of a

GDP and Corruption Essay Example | Topics and Well Written Essays - 3000 words

GDP and Corruption - Essay Example The main objective of this paper is to use econometrics methods to show the relationship between GDP and corruption, results show that the higher the level of corruption in a country the lower the level of GDP, correlation coefficients show that as the level of corruption in a country increases GDP declines, results show that African countries have higher mean corruption levels than the other non African countries. A study by Mauro (1995) showed that corruption had an effect on the level of investment in a country, in his study he found out that corruption discouraged foreign direct investment. Ackerman (1998) states that if India was to reduce its corruption levels then it would attract foreign direct investment at the same level as the attraction attained through tax incentives, Another study by Tanzi and Davoodi (1997) showed that corruption tends to increase the level of government spending, these funds are not used for their intended purpose and therefore spending on education and health is reduced resulting to poor economic growth and human capital development. Bardhan (1997) study shows that corruption also affects income distribution and this increases poverty levels in a country, Krueger (1994) states that corruption affects the election of leaders and the decisions made by these leaders may adversely affect the economy. The level of GDP is a key indicator of the welfare and economic development in an economy, the level of GDP in a country is determined by a number of factors which include the interest rates, inflation, investment, infrastructure, human capital, capital stock, production, exports and consumption, however less emphasis has been put on the importance of eliminating corruption practices as a way to influence economic growth. In this paper we focus on the effect of corruption on the GDP level of a country, we use data on corruption index from transparency international and GDP level from the world bank, we use linear regression models to estimate the relationship between these variables and show that corruption affects the level of GDP, limitations include unavailability of data for countries and the violation of linear regression assumptions on auto regression given that we will be considering cross sectional data. The following is a description of the data and econometric modelling. Data: Data used was retrieved from transparency international website that indicate corruption index for the year 2007 for countries all over the world, data on GDP in US dollars for the year 2007 was retrieved from the world bank website. A sample of 152 countries was considered in the study and this was due to the availability of data. The following chart represents the countries considered in this study where countries are categorized into African and non African countries: Only 3 % of the countries are African while approximately 97% were non African countries, analysis on the GDP levels showed that the mean GDP levels for non African countries was relatively higher compared to the mean GDP for African countries, the following chart summarizes the results: Results also show that the mean corruption index value for African countries was relatively lower than the mean corrupti

Compare and Analyse Essay Example | Topics and Well Written Essays - 2500 words

Compare and Analyse - Essay Example This has been caused by a sudden advancement in times and seasons. The times when general technology as well and information technology was left for the media alone, no longer exist (Wherle, 2009, pg76). Currently, almost everyone in the world is an IT expert since people have the idea of how to use a technology. However, it should be considered that this is the main aspect of life, that has witnessed a continuous advancement, hence emergence of the term technology development. Documentaries have been made using technology. Bob Dylan’s â€Å"Don’t look back† and Michael’s â€Å"Roger and Me†, are some to the documentaries that portrays a sense of a well used technology (Pennebaker, 1968, pg65). This essay compares the two documentary’s use of technology. Where, apart from the message in the movies, technology has proved a phenomenon to put into considering when watching this movie. First, it is noted here that, the media portrays a gap between message and medium, where Dylan’s’ manager by the name Albert Grossman who is the movie producer airs his client. Many will take this incident as a bad omen, however to him; he literally does it without thinking or rather taking it as a bad omen. Notably, during the cutting and editing of the documentary, it is clear as per the presentations that Grossman’s presence is felt (Eason, 2010, pg26). As much as this might be considered as an artistic job, the truth is that it portrayed a flattering idea at the edge. In this context, it can be noted that the question of centralization became centrally framed; this is evident prior to the presentation of each character. The film is made to be viewed in a very different phenomenon. The sound of observational documentary such as Don’t Look Back is muddy that makes it difficult for a person to differentiate particular person speech and the general uproar. In essence, the quality of the sound in the documentary is wanting since it is difficult to distinguish a

African american and Immigrant Essay Example | Topics and Well Written Essays - 1000 words

African american and Immigrant - Essay Example opinion this subordination primarily involves Black Americans and is used as some form of initiation for an immigrant to be admitted and assimilated into the United States. This paper explores the significance of Ahmad’s perspective on immigration and race issues in America to understanding Ralph Ellison’s story, the Battle Royal and specifically identify what the young African Americans experience today in this context. In Ahmad’s discussion of Morrison’s model of immigrant assimilation, he suggested that Blacks are no longer the sole subjects of the subordination framework in the immigration and assimilation tradition in the US as claimed by Morrison. He attributed this development primarily to the dramatic change in demographic shift, which transforms a largely European-composed American society into one that is predominantly Latino and Asian. According to Ahmad, â€Å"immigrants today are made American not only when they learn to subordinate African Americans, but when they are racialized as subordinates as well.† (102) In Battle Royal, Ralph Ellison illustrated through the Invisible Man what was the ideal African-American individual - one who knows his place, docile and follows the standards that was set for him by the white community. He is equal with the others when we talk of the common good but excluded like the finger of the hand in everything social.1 After the black protagonist’s speech near the end of the story, the white school superintendent exulted on his speech with its impassioned affirmation to the racial stereotype with these words: Gentlemen, you see that I did not overpraise this boy. He makes a good speech and some day he’ll lead his people in the proper paths. And I don’t have to tell you that that is important in these days and times. This is a good, smart boy, and so to encourage him in the right direction, in the name of education I wish to present him a prize†¦Ã¢â‚¬  (281) The young Negro was overjoyed with the approval

The Balanced Scorecard Essay Example | Topics and Well Written Essays - 2250 words

The Balanced Scorecard - Essay Example 10 Under the financial perspective, the company shall focus on satisfaction for shareholders. The main objectives set in providing shareholder satisfaction include increasing customers, new products and orders for products. The company has set targets in terms of percentage increases which must be attained within a trading year. All the targets provided for various perspectives have annual time duration for reaching these targets. On the customers’ perspective, the major focus remains delight of customers where the objectives have been identified as increasing customer referrals and reducing complaints. In enhancing growth and learning the company has identified staff motivation as the major issue. This motivation shall occur through offering training aimed at improving the employee skills significantly. This is expected to reduce turnover of employees within the organisation. Through training, the company shall be able to offer better services following enhancement of employe e skills 10 5.Performance management 10 6.Consideration and impacts of the business strategy 12 7.Conclusion 12 References 13 Appendix 3 strategic map 15 1. Introduction Many companies within the apparel industry opt to undertake globalisation independently in order to maximise on the profits resulting from globalisation. The numerous risks involved in globalisation, however could be minimised through joint ventures with existing companies. This report provides an in-depth analysis of I.T. limited, a Chinese global fashion design company. The strategies adopted by the company in becoming a global fashion products dealer are extensively analysed to determine the benefits of each strategy. Similarly, the report also identifies the weaknesses existing within the strategies adopted by the company seeking global recognition. Through joint ventures and multiple partnerships, the company has achieved a significant level of globalisation in a highly competitive industry. A swot analysis of the company operations identifies the various positive and negative effects of the current company position. 2. Company background I.T Limited is a registered limited investment holding company in china. The company engages trading in fashion items and accessories associated with the apparel industry. Though registered in china the company has numerous international connections outside china. The company utilises branding in the operations outside the People’s Republic of china. Among the major international connections for the company include French connections even in Asian countries and European countries as well. The company operates in different countries like Hong Kong and the people’s republic of china through joint ventures with other countries. These joint ventures and international connections have enabled the company to become global, while minimising the risk involved in globalisation. This holding company has managed to have a global outlook through the va rious joint ventures, consequently providing considerable business expansion. 2.1. Business scope The company is registered as a limited holding company within the people’s republic of china. The company mainly engages in selling of fashion items and fashion related accessories. The company has its own product brands licensed under the international trademarks like Underground and Hyoma,

Discussion 2, ch 15 Assignment Example | Topics and Well Written Essays - 500 words

Discussion 2, ch 15 - Assignment Example The reason for selecting the Washo people is due to how people from this tribe put in efforts in preserving their culture to the extent that even though the Washo language is generally regarded as extinct, there continues to be some elders in Califonia who speak the language today. Another of these tribes is Blackfoot, which is made up of three major groups namely the Piegan, the Kainah, and the Siksika people, and living at the Great Plains (Bruce, 2006). As part of the location of these people, their major occasion was buffalo hunting as the plains were rich in rain forest which supported buffalo ecosystem. This tribe was selected for its unique strength and most aggressive military powers which made them very resistive to oppressive forces that wanted to take their place. 2. Considering the environmental cost of mining described by the authors, which includes poisoning fresh water sources and destroying entire ecosystems, should we value precious metals for jewelry and adornment as much as we do? What does history teach us about the cost of mining? Write a 4-6 sentence paragraph supporting your answer. The authors clearly criticized the negative environmental impact of mining, which includes the poisoning of fresh water and pollution. This notwithstanding, the important role that precious metals play in society, including their use for jewelry and adornment cannot be totally ignored as being useful. This is particularly because of the important economic role of these precious minerals and the role they play in the preservation of the rich culture of indigenous people. Having said this, the lessons that history teach us about the cost of mining must not be ignored as any forms of excesses in practice can live highly consequential effects for the present generation and generations unborn. Having said this, it will be admonished that even if mining will continue to be part of the

Software Design Essay Example | Topics and Well Written Essays - 500 words - 1

Software Design - Essay Example Architecture is all about the User Interface (UI) of a system (Bass, Len, Paul C., and Rick K., 2003, 2nd Ed.). Software design is a sequence of reaching a solution to software hitches. It takes into consideration issues to do with compatibility, modularity, packaging, extensibility, robustness, security, fault-tolerance and usability. In a System Development Life Cycle (SDLC), software architecture forms the fundamentals that determine the design of that software by specifying the organization techniques to be implemented during the next step of designing. A software design document is a well written and stable description (done by the software designer) of the software product outlining all sections of software and their intended functionalities. This document is deemed to provide a complete description of the intended end result of the software, while keeping to a quality view of the system. Therefore, a well-documented bad design will serve no purpose if it describes â€Å"space† none existing features. It will be better to have a good design that conforms to the system architecture and organizational expectations but without documentation rather than a well-documented but poorly done design. The quality of any piece of code in a design would be determined by using varied code quality measurement techniques such as focus on the fundamentals of Object Oriented Programming styles and the design patterns; writing of clean codes (codes that are to the standards and principles in relation to the problem); and identifying WTFs â€Å"Bad Smells† within the code (Robert C. Martins). The need to experiment with software design is to gather information/ data about the design and analyze it by considering how the intended experimental factors would fit wholly into a model expected to meet the precise objective set for the experiment and satisfy the

Ethics and Environment Essay Example | Topics and Well Written Essays - 2000 words - 1

Ethics and Environment - Essay Example To make it simpler, it can be said that it is the belief that the value of a thing or an action is determined by its utilityii. His theory consists of three basic elements: Consequentialism, Impartiality and Hedonism. It means that the moral worth of an action is determined by the consequence and therefore, makes it a form of Consequentialism. Utilitarianism emphasis more on majority and it is concerned with the happiness of the greatest number of people in the society. This theory opposes suffering and promotes happiness. Most appealing factor is the simplicity. The end result of any action is considered and deemed moral or immoral as per how much happiness that particular action is providing in that particular circumstance.iii On the other side, Deontology totally opposes Utilitarianism. This theory is the ethical theory of duties, moral obligations and rights which focuses on the rightness or wrongness of actions not on the consequence of those actions. The term is derived from the Greek word deon, which means â€Å"duty†. This theory is very rigid in a sense that it has fixed statements of duties. It is concerned with the intrinsic properties of action. This theory is very strict where rules are followed no matter how huge its cost may be. The most dominant deontological theory is presented by Immanuel Kant. Kant argues that to act in the morally right way, people must act according to dutyiv. Kant believed that the motives of any person make the action right or wrong. First of all, let’s analyse this situation keeping in view the utilitarianism theory of ethics. We need to know what the end results of this action are. The end result is a dam which will be providing waters to many areas as well as it would be creating electricity through hydroelectric. Farmers would have more water for their farms. In short, this dam will bring smiles in faces of thousands of people. But those who are moving for this

The Novel John Cheever Bullet Park and John Cheever, The Essay

The Novel John Cheever Bullet Park and John Cheever, The Five-Forty-Eight - Essay Example g the absurdity of the surroundings’ and pointlessness of their behaviors and actions, his stories hold out the hope of redemption in love and sense of revenge and unforgiving attitude Such as in the story â€Å"Five-forty-Five† and his novel† The bullet park†. John Cheever was a complex person himself and during the course of his life he was saddled by the habit of alcoholism and infidelities but he presented himself so earnestly as a Man in Brooks’ brother suit, his life was as contradictory as his characters and so his writing is not neat and raises so many questions and answer’s very less.(The guardian,2009).  Cheever rightly described himself near the end of his life, in a heartbreaking sentence: "I am one of those old men; I am like a voyager who cannot remember the streams he has travelled." (Gottlieb,2002). In the novel â€Å" The Bullet Park†, author portrays an array of well kept houses and more than well mannered people of the town the Bullet Park but Cheever’s characters always has a double meaning to them and an unobserving reader might fail to see the crouching beast dangerously hidden behind those well kept houses. The story unfolds as a fateful intersection of two men the innocent Eliot Nailles and his nemesis, Paul Hammer, whose object is to murder his neighbors son, takes place. The novel has an aura of retribution from the beginning. For example the chosen names for the characters are Hammer and Nailles, which show the exact opposite of each other and every quality of hammer is lacked in a nail. It is the first impression of reckless and conflicting situation between the two characters and the author tried to expose their rivalry for each other by his blunt, quite witty and creative writing.(Shannon,1998) Cheever’s view of rivalry and revenge is also seen in the description of his characters as the two main characters’ were exactly opposite of each other, in short the characters are also in the state of conflict, not just in their

Topics Discussed in Class - My Participation in Class Assignment - 3

Topics Discussed in Class - My Participation in Class - Assignment Example In their view, physical forces, such as technological restraints may make it demanding or even not possible to develop a significant international market. For instance, a number of developing nations contain such primitive storage and transportation systems that make global distributions inadequate or at times, impossible. The presenters made this claims when they were explaining the scenario using food as an example. This is because food is frequently damaged by the time it reaches the destination of business in particular nations (Jensen & Hansen 2006, p. 443). In addition, according to them, this fact can be compounded with lack of adequate sewer systems and unclean water. I made a contribution to this topic by asserting that exporters in the United States should be informed that particular technological disparities have an impact on the nature of exportable products. For instance, internet and computer utilization in a number of developing nations may be nonexistent or extremely thin. ... In addition, the physical global marketing environment has an impact on the economic and political activities, models cultural components, for example, religion and language, and determines transportation, usage of land, and commercial flows. Domestic Consumer Predispositions: Ethnocentrism and Disidentification The presenters argued that clients’ local bias is a significant determinant of behaviour of domestic product purchase. In their view, consumer ethnocentrism explains customers’ leaning to prefer local commodities and stay away from foreign commodities. They also argued that marketing managers and researchers examine degrees of consumer ethnocentrism to determine the degree of local biases in the business environment. They also argued that consumer disidentification has a tremendous effect on purchasing choices beyond and above the effect of consumer ethnocentrism. In my argument, I highlighted that components, for example, ethnic identification and acculturation are significant indicators of both consumer disidentification and consumer ethnocentrism. In addition, I explained that businesses could evaluate the degree of consumer disidentification as part of their continuous tracking studies to determine the degree of consumer disidentification in their local market to attain specified insights into regional disparities in consumer disidentification levels. Such details could be employed to signify whether the national origin of the commodity should be marketed in the respective areas (Shankarmahesh 2006, p. 153). The external resource emphasizes that consumer disidentification may be traced by domestic organizations that attempt to understand consumer disidentification and want to safeguard their markets against escalating global competition. Also,

Female Genital Mutilation among the Somali Community in London, And Literature review

Female Genital Mutilation among the Somali Community in London, And Its Effects on Girls (11-15) In Education - Literature review Example Mostly carried out minus anesthesia, statistics form WHO indicates that FGM is so common in Africa, and developed countries where FGM is common, the immigrants are the ones who practice it. Over 150 million young girls and women have undergone Female Genital Mutilation across the globe, at least according to World Health Organization. There are various reasons of carrying out FGM, at least according to some communities who cite the reduction of libido in women in order to control their sexual life. In United Kingdom, the Somalis have been the largest immigrant group according to the statistics released by the Refugee Council in 2005. However, these statistics do not have further information on the health needs of the Somali people living across UK. As Hammersley (1998) notes, over 34,000 Somalis living in London City alone, the women are the majority as compared to men by 56 percent to men’s 44 percent. Nonetheless, these figures do not include those of asylum seekers, just as it has always been hard to get the exact number of minority groups across UK. It is paramount to note that although not all health information of immigrants is available, specific health needs among of some immigrant communities are available. For example, some researchers have studies language and communication needs of the Somali people including their mental and physical conditions. Undoubtedly, these needs are vital when it comes to pregnancy and childbirth issues. Matters of maternal familiarities also need understanding of both social and cultural backgrounds. Therefore, this paper will mainly review Female Genital Mutilation among Somali girls aged 11 and 15 and will examine the consequences of FGM when it comes to education. The paper will also examine the... This essay tresses that it is important to discuss the dangers associated with FGM. According to the World Health Organization, female genital mutilation leaves mental and physical damages to women and girls. In fact, in some instances, some girls have bled to death due to wrong cutting. There is no doubt that the victims experience mammoth pain during cutting, a pain that they will always remember in their entire lives should they happen to survive. Various researchers have associated some psychometric stresses with FGM. There are also other effects of female genital mutilation for example, pain during sexual intercourse, severe pain during delivery, bladder complications, and hemorrhage especially if the victim undergoes caesarean sections in delivering a baby. This paper makes a conclusion that the physical and psychological challenges experienced have serious negative impacts when it comes to education. The social consequences such as stigma and low self-esteem are also injurious to these girls who are trying to shape their careers. There is no doubt that FGM cases serious physical, social, educational, sexual and psychological challenges to girls aged 11-15. Societies and governments should do more to stop the vice and instead focus on ways that improve and empower the girl child. Criminalization of the practice has proved successful and religious sects should stop misleading the public on issues of FGM.

UK Micro Environment Factors for a Tobacco Company Essay

UK Micro Environment Factors for a Tobacco Company - Essay Example [2] These variables affect the business and its operations to the core and a proper understanding of these is a necessary step to expand the product in a particular market. According to porter, there are 5 forces that act on a business in the Micro Environment. These five variables along with others variables proposed by different authors can be broken down as. [5] Cigarette is an additive product and that is a favorable point for the company as far its sales are concerned. Buyers are hooked to the brand of cigarette usually from the start so there is little bargaining that the customers can do. The buyers are also brand conscious and they don not change their brands rapidly and specially in UK. Even if the prices of the cigarette increases, the customers will continue to buy it because of its addictive nature. Retailers get a nominal amount on retailing the cigarette however they are in much demand so they keep it. Also the retailers usually get branded settings and are paid extra to keep shelf space for a brand. As substitutes for the products exist, retailers have a bit of power over the companies There are high barriers to entry. ... People trying to leave this habit usually revert to nicotine gum, counseling, or behavior modification. In extreme cases acupuncture needles are stuck in the bodies or the nicotine-averse images implanted in their minds however these are not that successful. Competitive Rivalry Among the four top brands of cigarettes in UK, Imperial Tobacco Group is the market leader. However, this has created intense rivalry amongst all the competitors. This is not a good sign for the company since this much competition can make it harder for the rest to come to the standard of these leading companies. Stakeholders The stakeholders such as the government, the media and the society play a major role in the business. Since smoking is considered a social evil, the society usually shuns the smokers. Laws, and deals such as the 'tobacco resolution' are the results of the anti-smoking society. The increase in taxes makes it harder for the company to sell their products. The UK tobacco sector is one of the most heavily taxed in the world, and UK cigarette prices are the highest in the EU, with taxes accounting for around 84.5 percent of the retail cost of a typical packet of cigarettes. [3] [4] Conclusion - Changes to the Company's Strategy and its Impact Micro environmental factors play as much a vital role in a business as other macro does. Maybe these are even more important since these factors are hard to investigate as they work on a hidden level. From the information gathered, it has been found out that a few dramatic changes to the company's strategy must be brought. First the company must be perceived as a "green company". Since awareness of the harms of cigarette smoking is increasing, the company must promote itself as a

Textile Assignment Example | Topics and Well Written Essays - 250 words - 1

Textile - Assignment Example tant to check the dry cleanability of plastic buttons for a rayon print dress because the plastic may dissolve in the dry cleaning solvent used such as perchlorethylene. The plastic becomes sticky and the buttons may attach to the fabric; hence, staining the print. Consumers should check the dry cleanability of the leather trim on a wool sport coat because the make-up of the coat may entail spandex that is vulnerable to irreversible damage when subjected to chlorine bleach. The 100% cotton whites may appear gray after dry cleaning because the heat and chemical components of the dry cleaning solvent subjected to them weakens the cellulose in the fabric; hence, the color. It is possible to restore the original whiteness by using mild soap and non-chlorine bleach to ensure that harsh chemicals do not compromise the cellulose structure in the cotton. Some garments are best cleaned by laundering and others by dry cleaning depending on the fabric structure. Cotton garments with spandex would be vulnerable to wear and tear if subjected to a chlorinated dry cleaning solvent. A 100% cotton garment may have a ‘Dry Clean Only’ label to protect its make-up from the risk of wear and tear caused by harsh environments created by the washing machine. The cellulose structure may disintegrate due to the heat in the washing machine; hence ruining the

The claim that in 1914 states went to war Essay Example for Free

The claim that in 1914 states went to war Essay How valid is the claim that in 1914 states went to war due to fear rather then motives of gain?Austrias quarrel, Germanys warOne of the theories about the outbreak of the First World War is that nations went to war not to necessarily gain something but mainly because of fear which caused by many different factors. Europe before the war can be compared to a round-about with the countries involved, Germany being the central pole, speeding up and thus causing the nations into uncontrollable chaos resulting in them breaking off. The basis of the alliance systems started forming as early as 1871. France and Russia had been supportive of each other ever since France lent Russia money to start industrialization during the reign of Alexander II. The bond between these two great powers was strengthened by their shared enemies, the Central Powers. Their reasons to agree on such alliance, however, were very different. After the Franco-Prussian war of 1871, in which France lost Alsace and Lorraine, both rich in coal and iron reserves to the Prussians, there was a bitter, revengeful feeling in France-Revanchism. The French believed it was their right to fight a victorious war against Germany and retrieve Alsace and Lorraine. Germany was aware of this and Bismarck demanded 5 billion francs as war reparations, believing that this punishment will cripple France for years. Bismarck was, however, no economist, and Germany was to fear France ever since 1873, when last francs were handed over to Germany. German acquisition of Alsace and Lorraine meant that there must be a war between Germany and France Karl MarxAt the Algeciras conference in Spain, almost all great powers and other nations decided to support the French rights in Morocco during the First Moroccan crisis, leaving Germany without any potential allies except for Austria-Hungary. This conspiracy against Germany led to her fear of encirclement and their alliance, therefore, was not because of strong mutual sympathy or the Gross Deutschland ideal, but simply due to this fear of encirclement- Austria-Hungary was the only option. As Germany was relatively young, full of energy, ambitions, and primarily a respect-wanting country, its main potential gain- if a war was to break out- would be widening its colonial empire. This is understandable when we realize that in the 19th century power, respect and an empire were tightly tied together. From now nothing will happen in the world without Germany and its Kaiser Wilhelm IIGermany already had some colonies, but this number was relatively small and certainly not big enough to satisfy its aspirations. But even for these colonies a navy was necessary. Therefore, under Admiral Tirpitz, the great improvement of the German navy began with the goal of protecting their existent and potential colonies. However, it was obvious that the main goal is to tease Britain. This turned out to work well; Britain had always been dependant on its navy as it was the best and only way of keeping all prospective threats away from the islands. It could not afford to let Germany develop its navy so drastically, especially because of Germanys strategic position by the North Sea where Britain had her weakest point. This accumulated with Kaisers arrogance (especially Realpolitik- accomplishes the goal no matter how- murders, blackmail†¦) and clumsy politics (The Daily Telegraph affair) resulting in a strongly anti-German felling in Britain. Except for her colonial ambitions, another goal that would come out of a war for Germany was what Von Moltke called an immediate, preventive war against France and Russia, since Russia was planning on increasing her army from 1.5 to 2.0 million. Except for the threat of German navy, Britain was not affected by the actions on the continent too much- and it did not want to get affected. It remained in Splendid isolationism as Britains attitude towards continental Europe was described by Lord Salisbury. English policy is to float lazily downstream, occasionally putting out a diplomatic boathook to avoid collisions. Lord Salisbury. As Britain did not have much to gain from a war with the Central powers, it was not clear until the last moments whether it will stick to its promise and join the war on the French side. In the end, however, the British found something profitable in the war. There were many protests in Britain as socialist parties were emerging. Ireland also wanted its own rule and first suffragettes appeared. A short, successful war would have been a good way of moving the focus of the society on something else. The obvious potential gain was destroying German navy and causing a stop to its growth. This was, on the other hand, too risky, as this could inflict big damage to the British navy. Slavs looked up to Russia as the mother of all Slavs (this is called Panslavism). The goal of most Slavic nationalists, liberals and intellectuals at the time was to form a state in which all Slavs would live together. This very much concerned Austria-Hungary, Germanys main ally, as many Slavic nations were included in the Austro-Hungarian Empire. It also had its own ambitions in the Balkans (annexation of Bosnia-Herzegovina in 1908). Austria was worried as Serbia was growing stronger and stronger, wanting to form a state similar to later Yugoslavia. Russia supported this Serbian struggle. With Austria-Hungary and her support of the Central powers on one side and Russia with French, and perhaps even British support on the other, the Balkans formed a perfect conflict site. We have to crush Serbia like a viper Austrian commander in chief. Austria-Hungary and Germany thus had reasons for their slight paranoia. As and addition to this served the image of barbaric hordes from the steppes of Asia, charging the civilized central Europe. This visceral fear and the fact that with the population of 166 million people, Russia had practically unlimited human power reserves (and would be therefore practically undefeatable if there were an adequate amount of equipment) made Russia itself the biggest fear of the Central Powers, as proved by the Schlieffen plan, which stated that it was necessary to focus on Russia after quickly defeating France. We cannot compete with the Russian masses. Von MoltkeA perfect example of the fact that nations went to war mostly because of fear and not gain is first war declaration. This was caused by the Russian mobilization, which was a reaction to German aggression towards Prussia. Russia, however, was for now not going to precede any further then a mobilization. But fear and confusion led the Germans into the certainty that Russia is about to attack. German mobilization was then the obvious next step, and The Great War was about to begin. States therefore did go to war because of fear of different issues. But it must be remembered that without any perspective of profit, there would not be anything to fear in the first place. For example, Frances gain would be Germanys loss and thus reasons for war for all countries included both gain and fear aspects. It is, however, obvious that the many miscalculations of mainly, but not only, the German government caused severe confusion and uncertainty about who is actually the one in control, causing this to result in the dominance of fear reasons. Bibliography: my history teacher

Curriculum Guide Essay Example for Free

Curriculum Guide Essay The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.