Death Penalty for the Mentally Ill - Free Essay Example

Sample details Pages: 5 Words: 1441 Downloads: 2 Date added: 2017/09/14 Category Advertising Essay Tags: Death Penalty Essay Did you like this example? The Psychologist JoAnna A. De Leon May 19, 2010 CJ233: Introduction to Forensic Psychology INSTRUCTOR: Janice Walton To determine the mental status and competency of an individual, one must spend time to question and study the person, definitely spend more than 10 minutes with the patient. Many laws have been established and put into place to protect the young, the old, the innocent and the mentally ill. Trial competence is different from being criminally responsible for your actions. Trial competence refers to the current ability of the defendant to understand and participate in the trial process. The United States Constitution states that a person accused of a crime must be given the opportunity to appear and be present at his trial as well as to face their accuser. The physical presence of oneself is not sufficient or acceptable to be tried in court, a defendant must be mentally present as well. Don’t waste time! Our writers will create an original "Death Penalty for the Mentally Ill" essay for you Create order Specific criteria’s vary from state to state and federal jurisdiction but is all similar in the fact that if a defendant does not understand the charges being brought against himself, the proceedings that are taking place, or the ultimate outcomes of the trial, than he will not be able to reasonable assist in his own defense, in which he will be considered to be incompetent to stand trial. The state of Texas accounts for approximately two thirds of all executions in the United States since 1977, and of those executions, Texas is also considered to be ranked in the top for executions of mentally impaired prisoners. The state of Texas has killed at least twenty-four mentally retarded or mentally ill prisoners who were diagnosed with illnesses ranging from schizophrenia to post traumatic stress disorder and even brain damage. In 2000, the Texas Attorney General, John Cornyn claimed that the Texas justice system â€Å"offers no less than five separate procedural protections for capital murder defendants who may have any form of mental incapacity†. He stated there is a â€Å"five layered system of safeguards ensuring due process for all mentally impaired defendants† which consist of he following: * No person may be put to trial unless he is mentally competent to understand the charges against him and to assist his attorneys at trial * No person may be convicted of a crime unless the state proves beyond a reasonable doubt to the jury that the defendant intended to commit the criminal act * It is a defense to prosecution for a crime if a defendant shows he was mentally unable to know th at his conduct was wrong * In the punishment phase of a capital murder case, a defendant may present to the jury any and all evidence of mental impairment in mitigation against a death sentence * A death row inmate cannot actually be executed unless he is mentally competent, which means that he understand that he is going to be executed and the reasons why Hundreds of prisoners that have already been condemned, were executed without ever being given a thorough psychiatric evaluation. Many mentally ill defendants have been allowed to act as their own defense counsel, waive their rights to appeal and have even been allowed to volunteer to be executed. Some prisoners have even given medications so that they could be â€Å"sane† or â€Å"competent† enough to be aware of what was happening to them when being executed. While researching this subject, many sites and reports have cited the case of Scott Panetti who was sentenced to the death penalty in 1995 for killing his mother and father in law. Scott Panetti had been hospitalized over a dozen times leading up to the killings with hallucinations. He was allowed to represent himself in court in which he dressed as a cowboy and acted delusional at times. His case was under appeal until his execution in 2008. Competency to stand trial is adjudicated in a court hearing prior to trial in an effort to achieve procedural fairness of the criminal proceedings against the defendant. There must be an agreement that the defendant comprehends what is happening to him and can effectively participate and respond in order to defend himself. As a defendant, he has the right to not only be present in court, but to also understand in lay mans terms the legal proceedings that taking place against him. As a society, we must ensure that all people, including the mentally impaired, receive a fair trial. The court will also define reasonable degrees of understanding. The competence to understand simple charges is different than competence to understand a complex charge. A defendant may be competent to stand trial with the assistance of an attorney and not competent to stand trial if it is assumed that he will represent himself. A competent assessment will focus on a defendants capacity to participate in the process, not the willingness to participate. The skills to assist an attorney are usually impaired because of the defendants irrational thoughts that the defense attorney is against the best interests for him. As a psychologist who has been ordered to study a patient and determine his competency to stand trial, I would need to focus and review many different factors. In the case of Edward Wilson, who is accused of murdering his parents in their home, there is much to be reviewed. I would need to question Mr. Wilson to be able to get a feel and understanding of his mental illness if he has one. I would want to ask questions such as: * Is there history of any drug and/or alcohol abuse * What is the family mental health like? Do mom and dad have mental health problems? * At what age were these illnesses diagnosed? * What was his reaction to the killings? Any remorse or regret? * Does he understand what he has done? In order to conduct a complete mental evaluation as ordered by a judge, I must not only speak to the patient himself, but also to others who have spent time around him. I would like to question any brothers or sisters and discuss Edwards behavior growing up. I would like to talk with his sister about the incident in which he choked her in the dining room, find out what lead up to that event and explosion on his behalf. I would also want to talk to any close friends including girlfriends. I think it would be important to meet with current or previous employers to see what type of work ethics he held and what type of relationship he held with his co-workers. I think it is important to speak with anyone who has spent time with Edward and might be able to share information that would be able to prove his mental state whether it be competent or not. At this point in time, I would consider Edward a danger to not only himself, but to those around him. I would want to take into careful consideration the violent outbursts he has previously had as well as the murders of his parents. The fact that he had already been diagnosed with mental disorders nd was not able to ensure he took his medications on his own, is reason enough for me to believe he cannot be trusted to live on his own without being a threat to others, therefore, I believe he would need to be institutionalized for the remainder of his life. Obviously a person with a mental disability is not able to comprehend the rights and wrongs of life, and that is the reason they are diagnosed with mental disabilities. Although, a person with mental disabilities with violent tendencies to need to be monitored very closely, whether it be by family members or a caseworker of some sort. Edward is obviously delusional and does not understand that the killings of his parents is one of the worst crimes a human being can commit. If Edward is deemed to be able to function as a normal human with the assistance of medications, perhaps he can work in the institution he will be sent to. I don’t believe though, that Edward should be sent to a general public prison, as that will only make him an easy target as a victim of a sexual abuse or violent crime. References * Retrieved from website on May 20, 2010: https://www. oag. state. tx. us/oagNews/release. php? id=2818 * Retrieved from website on May 20, 2010: https://www. nami. org/Content/NavigationMenu/Inform_Yourself/About_Mental_Illness/About_Mental_Illness. htm * Retrieved from website on May 23, 2010: https://www. nmha. org/go/information/get-info/mi-and-the-family/recognizing-warning-signs-and-how-to-cope * Retrieved from website on May 23, 2010: https://www. deathpenaltyinfo. org/time-death-row * Retrieved from website on May 23, 2010: https://www. unl. edu/ap-ls/student/CST%20assess. pdf

Social Darwinism And Its Effect On Society - 1069 Words

Strength, intelligence, valuable talents and gifts, all these are traits that are desired by society. However, only certain people have the gift of strength or the gift of intelligence. Everyone is different. If everyone was the same, if everyone was perfect, life would be dull. Some people may want perfection, but who wants a boring, lifeless world? Unfortunately, some people did, and still do. The people who want a perfect society and who believe that strong, intelligent, and talented people are the ones who deserve to â€Å"survive,† are called Social Darwinists. Social Darwinism is a competition between groups in society, usually resulting in the most fit, or most capable, coming out on top. Social Darwinists argue that the strong’s power and wealth should increase, whereas the weak’s should decrease. There are different views as to who these weak and strong groups are, but all Social Darwinists agree that the strong should be rewarded and the weak pu nished. The concept of Social Darwinism is based off of Charles Darwin’s theories of natural selection and survival of the fittest. Even though the name suggests it, Charles Darwin did not develop this idea. In the 1800s, Herbert Spencer, Walter Bagehot, and William Graham Sumner, all sociologists, decided that Darwin’s theories of natural selection, and survival of the fittest applied to not only animals, but people too, particularly those living under Laissez-faire capitalism. Laissez-faire capitalism is when theShow MoreRelatedSocial Darwinism And Its Effects On Society1256 Words   |  6 Pagesearly twentieth century, the work force was extremely dangerous and resulted in many physically disabled people. These people were fired from their job, because they could not physical do their job anymore. â€Å"In the 19th century, supporters of social Darwinism opposed state aid to the poor and otherwise handicapped. They reasoned that the preservation of the â€Å" unfit† would impede the process of natural selection and tamper the selection of the â€Å"best† or â€Å"fittest† elements necessary for progeny† (MunyiRead MoreNatural Selection Means The Animals Who Have Weaker Genetic1608 Words   |  7 Pagesnatural society. Charles Darwin adopted this idea to explain how the species that survived for ages are the superiors ones with the most substantial genes embedded in them. However, as mankind advanced from our ancestors till now homo-sapiens, knowledge people, natural selection reoccurs among humans in the late 19th century and early 20th century. Social Darwinism was created for the purpose to make changes in the world. In the late 19th century, Social Darwinism influenced the society and createdRead MoreSurvival of the Fittest1409 Words   |  6 Pagesknown as Darwinism, was theorized by scientist Charles Darwin to explain the evolution of animal species. In the late 1800s, however, the idea of Social Darwini sm emerged and applied the same concepts of Darwinism but on humans not animals. As defined by the dictionary, Social Darwinism is a belief, popular in the late Victorian era throughout the world, which states that the strongest or toughest should survive and flourish in society, while the weak and unfit should be allowed to die (â€Å"Social† 1)Read MoreEssay on Social Darwinism1197 Words   |  5 Pagesradical and interesting to the scientific world but its effects reach far beyond this small institution of intellectuals. People applied Darwinism and its belief in survival of the fittest to all areas of life. They used it as a â€Å"natural law† which supported their actions and beliefs. Advocates manipulated the scientific doctrine to fulfill their personal needs and to justify religious beliefs, capitalism, and military conquests.   Ã‚  Ã‚  Ã‚  Ã‚   Darwinism greatly impacted the scientific world purely throughRead MoreSocial Darwinism And Its Impact On Society897 Words   |  4 Pages Social Darwinism was a concept that was an accepted theory in the nineteenth-century. It originated from Charles Darwin, which stated ‘ survival of the fittest’, meaning the poor and weak were going to die and that the rich and powerful received more power and growth. However, even though Charles came up with the ‘idea’ of Social Darwinism, he had other social Darwinists who actually grasped the entire concept of Darwinism and applied it to Social Sciences. Social Darwinists like Herbert SpencerRead More Socialism More Beneficial than Social Darwinism Essay699 Words   |  3 Pages The ideas of Social Darwinism and Socialism were first theorized by those in the age of industrialization, when the gap between the social classes was continuing to grow. Social Darwinism is a philosophy that was taken off of the theory of Darwinism in two aspects that were applied to society. One, survival of the fittest. Those who succeeded in life were the ones who were â€Å"fit†, in addition, those who failed were left to be weeded out, Secondly, the idea of natural selection as applied toRead MoreSocial Darwinism Is An Ideology Of Society1566 Words   |  7 PagesSocial Darwinism is an ideology of society that seeks to apply biological concepts of the laws of evolution by natural selection of evolutionary theory to sociology and politics, often with the assumption that conflict between groups in society leads to social progress as superior groups outcompete inferior ones. How we got to the point of coining the modern term of â€Å"Social Darwinism† we would have to turn to the famous man himself, Charles Darwin. At first glance, Charles Darwin seems an unlikelyRead MoreThe Theory Of Social Darwinism1345 Words   |  6 Pageswill do more harm to the society good. I ask myself, should Mr. Herbert Spencer, Minister Graham Sumner, and Andrew Carnegie come back to life, what will be their response? The aforementioned are the considered the fathers of Social Darwinism. In this essay I will discuss and evaluate the theory of Social Darwinism. Social Darwinism, a theory that supposed that humans are subject to Darwin’s law of evolution just like all other species and therefore when it comes to the society the most socially capableRead MoreRace, Ethnicity, Art and Film Essay826 Words   |  4 PagesThis paper tries to analyze race relations, ethnicity and how art and film relates to these social issues in their cultural context. Art and film have played vital roles in advocating for a society free of ethnicity and racism. Using vivid descriptions and evidence of both text and a movie this paper seeks to relate accordingly the concerned issues and factors affecting these social vices. It will demonstrate race and ethnic tendencies in diverse cultural contexts. As a demographic phenomenonRead MoreThe Theory Of Biological Evolution1192 Words   |  5 PagesSocial Darwinism is defined as the application of the theory of biological evolution to human affairs. It was used to justify and clarify many notions of nationalism and imperialism. Science played a huge role in the coming about of this new discovery but in reality, the society shaped the science of what it was about. Charles Darwin was the root of new era and was profound to come up with the theory of evolution. His theory had become one the fundamental unifying principles of modern biology and

Keeping Confidential Patient Records

Question: Discuss about the Keeping Confidential Patient Records. Answer: Introduction: The healthcare industry all over the world considers patient records and information as being sensitive and important. Such sensitive and crucial information, if leaked, has the capacity to even damage the standing and repute of the medical institution and the concerned medical experts. Patient information can generally include varied medical information like disease history and current illnesses, undergone operations, various medication effects of the past and so on. The patient information can consist of different personal information in the form of age, marital status, family history, contact information and other similar sensitive data. All these sort of information ought to be kept safe and secure and the different medical organizations have to take the responsibility of ensuring that no negative activity against the patients or the medical organizations takes place (First Steps 2017). Several issues arise in the process of keeping the patient information and records classified and precise. It is imperative that the patient information and records are kept clear, succinct and straightforward so that the medical professionals can access and interpret them correctly (Gmc-uk.org 2017). The most common and biggest issue that comes in the way of keeping patient information secure and precise is the employment of the proficient policy of bringing up to date the information and records at normal intervals and with intense meticulousness (First Steps 2017). One more issue that arises while keeping the patient information secure and accurate is the threat of the information and records being updated and accessed by several sources at the same time (Ico.org.uk 2017). It is the responsibility of the medical professionals to guarantee that those records and information are revised based on the exact account of the information instead of being updated by multiple parties at the same time. One more issue that comes up in the process is related to the mode of receipt of patient information. If that mode of storage and management is inefficient then the various patient information of the medical institution is undermined in terms of integrity. The medical organizations ought to keep the information and records strictly confidential. It is imperative that the calling and communication with the individuals coming into the medical organizations or calling in ought to be supervised correctly to make sure the professionals do not divulge any of the sensitive data to any unauthorized individual. Coming to the most hazardous issue in the confidentiality process, safety and health of a patient comes to the foreground (Sue Stevens 2017). In these cases, sometimes the involved professionals divulge the information, which can cause damage to the patient information confidentiality. One aspect of this confidentiality breach comes in the form of patient information discl osure from the side of the medical institution in cases of legal activities and regulations. Some of the circumstance in different exercises of the health services industry position moral issue before the medicinal experts. The medicinal experts may surrender a portion of the confidential patient data as the moral thing to do and cause a rupture in the classification of the patient information (Bma.org.uk 2017). References Bma.org.uk. 2017. BMA - Confidentiality and health records. [online] Available at: https://www.bma.org.uk/advice/employment/ethics/confidentiality-and-health-records [Accessed 4 Jan. 2017]. First Steps. 2017. Principles of record-keeping. [online] Available at: https://rcnhca.org.uk/top-page-001/record-keeping/853-2/ [Accessed 4 Jan. 2017]. Gmc-uk.org. 2017. GMC | Keeping records. [online] Available at: https://www.gmc-uk.org/guidance/ethical_guidance/13427.asp [Accessed 4 Jan. 2017]. Ico.org.uk. 2017. Keeping personal data accurate and up to date (Principle 4). [online] Available at: https://ico.org.uk/for-organisations/guide-to-data-protection/principle-4-accuracy/ [Accessed 4 Jan. 2017]. Sue Stevens, D. 2017. Keeping good nursing records: a guide. [online] PubMed Central (PMC). Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3033612/ [Accessed 4 Jan. 2017].

Seaboye and Gayme free essay sample

A look at two supreme court cases and their impact on Canadian rape shield legislation. This paper is an examination of the two cases of Seaboyer and Gayme by the Supreme Court of Canada at rape shield legislation for sex assault witnesses. The author reveals the manner in which these cases were conducted and how the verdict raised public controversy. From the paper: In the case of Seaboye and Gayme, the Supreme Court of Canada rendered a decision which was divisive, not only among members of the court, but also within the nation itself. In delivering this verdict, the court became the target of accusations that it had ignored the interests of women. It had shown disregard for the victimization which women have been subject to in the process of sexual assault trials. As well, the court introduced procedural rules which made womens experience in sexual assault trials more of an ordeal than the process had been under the common law (Bowland, 1994). We will write a custom essay sample on Seaboye and Gayme or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Poetry Poems by Gwendolyn Brooks and Emily Dickinson Flashcard

Poetry: Poems by Gwendolyn Brooks and Emily Dickinson

Hong Kong - 10 Facts About the Chinese Region of Hong Kong

Hong Kong - 10 Facts About the Chinese Region of Hong Kong Located along the southern coast of China, Hong Kong is one of the two special administrative regions in China. As a special administrative region, the former British territory of Hong Kong is a part of China but gets a high level of autonomy and it does not have to follow certain laws that Chinese provinces do. Hong Kong is known for its quality of life and high ranking on the Human Development Index. A List of 10 Facts About Hong Kong 1) 35,000-Year History Archaeological evidence has shown that humans have been present in the Hong Kong area for at least 35,000 years and there are several areas where researchers have found Paleolithic and Neolithic artifacts throughout the region. In 214 B.C.E. the region became a part of Imperial China after Qin Shi Huang conquered the area. The region then became a part of the Nanyue Kingdom in 206 B.C.E. after the Qin Dynasty collapsed. In 111 B.C.E the Nanyue Kingdom was conquered by Emperor Wu of the Han Dynasty. The region then eventually became a part of the Tang Dynasty and in 736 C.E. a military town was built to protect the region. In 1276 the Mongols invaded the region and many of the settlements were moved.2) A British Territory The first Europeans to arrive in Hong Kong were the Portuguese in 1513. They quickly set up trading settlements in the region and they were eventually forced out of the area due to clashes with the Chinese military. In 1699 the British East India Company first entered China and established trading posts in Canton. In the mid-1800s the first Opium War between China and Britain took place and Hong Kong was occupied by British forces in 1841. In 1842 the island was ceded to the United Kingdom under the Treaty of Nanking. In 1898 the UK also got Lantau Island and nearby lands, which later became known as the New Territories.3) Invaded During WWII During World War II in 1941, the Empire of Japan invaded Hong Kong and the UK eventually surrendered its control of the area to Japan after the Battle of Hong Kong. In 1945 the UK regained control of the colony. Throughout the 1950s Hong Kong rapidly industrialized and as such its economy quickly began to grow. In 1984 the UK and China signed the Sino-British Joint Declaration to transfer Hong Kong to China in 1997 with the understanding that it would get a high level of independence for at least 50 years.4) Transferred Back to China On July 1, 1997 Hong Kong was officially transferred from the UK to China and it became the first special administrative region of China. Since then its economy has continued to grow and it has become one of the most stable and highly populated areas in the region.5) Its Own Form of Government Today Hong Kong is still governed as a special administrative region of China and it has its own form of government with an executive branch made up of a chief of state (its president) and a head of government (the chief executive). It also has a legislative branch of government that is composed of a unicameral Legislative Council and its legal system is based on English laws as well as Chinese laws. Hong Kongs judicial branch consists of a Court of Final Appeal, a High Court as well as district courts, magistrates courts and other lower level courts. The only areas in which Hong Kong does not get autonomy from China is in its foreign affairs and defense issues.6) A World of Finance Hong Kong is one of the worlds largest international finance centers and as such it has a strong economy with low taxes and free trade.   economy is considered a free market one that is highly dependent on international trade. The main industries in Hong Kong, other than finance and banking, are textiles, clothing, tourism, shipping, electronics, plastics, toys, watches and clocks (CIA World Factbook). Agriculture is also practiced in some areas of Hong Kong and the main products of that industry are fresh vegetables, poultry, pork and fish (CIA World Factbook).7) Dense Population Hong Kong has a large population with 7,122,508 (July 2011 estimate) people. It also has one of the densest populations in the world because its total area is 426 square miles (1,104 sq km). The population density of Hong Kong is 16,719 people per square mile or 6,451 people per square kilometer. Because of its dense population, its public transit network is highly developed and about 90% of its population utilizes it.8) Located on Chinas Southern Coast Hong Kong is located on the south coast of China near the Pearl River Delta. It is about 37 miles (60 km) east of Macau and is surrounded by the South China Sea on the east, south and west. On the north it shares a border with Shenzhen in Chinas Guangdong province. Hong Kongs area of 426 square miles (1,104 sq km) consists of Hong Kong Island, as well as the Kowloon Peninsula and the New Territories.9) Mountainous The topography of Hong Kong varies but it is mostly hilly or mountainous throughout its area. The hills are also very steep. The northern part of the region consists of lowlands and the highest point in Hong Kong is Tai Mo Shan at 3,140 feet (957 m).10) Nice Weather Hong Kongs climate is considered subtropical monsoon and as such it is cool and humid in the winter, hot and rainy in spring and summer and warm in the fall. Because it is a subtropical climate, the average temperatures do not vary much throughout the year.To learn more about Hong Kong, visit its official government website.ReferencesCentral Intelligence Agency. (16 June 2011). CIA - The World Factbook - Hong Kong. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/hk.htmlWikipedia.org. (29 June 2011). Hong Kong - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Hong_Kong

The Role of the audit committee Essay Example | Topics and Well Written Essays - 750 words

The Role of the audit committee - Essay Example The paper will discuss the roles, the responsibilities and the effectiveness of the audit committee in details. The independence of the audit committee and how its independence is ensured will be explored. The current issues that are being faced by the audit committee in the context of various accounting misrepresentations will also be analysed. Role of Audit Committee The Role of Audit Committee in the US and the UK and Oversight of Internal and External Auditors and Overseeing Financial Reporting The audit committee has the responsibility of judging the validity of financial statements. The internal financial controls of the company and the company’s risk management system are reviewed by the audit committee (Financial Reporting Council, 2010). The audit committee is responsible for hiring the external auditors. They have the right to fire the external auditors if their performance is not satisfactory. ... The audit committee has the authority to hire as well as terminate the independent auditors. They approve the fees of engaged auditors. They conduct discussion with the independent auditors regarding the approach that will be taken in conducting the audit. They conduct a review of the audit that is done by the independent auditor to understand the areas of concern and make suggestions. They conduct an annual review of the audit report of the independent auditor. The audit committee reviews the company’s accounting controls internally along with the risk management policies of the company. They monitor the financial reporting and financial disclosures in the company. The financial statements that are audited are discussed with the management and the auditors. The audit committee reports regularly to the board of directors regarding their inference from audit reports (Singh, 2005). The audit committee is responsible for ensuring independence of both internal and external auditor s. The audit committee has a liaison with internal and external auditors. The external auditors underwrite the validity of accounting information. The audit committee has the responsibility of ensuring the independence of the internal auditors. They provide resources to the internal auditors to ensure quality of the information. The internal auditors report to the audit committee. The compliance with standards and code of ethics of the internal auditors make things easier for the audit committee (The Institute of Internal Auditors, 2004). Importance and Effectiveness of Audit Committees The rising scandals and fraudulence activities in the corporate world have increased the

Language Acquisition and Various Influences on Student Learning Essay

Language Acquisition and Various Influences on Student Learning - Essay Example This essay declares that children invent the learning rules through making initial mistakes and correcting themselves as they develop. Various aspects of language acquisition have been identified by theorists that make it a biologically controlled process. Two of these aspects are significant for language educators in creating an environment that promotes learning among students. Firstly, it has to be stressed that language acquisition is innate and it is not generated by external events. However, its development requires a rich environment that exposes the learner more to the language. Secondly, it is also noted that direct teaching and intensive practice do not have significant positive effects on the language acquisition process. These aspects imply that a proper language acquisition will then be enhanced through creation of some classroom environment that favors interaction between the students themselves. This paper discusses that developing such a climate will involve examination different factors affecting learning and their mutual relations. The influence of social and emotional factors on the learning process can no longer be ignored. Such negligence results in the development of some instructional gap and the students attempt to fill this gap in their devised mechanisms that do not support the learning process. Some degree of mutual relationship occurs among intellectual, social, and emotional processes as they affect the learning process. ... The learning process occurs in some social context that is dynamic in nature so that an individual with complex cognition will be able to learn and adapt to the changing needs of the social contexts of learning as opposed to the less complex individuals (Love & Love, 1996). Aspects of the social setup such as the culture of a community may affect a student’s beliefs, attitudes, or motivations towards the learning process. These are detrimental to the learning process if carried into the classroom environment. On the other hand, the individuals with complex cognition have better skills of understanding the perspectives of other people. This implies that good cognition can help students adapt to new social settings, which is essential for learning. The relationship between cognition and the social process is also evident in classroom discussions. A good proportion of learning in students occurs in the classroom discussions, where students share their experiences that they feel t he other individuals need to learn. Through the discussions, a student is able to learn more of the concept or determine if it is well understood Emotions also have effects on the learning and development processes in students since the feeling states, and thinking states cannot be separated easily (Love & Love, 1996). The emotional and rational minds of an individual often act in a balanced manner to guide the individual through life decisions. While emotions will strive to inform and guide the rational operations, rational mind will try to refine the input from emotional mind before initiating an operation (Love & Love, 1996). Negative emotions such as depression, when carried into the classroom, will suppress the learning process. The students will not be able to

Lamb to the Slaughter Essay Example | Topics and Well Written Essays - 500 words

Lamb to the Slaughter - Essay Example The use of irony can easily captivate and excite us. Many a times in order to understand the moral of the story or the theme; it needs one to be able to recognize irony. There are multiple uses and examples of irony throughout this short story. One example is when Mary Maloney goes to the grocery store after she kills her husband; she acts as if nothing has happened and gives the grocery store clerk the idea that everything is fine. This is considered dramatic irony because the reader knows more about what’s taken place than some of the characters in the story. The clerk thinks Patrick is at home waiting for dinner, but we know he is dead. Another example is when the policemen are eating the leg of lamb and one says "Probably right under our very noses. What do you think, Jack? "(Dahl 9).This is dramatic irony because the weapon used to kill Patrick really is right under their noses. Yet they have obviously committed one of the worst errors possible in this crime scene, and lo st the pivotal evidence they would need to for finding the killer, they continue eating, assuming the leg of lamb could never be a weapon, while Mary Maloney is giggling in the other room. In other words, Dahl is trying to capture here, and the dramatic irony really catches the tone of the dark comedy. That makes the audience feel the ideas of a tragedy as something funny. Therefore, relating back to the overall picture of the piece of literate as a dark comedy. The conflict then begins to arise again as she creates an alibi and brings in the police to catch the murderer. There are two external conflicts in this story.

Effect Of Work Stress In Maruti Suzuki Commerce Essay

Effect Of Work Stress In Maruti Suzuki Commerce Essay Introduction to Maruti Suzuki Ltd. Maruti Suzuki India Ltd. is a leading manufacturer automobile company in India. It was established in December 1983 with the mission to motorise India. Maruti was Collaboration Company between Suzuki Motors Corporation, Japan and Government of India. Maruti is one of the largest compact car manufacturing companies in the world so till 2012. In terms of production, Maruti is the largest subsidiary of Suzuki Motor Corporation and the company has produced over 15 million vehicles since the roll out of its first vehicle on 14th December, 1983. In the employment sector, Maruti has more than 75000 employees and its manufacturing facilities are located at two locations in India in Gurgaon and Manesae, both south of New Delhi. Maruti Suzuki is the only Indian company to cross the 10 million sales mark since its origin. In 2011-12, the company sold over 1.13 million vehicles including 1, 27,379 units of exports.(Marutisuzuki 2012) Marutis Philosophy   Marutis uses its Green Philosophy in the stems of Three Rs: Reduce, Recycle and Reuse policy in its plants, so that there is a minimal stress on natural resources. The company has launched a number of initiatives under its Three Rs umbrella to make the plants more efficient in terms of resource usage. It is also certified with ISO 14001:1996 for its Environment Management System programme and uses the principle of Smaller, fewer lighter, shorter and neater for its operations. Problems in Maruti Company: According to workers who are employed at Maruti Suzuki, highly stressful working hours have been a major concern for the stress of the employees who are working in the Maruti Suzuki. According to the workers, the stressful working hours leads the works to prolonged impasse. Excessive of work load and stringent time management is the major cause of the stress for the workers. There are several reasons for the cause of the work stress for the employees. In the several reasons the major seven reasons for the work stress are,(Cherry 2012, Sengupta 2012) 7 Reason for Work Stress Differences in salary pay No allowance Job insecurity Lack of promotion prospects Under-promotion or over-promotion Unclear or unfair performance evaluation systems Being over-skilled or under-skilled for the job Differences in Salary Pay The first reason for the work stress for the employees is mainly due to the difference in the salary pay. Mostly about 70% of the employees are contract based employees and they paid very less salary when compared to the other workers who are working in the same grade as conformed workers. No allowance Since most of the employees are contract based employees the company has not provide them with any allowance. Hence they didnt get any allowance from the government as well from the company. Job insecurity As contract based employment there is no security for the employees for their job. They can be fired at any moment. This is also a reason for the employees for their stress. Lack of promotion prospects As a contract based employee, there is no promotion prospects for them. Employees need to do the work what the work is assigned for them. This is also a reason for the employees for their stress. Under-promotion or over-promotion Since there is no proper evaluation system or performance appraisal system for the promotion, Employees are promoted in a basis of their influence to the managers. This leads to other workers for the stress in their working. Unclear or unfair performance evaluation systems As said before there is no proper evaluation system for the performance. And this leads to unclear promotion to the employees. So it leads to stress for the workers. Being over-skilled or under-skilled for the job As most of the employees are contract based employees, and hence the position what they are working being an irrelevant position. For example an employee who Mechanical Engineering and working in the finance department. So most of the employees are being like under skilled or over skilled for the jobs, so this also leads to stress for the employees in their working.(Sengupta 2012) Maslows Hierarchy of Needs Maslows hierarchy of needs is a theory proposed by Abraham Maslow in his paper A Theory of Human Motivation in the year 1943. Maslow mainly used the terms like Physiological needs, Safety, Belongingness and Love, Esteem and Self Actualization needs to describe his human motivation theory. http://upload.wikimedia.org/wikipedia/commons/thumb/6/60/Maslow%27s_Hierarchy_of_Needs.svg/450px-Maslow%27s_Hierarchy_of_Needs.svg.png Hierarchy Maslows hierarchy of needs can be explained with the help of a pyramid. The most fundamental level of needs is specified at the bottom and at the top needs for self-actualization. Maslow explains the pyramid with four layers and he called them as Deficiency needs or D-Needs. The four layers are Esteem, Friendship and love, Security and Physical needs. He also explains that the most fundamental needs may not be the physical needs. Maslow also use the term Meta motivation in order to motivate the people. He also explains that human mind have the ability for parallel processing and thus by motivating the people also they can achieve their hierarchal needs. Thus Maslow acknowledged the likelihood that the different levels of motivation could occur at any time in the human mind, but he focused on identifying the basic types of motivation and the order in which they should be met.(Cherry 2012) Physiological needs Physiological needs are the physical requirements for human survival. If any of these requirements ate not obtained then the human mind wont function properly and this leads to ultimate failure. Therefore food, shelter, love and respect are some of the basic physiological needs that a human normally expects to be with him.(Cherry 2012) Safety needs The safety needs in the sense job security, secure environment, procedures for protecting the individual from unilateral authority, savings accounts, insurance policies, reasonable disability accommodations, etc..(Cherry 2012) Safety and Security needs include: Personal security Financial security Health and well-being Safety net against accidents/illness and their adverse impacts Love and belonging After physiological and safety needs the next basic need for a human is the love and belongings. This need is especially strong in childhood and this can be obtained by friendship, family and others love towards him. Maslow explains that humans need to feel a sense of belonging that they are accepted in their social group. For example small social group like family in which they are being accepted and they are recognised in the group.(Cherry 2012) Esteem All humans have a need have a feel that they need to be recognised in the society and they need to have their own respect. The fame or glory will not help anyone to get their respect they need to have their own self-esteem in order to be respected. Maslow states that while he originally thought the needs of humans had strict guidelines, the hierarchies are interrelated rather than sharply separated. This means that esteem and the subsequent levels are not strictly separated; instead, the levels are closely related.(Cherry 2012) Self-actualization What a man can be, he must be. This quotation explains the need for self-actualization. Maslow explains that everyone should have their own self-actualization in order to become the most that one can be. For example women may think that she needs to be the best mother for her children than any other mother. In understand this level of need, the person must needs to achieve the previous needs and also should be master in them.(Cherry 2012) Self-transcendence Self-transcendence refers to when a person seeks to further the boundaries of their ideal self, to experience an intimacy beyond ones self. Cloninger later incorporated self-transcendence as a spiritual dimension of personality in the Temperament and Character Inventory.(Cherry 2012) F. W. Taylors Scientific Management Theory F. W. Taylor was an American mechanical engineer completed his degree in Mechanical Engineering from Stevens Institute of Technology in 1883. He is well known as the father of scientific management. Taylors Contribution to Scientific Management F.W. Taylor has written the famous book called Principles of Scientific Management in which he mainly imposes three principles, they are First: To explain through simple illustration. Second: To convince the reader through systematic management, rather than explaining some unusual contents. Third: To prove that the management skills are true science. And also he explains that the fundamental principles of scientific management which can be applied for all human activities. For example a simple co-operation between the individuals in the company can raise the production value of the business. And also he convince the readers be simple illustration by correctly applying all his principles.(Taylor 1911) Taylor has defined scientific management as follows: Scientific management is concerned with knowing exactly what you want men to do and then see in that they do it in the best and cheapest way.(Taylor 1911) Principles of Scientific Management The principles of Scientific Management are: 1. Replacing rule of thumb with science. 2. Obtaining harmony in group action rather than discord. 3. Co-operation rather than chaotic individualism. 4. Increase in production and productivity instead of restricted production. 5. Development of workers by providing training. Result of Work Stress As a result of the work stress two major problems occurred in the Maruti. Low Production No Co-operation between the employer and employee Low Production Due to work stress for the employees, their hundred percent inputs for the work were not able to obtain and as a result it leads to less production. Most of the assembly line workers had much stressful work continuously and they are not paid for their work they intently produced less production. As these are the reasons for the less production. No Co-operation between the employer and employee Due to the improper management there was no proper co-operation between the employers and the employees. As the company has not followed any hierarchy structure and most of the employees are contract based employees there was no proper relationship between the employer and the employees. This is also a reason for less production. There two are the major cause as a result of the work stress for the employees in the Maruti Suzuki. Basic Need of the Workers By studying the two major theories, Maslows hierarchy of needs and F. W. Taylors Scientific Management we can suggest some solutions for the problems of the employees in the Maruti Suzuki. According to the two theories basic needs for the employees are (Taylor 1911, Cherry 2012) Permanent Job Proper Work Timing Promotion Transport Facilities Permanent job As about 70% of the employees in the Maruti Suzuki are contract based employees and they dont have the job security is also one of the reasons for the work stress for the employees. And the work stress leads to less production for the company. According to Maslows hierarchy of needs when we provide the employees with the basic needs of what they need they fell secure for working for the company. They get motivated automatically and they fell much secure and automatically reduce the work stress. As a result of less work stress, the employees may give their much effort for the production and hence the production can be increased considerably. Proper Work time Since most of the employees are contract based employees and hence they dont have the proper work timing schedule. And so it leads them to work for more hours. This is also a reason for the work stress for the employees. According to the Maslows hierarchy of needs and F. W. Taylors Scientific Management providing the employees with their basic needs and make them esteem will increase the confidence level for the employees. As a result of the providing proper work time their stress for the working hours will reduce and hence the production can be increased considerably. Promotion As most of the employees in the company are contract based employees and they dont have the promotion prospective. Since working continuously, without any promotion, or incentive makes many employees to feel stress about their work. According to Maslows hierarchy of needs and F. W. Taylors Scientific Management if we make the employees to feel much secure about the work what they do and provide the employees with the hierarchy for the promotion will make them to feel much secure and their work stress will be reduced considerably. And hence the production will be increased automatically. Transport Facilities Since most of the large scale sector industries are located at remote locations, transport facilities to the company being a very complex issues for many employees in the company. According to Maslows theory, proving the employees with their need many reduce the stress for the employee and as a result the production can be increased considerably. So providing transport facilities from the employees from the company to the city center during the shift end and the beginning may reduce the complexity for the transportation to the employees. Implementation By studying the theories of Maslows hierarchy of needs and F. W. Taylors Scientific Management and the problems of the Maruti Suzuki, we can implement some solutions for the problems of the Maruti Suzuki based on the two theories.(Taylor. 2007, Taylor 1911, Cherry 2012) Implement Hierarchy structure for promotion and work allocation. As there was no proper management structure for the company for the promotion and other perspectives if we implement the Maslows hierarchy structure for the employment as the low level workers being in the bottom followed by the supervisors and managers and in the top level there being the management. By implementing Maslows hierarchy structure, the work load can be allocated and hence each worker will equal amount of works. Implement Proper Work Timing with three different shifts. According to Maslows hierarchy of needs providing the employees with their basic physiological needs the workers will fell much secure to work in the company. According to the theory implementing proper work timing with three different shifts which may reduce the workers to work for ling hours and hence their basic physiological needs get satisfied and the employees feel much secure in working for the company. Provide bus services in line with shift timings According to Maslows theory, providing the employees with their physiological needs may reduce the stress of the employees, According to which providing bus services to the employees in line with shift timing may reduce the stress in transportation to the employees. As most of the large scale industries are located in remote locations, so transportation being one of the major stressful tasks for the employees to make in time for the companies. By providing bus services may reduce their stress in transportation. Create a labor welfare committee to promote good relations between the management and the workers According to F. W. Taylors Scientific Management providing proper training to the employer and employees can create a three sixty degree relationship between them. According to Taylors theory creating a labour welfare committee provide a good relationship between the management and workers. Conclusion After studying the problems of the Maruti Suzuki and the theories of Maslows hierarchy of needs and F. W. Taylors Scientific Management the problems of the Maruti Suzuki have been solved by implementing the solutions to the problem from the theories of Maslows hierarchy of needs and F. W. Taylors Scientific Management. The major problem of the employees being the work stress have been solved by the Maslows hierarchal theory and the major problem for the management being the less production which have been solved by implementing F. W. Taylors Scientific Management theory.

Classification: Help For Mental Disorders Essay -- essays research pap

  Ã‚  Ã‚  Ã‚  Ã‚  There are many different things that are the cause of mental disorders. Alcoholism, brain tumors, strokes, and damage to the brain are a few causes of mental disorders. Mental disorders can also result from birth. There are many health care services for mental disorders. Three occupations that help the symptoms of mental health are psychiatrist, neurologist, and a clinical psychologist. Each of these occupations, psychiatrist, neurologist, and a clinical psychologist, treat mental health symptoms differently, have different requirements of education, and are authorized to different rights concerning the patient.   Ã‚  Ã‚  Ã‚  Ã‚  A psychiatrist is one occupation that helps deal with mental health problems. A psychiatrist deals with mental, emotional, and behavioral disorders of the mind. This person has completed years of medical school, one year of internship, and has passed a state license exam. Since psychiatrists are physicians, they can prescribe medicines to treat conditions. Some of the types of disorders that a psychologist treats are: clinical depressions, manic depressions, psychotic, schizophrenia, MPD (multiple personality disorder), and post-traumatic stress disorder.   Ã‚  Ã‚  Ã‚  Ã‚  A neurologist is another occupation that deals with mental health. A neurologist is a physician who specializes in organic disorders of the brain and nervous system. This person has a degree in medicine, postgraduate training and experience in this field, certification as a specialist, and a state li...

Beware the Cat Essay

In Beware the Cat, William Baldwin’s immediate target is Catholicism. This book is one of many anti-catholic satires that appeared during Edward VI’s Protestant reign. In this story Baldwin goes beyond putting down the practices of the Church of Rome and exposes some of its foundational problems. He portrays, satirically, how knowledge is obtained and passed down in the church. At this time the culture was going through a transition from a largely oral and visual way of communicating to one based on text. The whole idea of Protestantism is about having a personal relationship with God and not relying on someone else to read the Bible for you. But what about those that didn’t have access to a Bible? Again, people were left to rely on the church and the traditions that were being passed down. The trouble with traditions is that after so long, one can’t be certain of their origin. We see a debate being set up in the story about where true authoritative knowledge comes from. From the Protestant view, the trouble with that is these traditions and stories can and do mislead the devout christian. In the beginning of the book in The Argument, Streamer disagrees with the author on what makes up knowledge; whether it is gained by experiences or authors (the reading of textual evidence). In Streamer’s Oration we see that he gets off track a number of times as he tries to begin his story. We find him wandering from gate to gate, talking about about how the gates got their names. It is evident that he doesn’t quite know where or how to begin his story. The use of the word gate is exceptional because Streamer is truly searching for an entrance for his story line. Because he can’t seem to find it, it foreshadows the fact that Streamer’s knowledge, as we come to find out, really has no origin of its own. Baldwin uses another play on words with the word Criplegate and cripple, foreshadowing again that Streamer’s kind of reasoning has crippled him. We read that Streamer’s experience with cats is based on other people’s stories about cats, and that their stories are based on yet another series of stories. Here Baldwin is demonstrating how Catholicism has passed down tories and oral traditions over time and we never really know the origin of these stories and traditions well enough to prove them. It also shows the reader that these kinds of stories simply lead to more stories and it ends up being uncontrolled and unmonitored. He then questions if having this experience based knowledge is truly having knowledge at all. Baldwin is building the story up in a rational way, for example, suggesting that the cats use human transportation and by suggesting that they revenge the death of Grimalkin, forming a close knit society, again alluding to the Catholic church. What we read about in Part I sort of comes to life in Part III as the animals take over the narration of the story. They begin to tell tales of their vast experiences with humans. They show us a world where humans are an easy mark (where the wife believes that the cat is old woman’s daughter) and preposterous (where the sound of Mouse-Slayer’s feet brings panic to a town). In Part I we read about preying animals and Part III is then dealing with preying humans. The old woman takes advantage of the young men, then they take advantage of others in order to keep paying the old woman, in order to spend time with the girls. This vicious cycle is representative of the Roman Church because she (the old woman), like the church, prospers from deceiving people and enticing them to do harmful acts in order to get her money. She is also making the young men psychologically dependent on her in a way, again, not unlike the church. In this work we’re able to see what happens in a religion and in a culture where written text plays a minor role and also when oral communication (traditions, passed down stories) is left uncontrolled by any textual authority.

Illegal Immigration

Illegal Immigration Illegal Immigration Illegal Immigration is entering the United States without permission of the Authorities through permeable border points, overstaying the legal duration of a visa and admission by using fraudulent identity and/or documents. The Pew Hispanic Centre estimates that there are eleven million immigrants in America, six to seven million of whom came to the United States via illegal entry, mainly through the rural, mountainous and arid border of Arizona and Mexico. Estimates also show that between four to five million unauthorized migrants enter the United States with a legal visa but overstay accounting for between 3350% of the total population. Approximately 250,000 and 500,000 illegal immigrants gain admission through fraudulent use of identity and/or documents. With the enactment of Immigration and Nationality Act (INA) and other Federal or State laws in place, an unauthorized immigrant who enters or attempts to enter the United States illegally, uses, acquires, or produces fraudulent documents for immigration-related purposes may be subjected to Civil and Criminal penalties and denied certain immigration benefits, including the ability to enter or reside in the United States. Illegal immigrants in the United States represent a meaningful portion of the working population, despite laws and enforcement statutes designed to prevent the employment of unauthorized workers. The Federal Immigration Reform and Control Act (ICRA) of 1986 establishes a National Policy regarding the employment of undocumented immigrant workers and places considerable accountability on employers to verify an applicant's legitimate validity and to dismiss workers without status. Hoffman Plastic Caserecognized that the National Immigration Policy should limit unauthorized workers support. The logic was that an unauthorized immigrant who could not legally work should not be compensated in a lawsuit since it would be violating the law. Courts also found that immigration status and unauthorized work status do not bar a worker claiming compensation. They however, declined to extend the reasoning on Hoffman Plastic to different case solutions as it was for Catalan versus Vermillion Ranch Li mited Partnership where the court refused to enter a custodial order regarding the complainants immigration status. To curb on illegal immigration, an unauthorized worker program should be set up allowing illegal immigrants to go back to their original countries to get proper paperwork. Serious repercussions should be imposed on employers who engage illegal workers in jobs. Employers and State welfare workers should verify documentation through a database with access to current immigrant and visa information. Local law enforcement agencies should be given jurisdiction over illegal immigrants in the community. Comprehensive immigration policies should be reformed and enforced by securing the borders, enforcing all immigration laws, reforming the visa system and partnering with Latin America on key economic and reform initiatives for a better economy and interrelations with the neighboring countries.

TOEIC Scores by Age, Gender, Country, and Education

TOEIC Scores by Age, Gender, Country, and Education If youve taken the TOEIC Listening and Reading exam, then you know that it can be difficult to ascertain how well youve done on the test. Even though many businesses and institutions have minimum TOEIC scores or proficiency levels for hiring, the levels may be quite different from another institutions base requirements. So, where do you stand with the scores youve earned? How do your scores compare with the scores of others who have taken the test? Here are the average TOEIC scores by a number of different factors: age, gender, country of birth, and education level.   Average TOEIC Scores by Country of Birth The first numbers after the countries are the mean or average TOEIC scores for the Listening Test. The second numbers are the mean or average TOEIC scores for the Reading Test. Remember that the highest possible score achievable on each exam is a 495 and anything over 450 is generally considered excellent with no real weaknesses in the language by the makers of the test, ETS.   ALBANIA 208   168  ALGERIA 344   299  ARGENTINA 368   340   BELGIUM 393   362BRAZIL 334   303  CAMEROON 322   282CANADA 432   393CHILE 257   218  CHINA, PEOPLES REPUBLIC 350   322COLOMBIA 343   304  COSTA RICA 378 326COTE DIVOIRE (IVORY COAST) 324 297  CZECH REPUBLIC 398 362  EGYPT 218 177  FRANCE 377   342  GERMANY 425   362  GREECE 321 247  HONG KONG 297 235  INDIA 408   361  INDONESIA 234 188ITALY 371   355  JAPAN 284   228KOREA (ROK) 351   295LEBANON 409   354MACAO 258 191MALAYSIA 362   294  MONGOLIA 247 189MOROCCO 375   324   PAKISTAN 299 227PERU 307 279  PHILIPPINES 384   325  POLAND 315   243  PORTUGAL 404   362  REUNION 352   318  RUSSIA 359   308  SENEGAL 344   298SLOVAKIA 358 317  SPAIN 345   335  TAIWAN 294   242  THAILAND 274 207  TUNISIA 374   334  TURKEY 355 299  Ã‚  UNITED ARAB EMIRATES 298   183  VIETNAM 249   229  Ã‚  Ã‚   Average TOEIC Scores by Age It appears as though the 26-30-year-olds have the highest average TOEIC scores in this set of statistics, even though they accounted for only17.6% of testers. Check it out: Age Average Listening Score Average Reading Score under 20 276 215 21-25 328 274 26-30 339 285 31-35 320 270 36-40 305 258 41-45 293 246 over 45 288 241 Average TOEIC Scores by Gender Just 44.1% of test-takers were female, compared to the 55.9% of testers who were male. On average, women outscored men on both the Listening and Reading tests.   Female Listening Score Average: 327Female Reading Score Average: 266Male Listening Score Average: 304Female Reading Score Average: 255 Average TOEIC Scores by Level of Education More than half (56.5%) of the test-takers sitting for the TOEIC exam were in college, attempting to earn their undergraduate degree at a four-year university. Here are the statistics, based on the levels of education of the testers. Again, the first score is for the Listening exam and the second is for the Reading portion. Graduate school: 351   310Undergraduate college:   338   285Junior high school: 284 214High school:  276   212Elementary school: 265   220Community college:  Ã‚  268   210Language institution:   268 194 Vocational school after high school:  258   193Vocational school:   236   169 TOEIC LISTENING PRACTICE

East European Jews Essay Example | Topics and Well Written Essays - 1000 words

East European Jews - Essay Example They were greeted with hostility the moment they landed in New Amsterdam. The government of the day also treated them with contempt and denied them religious freedom as is evident from Governor Peter Stuyvesant’s view that â€Å"If we grant liberties to the Jews, we will have to grant them also to the Lutherans and the Papists† (Kampelman 586). It was indeed a long and hard struggle for the community to gain basic rights. â€Å"What shall we do with these rejected and condemned people, the Jews?† (Noble) Surprisingly, these were the words of Martin Luther King Jr., the champion of the civil rights movement and an iconic figure in American history. In his speech, he goes on to propose- â€Å"synagogues should be burned to the ground; their houses destroyed; their prayer books seized; their rabbis forbidden to teach on pain of death †¦ they should be prevented from traveling in the countryside and their wealth confiscated †¦ the young and strong should be forced to do menial work in order to prevent them feasting and farting †¦ we should toss out these rogues by the seat of their pants† (Noble) Across the Atlantic, the Nazis did not miss this propaganda opportunity. Hitler mentions in Mein Kampf that Luther is a â€Å"great historical protagonist† and someone he admired greatly. Irrespective of his real intentions, Martin Luther offered in his writings a historical and intellectual justification for the Holocaust, which the Nazis took pains to exploit† (Noble). The attacks in West Hartford, Connecticut and New York City stand out among numerous other occurrences in the 1980’s. There was a series of such incidents leaving behind burnt synagogues, destitute families and shattered livelihoods. The expressway shootout was another example of such pattern of events where Yeshiva students and other Jews, descendents of East European Jews, were targeted in 4 such shootouts during a 3 month period (Time 18). The disappointing fact about anti-Semitism in America

Analyses of Youths Working in Fast Food Industries Essay

Analyses of Youths Working in Fast Food Industries - Essay Example The essay "Analyses of Youths Working in Fast Food Industries" presents an overview of the article "Working at McDonald's" by Amitai Etzioni who emphasizes that there is little learning in terms of skills development taking place. This article is well written and the author tries to portray his argument in a clear and succinct way. The author substantiates his arguments with factual information that has been drawn from other studies related to this particular problem. For instance, the author quotes the Charper-Freser Study which posts to the effect that teenagers often work for about 30 hours per week and only 20% of them work for 15 hours or less. A critical reading of the article also shows that the teens often finish work very late and this is likely to impact negatively on their school work. Obviously, by the time they get home late at night, they will be tired so they cannot be in a position to complete their school work. In terms of academic development, these teens are likely to lag behind and they may not be in a position to get better-paying jobs. The other important point that has been portrayed by the author is that most teen work these days is not providing early lessons in the work ethic. It fosters escape from school and responsibilities and it provides a shortcut to the consumerist aspects of adult life. This is very bad for youth development since they will fail to concentrate on their studies in pursuit of earning quick money which may negatively impact on their career development. Indeed, the teens need to learn to be self reliant from a tender age but they often find themselves in a trap where they fail to balance their academic life and the need to earn extra income while they are still at school. The result is that most of these people will drop out of school in order to concentrate on these part time jobs that can offer them quick money. Once this has happened, career development suffers and these people end up doing low paying jobs throughout their lives as a result of the fact that they will be lacking requisite skills to perform other professional jobs that are better paying and secure. The other interesting point raised by the author is that â€Å"there is no father or mother figure with which to identify to emulate to provide a role model and guidance,† (283). It can be observed that these teens have little room for skills development since they do not have anyone to guide them so that they can improve in their work. It can also be noted that there are less adult values that are transmitted to these teens since they are forced to supervise themselves at work. This is a strategy by some of these fast food restaurants like McDonalds that intend to cut costs by avoiding hiring experienced supervisors. These in turn can impart vital knowledge among the youths but this is not the case. at the end of the day, it can be seen that there is no development taking place among the youths but they are exposed to a situation where youth delinquency thrives. Whenever there is no adult leadershi p or guidance, the problem that is likely to be

Culture critique of dominant economic narrative assignment Essay

Culture critique of dominant economic narrative assignment - Essay Example In the plot summary, Norma Rae, a single parent of two, works in a textile milling company. Incidentally, she works in a company where all of her family members and fellows are also employed. The working conditions are more than just terrible: the ambiance is hot, depressing and covered in dust, and jammed with an ear-piercing clang of obsolete equipment. The working conditions are relatively unhealthy and potentially injurious. Most of all, the benefits do not seem to equate the amount of work carried out by the workers: inferior salaries, extended working hours, and marginal health protections. Seen this way, there is indeed a marginalizing and struggling employment conditions among those belonging to the working class, especially women. The perspective of class in the America possesses a quality that is relatively difficult to pin down. In an unprejudiced and fundamental expression, it is a dominant reality in the United States. But still, the intricacy and changing aspects of cla ss relations, especially the undercurrents of class brawl, have been touched on by the mass and popular culture in conditions that equally personalize and compress the inconsistencies characteristic in such dealings (Giroux, 1). In other words, the notion of class has been downgraded to expectable methods that signify modes of conceptual shorthand. Apparently, highly influential industries like the Hollywood have taken the part of a no inferior or negligible role in contending with the class-based issues in ways as to deprive them of any societal definition. This turns out to be, for the most part, apparent when evaluating how the world's biggest entertainment industry has described the working class in life, culture and civilization. With relatively small number of exemptions, Hollywood's dealings with the those belonging to the working class and happenings has been portrayed by the kind of reductionism that operates simply to support those myths and moral standards that provide th e conceptual foundation for the predating arrangement of social relations (Giroux 2). The form and substance of most Hollywood movies, including "Norma Rae", that touches on the issue of the working class, especially women, provide the content in plane, superficial illustrations that convey nothing regarding the hidden existing reality of the life and skirmish of the working-class. Basically, the representation of the working class life and culture is established within the ideas that weigh in to its concealment (2). Social mobility substitutes class brawl in movies such as Blood brothers, Working Girls, and The Devil Wears Prada. Illustrations of psychosis and short-lived irrationality flourish in movies such as Taxi Driver and Joe. In "Norman Rae", there is a subtle exaltation of masculinity and a fete of racism and sexism, which provide the description of the plot of the film. Aside from the struggle that Norma gained from belonging to the working class, and working in a rather m asculine type of job, there is a racial indignation in the fact that the salaries

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.