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.

Henery Ford Essay -- essays research papers

Henry Ford was a genius in many aspects of our everyday life. He changed industry, production, and everybody's lifestyle. Many people know about him inventing some of the first automobiles, but what came out of it for America was a new encouragement for technology and an easier lifestyle for the average American replacing the popular railroad system. Also Henry Ford has changed the perspective of industries around the world. His invention of the assembly line and his five-dollar a day wage for the average worker brought about a total new change in factories. Ford's style and ingenuity helped America to be more prosperous and created a large amount of opulence for America in the early 1900's, all because of one man's creativity and determination to achieve a dream that would help out the common man and the entire world. Henry Ford was born on July 30, 1863, on a farm a few miles from Detroit. As a boy Henry was very creative and liked to work with tools. However, he hated doing chores and he always wanted to make things easier to do in life. This would be Henry's motto in life, always wanted to make things easier to do in life, at home or work. Ford was so creative that in 1893, he built his first engine and in 1896, he completed what he called the quadricycle, which ran for several years and sold it for $200. Ford had his second car finished in 1898 which was lighter and stronger than most cars around then. Soon enough many automobile companies were looking for somebody like Ford to help get their company going. However, Ford would go into automobile racing and then build his own car company. Ford's years in automobile racing was his way to improve the car and a chance to test it under competition. Soon though, he would get out of racing by a tough minded and ambitious James Couzens, who developed plans for a car company. Couzens was able to start out the company with $28,000 in cash, and $21,000 in notes. The Ford Motor Company came out with the model A, the model B, and the model K in their beginning years. However, most of these cars were too expensive for the common man. So Ford decided that he would make a car that was affordable to the ordinary worker. For a few years, Ford and his technicians began building their next and most important car in history. In 1908, Ford brought out for the first time the Model T. It was an ugly car, seven feet high w... ... narrowly defeated. In 1936 he and his son Edsel established the Ford Foundation, to which they bequeathed much of the company's stock. Henry Ford became a victim of his own success in that he clung to the Model T too long, refusing to recognize that its popularity was fading, and consequently lost first place in the automobile industry to General Motors in 1926. He had turned the presidency of the Ford Motor Company over to Edsel in 1919 but never gave Edsel effective authority. Edsel struggled vainly against this situation, and the frustrations of his position undoubtedly contributed to his death at the age of 50. Edsel's oldest son was released from the navy and made an executive vice-president. Unlike his father, who had not been allowed to go to college, Henry II attended Yale University. Henry Ford II recruited talent from outside the company and effected a sweeping reorganization. The company secured firm control of second place in the American automobile industry. In the 1960s it expanded into electronics and astronautics by purchasing the Philco Corporation, and Henry Ford II was regarded as an industrial statesman. He retired from his top company posts in 1979 and 1980.

Demostration Speech: Salsa Dancing

Presentational Communication Dr. Whalen Demonstration Speech: Latin Dancing *General Purpose: To Inform *Specific Purpose: To inform others about the culture of Salsa Dancing and the basic steps to this dance. *Central Idea: The main steps in salsa dancing are mainly to have good eye and feet coordination with your partner. Hola amigos, como estan todos? How many of you have ever been at a lounge or club in DC, heard a song similar to this? Play snippet of music (10 seconds) and wondered what kind of music that is or how to dance with it? Well that mis amigos is called Salsa.Salsa has been an important type of dance in my family since I was a little kid. Every since I could walk, my uncle would always grab my cousins and I and teach us the basic moves. As we got older we took classes with a good family friend and at the Salsa Club in VA. It’s something that brings my family and I together and is precious to our hearts. Today I’ll be discussing the history of salsa, some of the benefits, and demonstrate how to dance this popular Latin dance. Introduction 1. Originated in the 1920’s, Salsa is one of the oldest and most popular styles of Latin dancing.It combines many Spanish-derived and Afro-Cuban elements, which gives it’s a bit more excitement. Salsa is similar to Mambo in that both have a pattern of six steps danced over eight counts of music. Contra-Danze (Country Dance) of England/France, later called Danzon, was brought by the French who fled from Haiti, which later began to mix itself with Rhumbas of African origin. Son, of the Cuban people, was a mixture of the Spanish sonero and the African drumbeats. Flavora and a partner dance flowered to the beat of the clave. (Bartch) 2. According to livestrong. om, you can burn up to 500 calories with this one type of dance. it helps you develop stronger postures and boost your confidence. 3. According to fitday. com, salsa dancing has great health benefits such as improving cardiovascula r fitness and endurance as well as strength, balance, coordination, and muscle toning 4. salsabeat. com also states that one benefit of salsa dancing from a social perspective is the development of new social relationships. Okay so now we’ll get into the fun stuff†¦.. Body 1. first you want to make sure you have comfortable clothing and shoes.In many Latin American countries the women wear dresses with low heels, unless your advance I would recommend you wear leggings with low heels. *After you have dressed comfortably†¦ 2. You want to grab a partner. You want to make sure you partner is the right height, ladies you don’t want a man who is shorter, then you, it wouldn’t be very comfortable. *After you have grabbed your partner†¦ 3. You want to stand straight in a centered position. Once you are in a straight centered position, ladies take the lead†¦place your right hand on his left shoulder; men place your left hand on her waist and your righ t hand on her shoulder. Once you have placed your hands where they belong†¦ 4. The music will start to play†¦men take your right leg and move it forward, ladies as his right leg starts to move forward you’ll want to take your left leg backwards, count 1 2 3 and add in a little move with your hips. 5. Come back to a centered straight position and repeat the steps with your other leg. 6. Once you get the hang of a couple steps you can add in some turns to give the routine some more flavor. Make sure you keep up with the beat; salsa can be tricky at times so always listen carefully to the beat. 7.Finally you’ll want to practice a few times and show of your new dance moves. Conclusion In conclusion, I hope you all have learned and enjoyed learning some basic salsa moves, which includes the basic front to back, moving the hips and turns. Not only is salsa a good exercise for your legs, because trust me you will feel the burn after dancing for hours, but it’ s also a good way to expand your culture horizons. The next time you want to go to dancing, try going somewhere where Latin music is played so you can show off your sweet new moves and be the life of the party.

Comparing Business and Econimic Opportunities in India and China Essay

From my perspective, the main factor contributes to the difference in FDI and economic growth in China and India are institutions. There are two kinds of institutions; one is formal institution, including political system, legal system and economic system, another one is informal institution, which consists of culture, business norms and ethics. As for political system in India, which labeled as â€Å"sovereign, socialist, secular, democratic republic.† It is similar to America, it has the federal form of government, its central government is patterned after the British parliamentary system, and several Parties are able to take control of the nation, but the main power to control the country is the central government. Compare with Chinese communist totalitarianism, India is more democratic in terms of the political system. In other, words, it is more easier to set up your own business in India and which may absorb more capital thanks to the democratic political system in India. According to the corruption perceptions index 2012, India got the score of 36, and China got the score of 39, the lower score means the country is highly corrupt in the public sector. Therefore, China is more attractive to foreign investors in terms of the corruption level. As for political risk, thanks to corruption and the departure of several key allies for India, the government has been weakened in India, which make India less attractive for foreign investment to compare with China. As for protecting intellectual property right, the provisions of intellectual property right in India is more comprehensive than Chinese, which ensures foreign companies get an easier access to take control of intellectual property in India. According to the data from Global EDGE, Chinese government provides more protections on labors to compare with India. Which is a good sign for encouraging FDI in China. According to Ease of Paying Taxes Index on Global EDGE website, which ranks the country based on their total tax rate as well as measuring the administrative burden of paying taxes. India ranked 152 and China ranked 122; this indicates that compare with doing business in India, foreign companies may not have much pressure of paying tax for the government in China, which is positive sign for foreign companies to expanded to Chinese to get rid of the high tax rate. As for economic system, both of China and India used to be in the  command economy, but they have reformed their economy system to mixed economy in 1978 and 1991 respectively. From my perspective, the early reform of Chinese economy provides a rapid development of the economy in China, which contributes to the higher GDP compare with India now. The economic growth of India is constrained by the inadequate infrastructure, which may creates obstacles for foreign investment. As for cultures, business norm and ethic, India got a huge number of well-educated people skilled in English skill, which is easier for foreign investors to overcome the languages barriers to compare with China. The religion is a factor which foreign investor has to take into account when they want to enter India. Thanks to different religion groups in India, the core value and the norms are widely differ from different religions, which take time to understand those value and norms when doing business among Indians. According to data from The Hofstede Center, China and India almost had the same score in power distance, collectivist culture, masculinity and uncertainty avoidance, but China is more long-term oriented, the investment is tend to be more long-term projects for instance, the real estate. From my perspective, choosing India to invest is a wise decision, the main reason I recommend the India for foreign investment is that companies may not face as much as competition in India compare with China. There are a huge number of multinational firms in China; it is more difficult to be successful due to the fierce competition in China. As for India, where had a more comprehensive legal system, which can reduce the cost of doing business and improve the security of foreign investment. The democratic society may offer more opportunities for foreign investors as well. The India cannot surpass China within a short period of time because of the inadequate infrastructures; the inadequate infrastructures is the key factor which constraints the economic growth in India. It is capital and time-consuming to build infrastructures within a short period of time.

SAT Sections, Sample Questions and Strategies

SAT Sections, Sample Questions and Strategies The SAT consists of four required sections: Reading, Writing and Language, Math (No Calculator), Math (Calculator). There is also an optional fifth section: the essay. The Reading section and the Writing and Language section are combined to calculate your Evidence-Based Reading/Writing score. The two math sections are combined to calculate your total Math score. Before taking the test, familiarize yourself with the types of questions and time limits of each section of the SAT. This familiarity will help you feel confident and prepared on test day. SAT Reading Test The SAT Reading Test comes first, and all questions are based on passages that youll read. Youll spend over an hour on this section. Number of Questions: 52Question Type: Multiple choice based on passagesTime: 65 minutes The Reading Test measures your ability to read carefully, compare passages, understand how an author constructs an argument, and figure out what words mean from their context. Realize that this is not an English test- passages will come from not just literature, but also U.S. or world history, the social sciences, and the sciences. The Reading Test may also include info-graphics, graphs, and tables, although you will not need to use math skills to analyze these elements of the test. Sample Questions These sample questions refer to a specific passage. 1. As used in line 32, horrid most nearly meansA) shocking.B) unpleasant.C) extremely bad.D) obnoxious. 2. What statement best characterizes the relationship between Dr. McAllister and Jane Lewis?A) Dr. McAllister admires Janes honesty.B) Dr. McAllister pities Jane because of her low social status.C) Dr. McAllister feels self conscious around Jane because she makes him aware of his failures.D) Dr. McAllister is disgusted by Janes lack of education and poor hygiene. In general, the skills required for the Reading Test are those youve been learning at school and not ones you can cram in preparation for the exam. If you are good at reading a text closely and carefully, you should do well on this section. That said, you should definitely take practice tests to figure out how carefully you need to read the passages and what pace you need to set to ensure you finish in time. For many students, the Reading Test is the most challenging section when it comes to time management. SAT Writing and Language Test The Writing and Language Test also consists of questions based on passages, but the types of questions are different from those on the Reading Test. In addition, the passages are generally shorter, and youll have less time to complete the section. Number of Questions: 44Type of Questions: Multiple choice based on passagesTime: 35 minutes Like the Reading Test, some questions in the Writing and Language Test will include graphs, info-graphics, tables, and charts, but you wont need to use your math skills to arrive at an answer. Questions can ask you about the best word choice for a given context, proper grammar and word usage, organizational elements of a passage, and the best methods for presenting evidence and making an argument. In the reading test, youll be provided a passage that has sentences and locations within the text marked by numbers. Sample Questions These sample questions refer to a specific passage. Which choice makes the most effective transition between the first and second paragraph?A) NO CHANGEB) Despite these dangers,C) Because of this evidence,D) Though the action would be unpopular, To make the ideas in the passage flow logically, sentence 4 should be locatedA) where it is now.B) after sentence 1.C) after sentence 4.D) after sentence 6. Familiarize yourself with this section by taking practice tests (like those from Khan Academy and the College Board). Another way to improve your score is to brush up on grammar rules. Be sure to study conjunction, commas, colon, and semi-colon usage as well as the rules for using commonly confused words, like its vs. its and that vs. which. The score from this section is combined with the score from the Reading Test to arrive at the Evidence-Based Reading and Writing score for the exam. SAT Math Exam The SAT Math Exam is comprised of two sections: SAT Math Test- No Calculator Number of Questions: 20Type of Questions: 15 multiple choice; 5 grid-inTime: 25 minutes SAT Math Test- Calculator Number of Questions: 38Type of Questions: 30 multiple choice; 8 grid-inTime: 55 minutes The results from the calculator and no calculator sections are combined to arrive at your SAT math score. The SAT Math Exam does not cover calculus. Youll need to know algebra and how to work with linear equations and systems. Youll also need to be able to interpret data represented in graphical forms, work with polynomial expressions, solve quadratic equations, and use function notation. Some questions will draw on geometry and trigonometry. Sample Questions 5x x - 2x 3 10 2x x -4In the equation above, what is the value of x?A) 3/4B) 3C) -2/5D) -3 For the following question, you may use a calculator. Grid your answer into the answer sheet.During rush hour traffic, Janet took 34 minutes to complete her 8 mile drive to work. What was her average speed during her drive. Round your answer to the nearest tenth of a mile per hour. Chances are, youre better in some areas of math than others. Use the free math practice materials at Khan Academy to identify your strengths and weaknesses. Then, rather than taking entire practice math tests, you can focus on the areas you find most difficult. SAT Essay (Optional) Most colleges and universities do not require the SAT Essay, but many schools recommend it. To write the essay, youll need to sign up and pay an additional fee when you register for the SAT. You will write the SAT Essay after all students have completed the Reading, Writing and Language, and Math Tests. You will have 50 minutes to write the essay. For the essay portion of the exam, you will be asked to read a passage, and then write an essay that responds to the following prompt. The passage changes for each exam, but the prompt is always the same: Write an essay in which you explain how [the author] builds an argument to persuade [his/her] audience that [author’s claim]. In your essay, analyze how [the author] uses one or more of the features listed above (or features of your own choice) to strengthen the logic and persuasiveness of [his/her] argument. Be sure that your analysis focuses on the most relevant features of the passage. Your essay should not explain whether you agree with [the author’s] claims, but rather explain how the author builds an argument to persuade [his/her] audience. Your SAT Essay will be read and scored by two different people who will assign scores of 1 to 4 in three areas: reading, analysis, and writing. The two scores from each area are then added together to create three scores ranging from 2 to 8. To prepare for the SAT Essay, be sure to look over the sample essays on the College Board website. Youll also find some good sample essays and essay strategies at Khan Academy.

How To Make Tree Cookies

How To Make Tree Cookies Ever heard of a tree cookie? Sadly, unless you are a termite, you cant eat them. But you can use them to unlock the past of a tree. From its age to the weather conditions and hazards it faced in its lifetime, tree cookies can be used to better understand trees and their role in the environment. So what is a tree cookie? Tree cookies are cross-sections of trees that are usually around 1/4 to 1/2 inch in thickness. Teachers and ecologists use them to teach students about the layers that make up a tree and to illustrate to students how trees grow and age. Heres how to make your own tree cookies and use them at home or with your students to learn more about trees. Making Tree Cookies Just as with edible cookies, tree cookies are made using a series of steps in a recipe. Start by selecting a tree with a trunk or thick branches that you can cut to reveal the tree rings. Take note of the type of tree it is and where it came from.Cut a log that is about three to six inches in diameter and three to four feet long. (You will cut this down later but it will give you a good section to work with.)Slice the log into Cookies that are 1/4 to 1/2 inch wide.Dry the cookies. Yes you will bake these cookies! Drying the cookies will help prevent mold and fungus from decomposing the wood and will preserve your cookie for many years to come. Set them in the driveway in the sun, or on a drying rack in the yard for several days. Air flow is more important than sunlight, but if you can get both, that would be perfect.Sand the cookies lightly.If these cookies will be used in the classroom, cover with a coating of varnish to help them withstand years of handling. What Can You Learn From A Tree Cookie? Now that you have your tree cookies, what can you do with them? Here are several ways you can use tree cookies at home or in your classroom to teach students about trees. Take a closer look. Start by having your students examine their tree cookies with a hand lens. They can also draw a simple diagram of their cookie, labeling the bark, cambium, phloem, and xylem, tree rings, center, and pith. This image from Britannica Kids provides a good example. Count the rings. First,  ask your students to take note of the differences between the rings - some are light colored while others are darker. Light rings indicate fast, spring growth, while dark rings show where the tree grew more slowly in the summertime. Each pair of light and dark rings - called an annual ring - equals one year of growth. Have your students count the pairs to determine the age of the tree.   Read your cookie. Now that your students know what they are looking at and what to look for, help them understand what else a tree cookie can reveal to foresters. Does the cookie show wider growth on one side than the other? This could indicate competition from nearby trees, a disturbance on one side of the tree, a windstorm that caused the tree to lean to one side, or simply the presence of sloped ground. Other anomalies that students can look for include scars (from insects, fires, or a machine such as a lawn mower,) or narrow and wide rings that may indicate years of drought or insect damage followed by years of recovery. Do some math.  Ask you students to measure the distance from the center of the tree cookie to the outermost edge of the last summer growth ring. Now ask them to measure the distance from the center to the outermost edge of the tenth summer growth ring. Using this information, ask them to calculate the percent of the trees growth that took place in its first ten years. (Hint: Divide the second measurement by the first measurement and multiply by 100.) Play a game. Utah State Universitys Forestry Department has a cool interactive online game that students can play to test their tree cookie reading skills. (And teachers, dont worry, the answers are there too if you need a little help!)

Quotations from President Abraham Lincoln

Quotations from President Abraham Lincoln Abraham Lincoln served as Americas 16th President of the United States, during the American Civil War. He was  assassinated soon after beginning his second term as president. Following are quotes from the man many believe to be the most significant president.   On Patriotism and Politics With malice toward none, with charity for all, with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in, to bind up the nations wounds, to care for him who shall have borne the battle, and for his widow and his orphan - to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations. Said during the Second Inaugural Address  given on  Saturday, March 4, 1865. What is conservatism? Is it not adherence to the old and tried, against the new and untried? Stated during the Cooper Union Speech made on February 27, 1860.   A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved - I do not expect the house to fall - but I do expect it will cease to be divided. It will become all one  thing,  or all the other. Stated in the House Divided speech delivered at the Republican State Convention on June 16,  1858  in Springfield, Illinois.   On Slavery and Racial Equality If slavery is not wrong, nothing is wrong. Stated in a letter to A. G. Hodges written on April, 4, 1864.   [A]mong free men, there can be no successful appeal from the ballot to the bullet; and that they who take such appeal are sure to lose their cause, and pay the cost. Written in a letter to James C. Conkling. This was to be read to individuals who attended a rally on September 3, 1863.   As a nation, we began by declaring that all men are created equal. We now practically read it, All men are created equal, except Negroes. When the Know-Nothings get control, it will read, All men are created equal except Negroes, and foreigners, and Catholics. When it comes to this I should prefer emigrating to some other country where they make no pretense of loving liberty - to Russia, for instance, where despotism can be taken pure, without the base alloy of hypocrisy. Written in a letter to Joshua Speed on August 24, 1855. Speed and Lincoln had been friends since the 1830s.   On Honesty Truth is generally the best vindication against slander. Stated  in a letter to the Secretary of War Edwin Stanton on July 18, 1864. It is true that you may fool all of the people some of the time; you can even fool some of the people all the  time; but  you cant fool all of the people all the time. Attributed to Abraham Lincoln. However, there is some question about this.   On Learning [B]ooks serve to show a man that those original thoughts of his arent very new, after all. Recalled by J. E. Gallaher in his book about Lincoln called Best Lincoln Stories: Tersely Told  published in 1898.

Ethnic Studies Essay Example | Topics and Well Written Essays - 250 words - 1

Ethnic Studies - Essay Example xed ancestry, she never hid the fact that she is black and none of this mattered to Bea as she still took Delilah in and treated Delilah and her daughter as family. The two even started a business and became wealthy. Bea functioned as the manager of the business where Delilah’s recipe is used to make the business successful. The two prospered and was able to overcome the racial divide which was prevalent during the time was shown in 1939. There is something however another angle in their relationship that tells how a black person relates to a white person during the 1930s. It has to be remembered that Bea did not discriminate or treated Delilah harshly even if she was black. Bea even treated Delilah as family to the point that they started a business. Despite this relatively equal treatment of Bea towards Delilah, Delilah was always subservient to Bea that Delilah still acts as Bea’s maid even if she is already wealthy from the business that Bea and Delilah started. This reflects the mindset of the black people during those times that they thought to be inferior or just servants to the white people. Of course it could also be interpreted as Delilah’s gratitude towards Bea but nonetheless, the film still reflects Delilah’s mindset of not thinking as Bea’s

Exam 3 Essay Example | Topics and Well Written Essays - 250 words

Exam 3 - Essay Example The given statement signifies that ‘Simon cannot be in Columbus and Akron,’ while the choice statement indicates that ‘the city cannot afford to build a new town hall and a highway.’ Both are very direct in their assumptions, and nonetheless were coincided with their likewise direct and logical conclusions that ‘Akron will not be toured by Simon’ and ‘a new town hall will not be built anytime soon’, respectively. Both arguments can be regarded as valid because their conclusions follow what their premises indicate; both also are logically true as claims are accurate and materially consistent with facts (Surhone, Timpledon, & Marseken, 2010). It should be noted, moreover, that the concluding sentences of the two arguments are congruous to their major and minor premises, which are needless to say, imperative in deciphering whether or not validity is present. Both categorical propositions, ultimately, are logically acceptable and sound as their construction or arrangement is more precise than the rest of the choice at hand. Reference Surhone, L. M., Timpledon, M. T. & Marseken, S. F. (2010). Syllogism. Saarbrucken: Betascript.

Discussion 7 Essay Example | Topics and Well Written Essays - 250 words - 1

Discussion 7 - Essay Example The first woman wore solid-color blouses, the second woman was middle aged and wore sophisticated shoes and dress whereas the third woman was trying to be attractive and wore jumpers which were provocative in nature and appealing. The author says that she noticed a great stability in the dressing styles of men as there were no volatile standards in dressing and shoe wear. She said that when she thought about the reason for not noticing the men in the conference, she came to know the fact that men are not marked. There do not try to be extra prominent anywhere. She says that she is there is no such thing as biological differences when it comes to the classification of genders rather it the â€Å"marking† factor which makes us man or woman. She gives the reference of the famous author Fasold who said the terms which are used to differentiate between men and women on the biological levels surfaced in the 19th century as the sex-indefinite pronouns. She says that being â€Å"marked† is the necessity for woman as they cannot survive in the cooperate world whereas men can work being

The 2008 Presidential Campaign Essay Example | Topics and Well Written Essays - 500 words

The 2008 Presidential Campaign - Essay Example 3. The voting public became re-engaged with politics and voter turnout soared after decades of apathy. Voting is the ultimate protection that the citizens have for their liberty and freedom. The increase in voter turnout affirmed that Americans care about these basic human rights and dignities. 4. The large voter turnout of youth aged 18-29 was a significant milestone because it shows an interest in civic participation by the people that will be tomorrow's leaders. It was the second largest turnout of this age group in history, only outdone in 1972 when 18 year olds were first granted the right to vote. 6. Barak Obama's campaign financing broke new ground as it relied on millions of small donations, rather than a few highly concentrated and wealthy contributors. This spread the responsibility evenly and made the funding of the campaign more democratic. 7. Barak Obama's use of technology was a milestone of campaign management that will need to be either copied or improved upon for all future candidates. Obama was able to instantly communicate with his supporters and get instant feedback on the issues. 8. Health care finally entered the public discussion during the 2008 campaign, with almost all the candidates offering a program.

Managing Workplace Diversity Assignment Example | Topics and Well Written Essays - 500 words - 1

Managing Workplace Diversity - Assignment Example 2. If the organization has a community fundraiser, we would definitely elect a person from that very particular community to lead the initiative. This decision should be made because it is a person from that community who has a deeper understanding of his people and communal needs. Besides, the involvement of a person from the community would appeal to the local community members to accept and support the initiative as their own project. 3. Once I realize that an employee is not descent, I would have to call him, privately, in my office and interrogate him. After letting him know that the organization tolerates diverse cultures, I would tell him that the company has a set of personal etiquette such as descent dressing codes that everyone should abide by. This will be done in a polite manner. 2) This story has taught me that the Native Americans were charitable people. As stated in the story, they valued thanksgiving because it was allowed by their religion. Although they had considered the Puritans as their enemies, they did not mind putting aside their differences while celebrating thanksgiving. They must have been a friendly

The 2008 Presidential Campaign Essay Example | Topics and Well Written Essays - 500 words

The 2008 Presidential Campaign - Essay Example 3. The voting public became re-engaged with politics and voter turnout soared after decades of apathy. Voting is the ultimate protection that the citizens have for their liberty and freedom. The increase in voter turnout affirmed that Americans care about these basic human rights and dignities. 4. The large voter turnout of youth aged 18-29 was a significant milestone because it shows an interest in civic participation by the people that will be tomorrow's leaders. It was the second largest turnout of this age group in history, only outdone in 1972 when 18 year olds were first granted the right to vote. 6. Barak Obama's campaign financing broke new ground as it relied on millions of small donations, rather than a few highly concentrated and wealthy contributors. This spread the responsibility evenly and made the funding of the campaign more democratic. 7. Barak Obama's use of technology was a milestone of campaign management that will need to be either copied or improved upon for all future candidates. Obama was able to instantly communicate with his supporters and get instant feedback on the issues. 8. Health care finally entered the public discussion during the 2008 campaign, with almost all the candidates offering a program.

A critical discussion of the urban experience in relation to the issue Essay

A critical discussion of the urban experience in relation to the issue of gender - Essay Example ‘Men and women’s conception, experience, and use of urban space is different’ (McDowell, 1983: 59). Bondi claims that ‘urban space creates, imposes, reflects and distinguishes divisions between men and women’s experiences, control and use of public and private spaces in urban environments’ (1998: 161). The study of gender and geography has, since the late 1970’s been interested in the differing experiences of men and women in the city. For example, feminist geographers including McDowell (1983) and Darke (1996) have investigated how land use in the city has impacted on the way men and women live their lives, and how the role of gender impacts on the day to day experiences of men and women within the urban environment. This essay aims to explore how gender roles are played out within urban spaces. ‘Women writing on cities have arrived at differing conclusions’ (Darke, 1996: 88). Wilson (2001) for example experiences cities as exciting and liberating public environments and an escape from patriarchal imposed identities. However, she also acknowledges that ‘in recent years feminist have argued that there could never be a female flanuer†¦urban scene was at all times represented from the point of view of the male gaze: in painting and photographs men voyeuristically stare, women are passively subjected to the gaze’ (Wilson, 1992: 56). The differing viewpoints between feminist geographers themselves highlight the complex nature relating to studying gender in the urban environment. ... Male domination led to men being the rulers, decision makers, generals and cultural leaders. Women were often subjected to domestic roles, hidden from public space. The introduction of women’s voting rights and gender equality laws went some way to rebalance gendered experience of the city as the 20th Century drew to a close. ‘However, even though legal barriers to women’s access to jobs and particular buildings have been removed, women are still excluded and made to feel uncomfortable in public space’ (Darke, 1996: 92). For example, Cockburn (1983) highlights how women receive not so subtle behavioural signals that tell them they are trespassing on the territory of men, e.g. wolf whistles on the street, sexual harassment in the work place and street posters depicting half naked women. Various authors including Darke (1996: 88) and Lewis et al (1989: 215) have highlighted that zoning patterns, based on stereotypical gender roles have created divisions betwe en gendered experiences of the city, in which men control public space, hence becoming more specialised and important components of identity in the public sphere, whilst women are confined to private spaces. This is emphasised by Bondi ‘an important association remains between masculinity, public space and the city, on the one hand, and between femininity, private space, and the suburbs on the other hand’ (1998: 162). The ‘city of zones’ therefore compartmentalises activities such as work, leisure, travel and home life. Women are primarily seen as wives and mothers, whilst men are viewed as the breadwinner, whose job it is to go out into the public realm to earn a living and provide for ‘his family’. Darke’s (1996)

Gender Essay Example for Free

Gender Essay For most of its history, western political theory has ignored women. Women have seldom appeared in its analyses of who should have power, when it finally decided to notice women it usually defended their exclusion from public affairs and their confinement to the home; only rarely have women been seen as political animals worthy of serious consideration. The inequalities that exist between men and women are seen as of little practical importance and theoretical interest. Feminist political theory however, sees women’s situation as central to political analysis, its focuses on why in most societies men appear to have more power and privilege than women and how can this be changed. The term feminist came into use during the 1880’s, indicating support for women’s equal legal, economic, social and political rights with men. (Bryson, 2003) Feminism reflects the varied needs and perceptions of women in different societies and situations. Feminists argue that all women have the right to education, employment, political participation and full legal equality. Although strongly opposed in the past, they are largely accepted in the west today. However, women still remain disadvantaged despite gaining legal rights. (Bryson, 2003) All feminist do not think alike. Depending on time, culture and country feminism around the world have sometimes had different causes and goals. The labels help mark the range of different approaches, perspectives and frameworks a variety have used to shape both their explanations for women’s oppression and their proposed solutions for its elimination. The three groups of feminist theories I will seek to analyse in order to assess their contributions against what is known about Caribbean women and their realities in this essay are Liberal, Radical and Black feminist perspectives. One thing we know about Caribbean women is that they have always worked. Women’s position in the Caribbean has been characterised by a dual work role, they engage in both household and extra household work, in order to provide for their families. Evidence has shown, that after slavery the tradition of female labour continued. Joycelin Massiah states that black women had no choice but to work, because the idea of man as the breadwinner was unrealistic and unattainable. Women were forced to take the major responsibility of their households because a large number of men had emigrated. Erna Brodber examined the role of women in some Caribbean countries. She states that despite the public image of womanhood which stressed on the abstention from physical work for elite woman, Caribbean women continued to seek work outside the household and support themselves. Brodber also states that images of white women portray them as â€Å"delicate† and â€Å"unassuming†, the black woman is portrayed as â€Å"hardworking to the point of being comical†. (Massiah, 1986) Work outside the household however did not free Caribbean women from their household responsibilities; these women still had to ensure their husbands were still taken care of. Men in the Caribbean societies felt that because of economic circumstances, females should be employed outside the home and should contribute to the expenses. They also believe that domestic duties should still remain the woman’s responsibility, even if she is employed. In the public domain, women defer widely to male authority and decision making, but in the domestic domain, she exercises power. (Massiah, 1986) Radical feminism claimed to go to the roots of women’s oppression, and it proclaimed itself as a theory of, by and for women; as such, it was based firmly in women’s own experiences and perceptions. Secondly, it saw the oppression of women as the most fundamental and universal form of domination, and its aim was to understand and develop strategies for the end of that oppression. Thirdly, women as a group had interests opposed to those of men; these interests united them in a common sisterhood that transcended the division of class and race, and meant that women should struggle together to achieve their own liberation. (Bryson, 2003) Radical feminism names all women as part of an oppressed group, stressing that no woman can walk down the street or even live in her home safely without fear of violation from men. French feminist Christine Delphy points out that like all oppressed people, many women do not like to accept that they are part of an oppressed group, developing various forms of denial in order to avoid identification. To the radical feminists, patriarchy is the oppressing structure of male domination. Radical feminism makes male control visible as it is exercised in every sphere of women’s lives, both public and private. It stresses that ‘emancipation’ or ‘equality’ on male terms is not enough. A total revolution of the social structures and the elimination of the processes of patriarchy are essential. (Rowland Klein, 1991) Patriarchy is the domination of men over women. Kate Millet’s early work (1971) is a good example of the approach that ‘sex is a status category with political implications’. Patriarchy, dominates over class, religion, race and culture. Patriarchy is a system of structures and institutions created by men in order to sustain and recreate male power and female subordination. Institutional structures like the law, religion, the family, have ideologies which perpetuate the naturally inferior position of women; socialisation processes to ensure that women and men develop behaviour and belief systems appropriate to the powerful or powerless group to which they belong. These structures are dominated by men who ensure that they maintain these positions. Within the private domain of the family, men have structured a system whereby woman’s reproductive capacity leaves her vulnerable and powerless, domestically exploited, and entrapped in economic dependence. (Rowland Klein, 1991) The family is maintained through the notion of romantic love between men and women, when in fact marriage contracts traditionally have an economic base. Women’s labour within the family, which has been unpaid and unacknowledged, is defined as ‘labour of love’. Women ‘by nature’ are said to be passive, submissive and willing to be led. Processes like socialisation of children encourage this situation to continue. Patriarchy has a material base in 2 senses. First, the economic systems are structured so that women have difficulty getting paid labour in society which values only paid labour and in which money is the currency of power. Women without economic independence cannot sustain themselves without a breadwinner. They cannot leave a brutal husband, cannot withdraw sexual, emotional and physical servicing from men, they cannot have equal say in decisions affecting their own lives. Radical feminists have therefore stressed the necessity for women to exercise economic power in their own lives. The second material base is the woman’s body. Women in marriage are seen to be ‘owned’ by their husbands and cannot bring a civil case of rape. Women’s bodies are advertised and pornography alike objectified and defined as ‘other’ and available for male use. Rowland Klein, 1991) Radical feminists sees the oppression of women as universal, crossing race and cultural boundaries, as well as those of class and other structures like age and physical ability. One of the basic tenets of radical feminism is that any woman in the world has more in common with any other woman regardless of class, race, age, ethnicity, nationality, than any woman has with any man. In Sisterhood is Global (1984) Robin Morgan draws together contributions from feminists in seventy countries, the majority of which are third world countries. She begins with a quote about the global position of women in the report to the UN Commission on the states of women. ‘While women represent half the global population and one third of the labour force, they receive one tenth of the world income and own less than one percent of the world’s property. They are also responsible for two thirds of all working hours’. In the developing world women are responsible for more than fifty percent of all food production. In the industrial nations women are still paid only half to three quarters of men’s wages. Most of the world are starving are women and children. Women in all countries bear the double burden of unpaid housework in association with any paid work they do. Radical feminists thus hold that women are oppressed primarily and in the first instance as women. But because of differences in their lives created by, for example culture and class, women experience oppression differently. (Rowland Klein, 1991) Black feminist theorising has made critical contributions to feminist epistemology. The theory comprises of a body of work by black feminist intellectuals reacting to the failure of existing feminist explanatory framework to adequately comprehend the realities of black women. Feminists like Sojourner Truth, Audre Lorde, Patricia Bell, Patricia Hill Collins as well as many others interrogated existing feminist theories and found them lacking, as they fully ignored or denied black women’s specific experiences. For instance Sojourner Truth’s powerful statement on racial inequalities ‘Ain’t I A Woman’ was a 19th Century deconstruction of the notion of a global, common womanhood and an insistence on inserting black womanhood in the concept of what it meant to be a woman. In her speech Truth argued that white women were placed on a pedestal and gave them certain privileges (mostly that of not working), this attitude was not extended to black women. Speaking of the U. S. A in the 1970’s Audre Lorde stated, â€Å"by and large, within the women’s movement today, white women focus upon their oppression as woman and ignore differences of race, sexual preference, class and age. (Barriteau, 2006) The work of black feminists reveals hierarchies of power within categories of race, class, gender, patriarchal relations, sexuality and sexual orientation. Black feminism demonstrates that white or other feminist theorising refuses or fails to recognise race as a social relation of domination within feminism and society. Radical, socialist and liberal feminist had examined other oppressive social relations but none had made race central to their analysis, black feminist theory exposes racism. They focus on difference in order to understand problems of oppression. Audre Lorde points out that white radical feminist Mary Daly images white women as Goddesses, with African women entering her analysis ‘only as victims and preyers upon each other’. Here Lorde exposes a key distortion that is similar to how early development discourses constructed women in the Caribbean. Women in the south, whether Caribbean, or African were seen as helpless victims in need of international development intervention. (Barriteau, 2006) This theory holds that the constructed invisibility if black women’s lives must be challenged. For example, much of the history of the West Indies was based on the activities of black men. Black feminist thinkers underline the importance of using lived experiences as a criterion for generating knowledge. Deborah King’s concept of multiple jeopardy or multiple consciousness shifted the conception of women’s oppression as confined within ethnic and racial boundaries. She was concerned with the invisibility of black women. She noted that class inequality compounded the problem of racism and sexism for black women and felt that class constituted a third jeopardy. She therefore defined multiple jeopardy as, a way to understand the ways in which various forms of oppression interact in ways that negatively affect the lives of black women. Much of feminist theory represents white ethnocentric feminist theorising and is therefore inadequate in not addressing the concerns of other women, especially black women. (Barriteau, 2006) Unlike radical feminism, black feminism goes on to demonstrate how racist relations follow black women into the private realm. Experiences of relations of oppression within households differ for black or minority women in a racist state. Central to black feminist theorising is the knowledge that patriarchal relations structure women’s lives very differently to their male peers. The ‘rule of the father’ enforces men’s power in the family and society. In the Caribbean, men have assumed the role of patriarchs. Black feminist theory reveals that there are other dimensions to black women’s experiences of the home that are not captured by other feminist theories, especially for those black women who for centuries have been obliged to work outside the home, whether in fields, factories or the homes of others. Many of these women instead of longing to be liberated from the home, they yearn for the opportunity to go home or stay at home. Hazel Carby noted that ideologies of black female domesticity and motherhood have been constructed through black women’s employment in chattel positions as domestic workers and surrogate mothers to white families rather than in relation to their own families. (Barriteau, 2006) In terms of sexuality, black women have been stereotyped as having wild and uncontrollable sexual urges. Black women were presented as either whorish or unsexed; they were either nanny or jezebel. Evelyn Hammond has argued that black women’s sexuality is constructed in opposition to that of white women. In the struggle for sexual liberation, many white women demanded reproductive technologies in order to say yes to sex, while black women wanted autonomy and freedom from a racist and intrusive state in order to say no. (Barriteau, 2006) Criticisms of black feminist theory are that sometimes there is the impression that all oppressions are equal, and it has been critiqued for assuming that black women have a superior standpoint in the world. There is also a sense in which persons of African descent are privileged in black feminist thought. (Bryson, 2003) The final theory I will analyse is the liberal feminist theory. Liberalism is based on the principle of individual liberty, in which every person should be allowed to exercise freedom of choice. Each individual should be given equal opportunities and civil rights, but that was conceived of as a privilege that should extend to European men. When it comes to state interventions in the private sphere, liberals agree that the less we see of Big brother in our homes the better. (Tong, 2009) Liberal feminist Mary Wollstonecraft has been very influential in her writing, ‘A Vindication of the Rights of Woman’. She wrote at a time when the economic and social position of European women was in decline. These women were left at home with little productive work to do, and they were married to relatively wealthy professional men. These women had no incentive to work outside the home or, if they had several servants inside it. (Tong, 2009) Middle class ladies were, in Wollstonecraft’s estimation, ‘kept’ women who sacrificed health, liberty and virtue for whatever prestige, pleasure and power their husbands could provide. She denied that women are, by nature, more pleasure seeking and pleasure giving than men. She reasoned that if men were confined to the same cages that trap women, men would develop the same flawed characters. She stated that women lacked the power of reason because they were encouraged to indulge themselves and please others. She believed that women should have the same access to education as men. She believed that women should experience full personhood. Other liberalists John Stuart Mill and Harriet Taylor Mill believed women needed suffrage in order to become men’s equals. They claimed the vote gave people the power to express their own political views but also change those systems, structures, and attitudes that contribute to their own and others oppression. (Tong, 2009) Betty Friedan in the Feminist Mystique, studies the lives of white middle class housewives living in the suburbs. She described the dissatisfaction of these women as the problem with no name. She claimed that these women led unfulfilling lives in their traditional roles as mother and wives. She argued that a more meaningful course for these women was to have the opportunity of full time work in the public sphere. She believed that the absence from the home would make children and husbands more self sufficient. She felt that by limiting women to being wives and mothers was limiting their full human development. She also believed that women would always have to work harder than men. (Bryson, 2003) The main critique of liberal feminism is that of racism and classism, they focused primarily on white, middle class women. They also privileged so called male values. They also continue to distinguish between the private and public lives of people without understanding that the private and public sphere often intersect. In conclusion, feminist epistemology has transformed the world for many Caribbean women, as it questions women’s lived experiences and their roles in identity formation. Caribbean women in their roles have mostly preached a strong work ethic and promoted a strong social identity. The Caribbean has a legacy of race and colonial legacies, therefore the experiences and history of Caribbean women has been different. Unlike some the white middle class women in European societies that the liberal feminist talk about, Caribbean women have always had to work and frequently they have been the principal breadwinners in their households. But because of all the earlier groups of feminist theories about women, it paved a way for the new knowledge about Caribbean women and their realities.

Status Of English Language Education In China English Language Essay

Status Of English Language Education In China English Language Essay In today world, English language is widely used and the status of the language can viewed differently according to where it is utilized in several parts of the world. In some nations like the United Kingdom, the United States, New Zealand, Canada, Ireland and Australia, English is considered a native language. However, Singapore, Philippine, India, and Malaysia regard English as a second language whereas other countries including Greece, Russia, Poland, Thailand, Vietnam, and others view English a foreign language (Bray Kashrus, 1985, 1992 as cited in Zhang, Zhang 2008). As the language of communication in numerous fields, both developing and developed countries have adopted and used English language accordingly. China, one of those countries, has accepted and utilized English in diverse domains, so that they may properly develop their country and build more relationships with outside world or vice versa. According to Ford, 1988 Bickers, 1999 as cited in Zhang (2008), English language has entered into China in nineteenth century through trading between China and western nations, and the first country in western nations, which did the trading with China, was Portugal and then British. After China lost in the Opium war to British, Hong Kong was abandoned, and other territories were open for foreigners and traders. During the period, a number of foreigners, especially English people and British mission schools flew into China. Since then, English teaching/learning has gradually become popular for Chinese people. As stated previously, the object of topic of this literature review is to find out how status of English language is in fields of education, business and economy, and international relationship from 2000 to Present. II. Literature Review Status of English language in education in China Hui (2001, p. 128) expresses that English is the most widely taught foreign language in China. In some cities, English is taught from grade 5 and some from grade 3 while in rural places, children in junior and senior high schools are allowed to have English class. In the junior and senior, two types of English books are used in which the first one is called Band 1 and the second is Band 2. According to English Syllabus for Jonior High School, 2000 as cited in Hui (2001), in Band 1, students are encouraged to be familiar with vocabulary, reading, listening, writing, and speaking. In colleges and universities, English is compulsory subject, and students are asked to study through Band 1 to Band 6, and they should complete six specific requirements; for example, familiar 4000 words, acceptable pronunciation and intonation, reading, listening, writing, and speaking (intermediate level). Similarly, according to Zhongshi Yu (2003), English language is considered one of the needed languages in Chinese educational system. In 2001, the ministry of education of China announced that English shoud be taught from lower level to higher one. In the lower class, all children from grade three are instructed English language so that they may develop their English ability before they go to higher education. The ministry further declared that for universities and collegues, English has to be used as a medium of instruction for several subjects such as information technology, biotechnology, finance, foreign trade, economics and law because these subjects have interrelation with English language. Due to this plan, provincial education commissions accordingly start to set up schedules for teaching English in many universties and collegues in cities (South China Morning Post, 2001 as cited in Zhongshi Yu, 2003). To facilitate English teaching/learning, the materials including textboo ks, classroom facilities, and testing centers are gradually developed in order that both teachers and students may find it easy to use them in their study because they are created locally (Peoples Daily Online as cited in Zhongshi Yu, 2003). Additionally, in the period, not only publish schools promote English but private schools also help encourage Chinese students to study English. Equally, according to a study by Zhiwei (2007), in order to help modernize the country, ministry of Education of China has strenghtened the English language teaching/learning through primary school to university level. In primary level, English is taught since third grade; in middle school, it is instructed as a main subject as other subjects such as Chinese language and mathematics while at university level, all students are required to learn English. To build up Chinese teachers ability in English, the ministry of Education has sent them to English speaking countries like the United States and the United Kingdom to have more trainings in English as well as to invite the native English teachers to share their knowledge and experiences to Chinese teachers and students. In addition, the ministry has as well promoted researchers to conduct more studies to explore more effective language teaching/learning strategies. Zhiwei (2007) states that to help make easy English teaching/learning, the ministry have established some textbooks and materials, so that the students can use and self-study; for example, English 1-4 volume, Functional English 1-4 volume, and Practical English Grammar. Zhiwei claims that before sending to next class or admitting to enter a course, students are asked to take different types of tests based on their levels; for instance, (1) basic grade tests, and higher grade test are done for students who are in English department, (2) 4-6 grade English test, a test for university students, (3) PETS, a co-operative item between Chinese and British, a test for publish, and (4) English Self-study text is conducted two times per year (in April and in October) for those students who want to test their English ability. Similarly, Zhang (2008) states that English teaching/learning becomes more and more popular in China; hence, a number of Chinese learners start to acquire English, and most of them want to be near-like English speakers. Based on ELIC website, an organization of English Language Institute in China as cited in Zhang (2008), numerous native-English instructors, especially from the United States, are hired to teach English in Chinese universities across the country. The organization adds that the reasons China rent those teachers because they are viewed as good models, and are considered effective trainers who probably provide better English knowledge to Chinese students in terms of pronunciation and accent, effective strategies and techniques, teaching styles, and others. Pennycook, 1998 as cited in Zhang (2008) also emphasizes that English teaching in China is constructed as a superior language since knowing English is believed to have a better understanding of the world making English speakers not only to be better teachers but also to gain superior knowledge of world. Likewise, based on Zhang (2008), English language is the most-studied foreign language in many educational institutions in China. From primary schools to universities, English classes are given and every student is required to attend English class from middle school to unversity level. In middle schools, English is tutored as a basic course which is similar to mathematics, sciences and Chinese language while in university level, English language is a compulory subject. Zhang (2008) emphasizes that university students has to successfully finish English course before graduating from the universities since they will use it in their workplace. So, if their ability in English cannot be qualified, they may not be employed. On the contrary, if their English ability is strong enough, they may be given a priority to work, especially in foreign companies. By the same token, according a study by Aimin Yan (2011), college English (CE) is highly recommended subject for undergraduate students in China. Their study was conducted with 20 graduates, from universtiy of Jinan in China, who have already possesed jobs for one or two years. The study shows that CE curriculum is a needed program in colleges because it provides a lot advantages to undergraduate students in their studies such as English for special purpose and billingual course as well as to gain advantages in workplace. The study also shows that graduate candicats need to have enough competence in English in order to be qualified for various positions in job market. In China, the most common jobs available are in businesses and in government organizations, and to be qualified for the job market, applicants need to make sure that they can use English in locating information, translating documents, and creating and editing English, especially in oral communication. As a result, CE program in colleges needs to be strenghtened to instill students ability in English to fulfill the schools requirement and to meet job market. Status of English language in business and economy Zhongshi Yu (2003) raise that in China, English plays a very important role in doing business, particularly in international business. In international business, business men and women need to use English to communicate with other foreign business people. Most documents including non-formal and formal are written in English. According to a survey study by Pang Jixian et al, 2002 as cited in Zhongshi Yu (2003), he found that a number of business people in China mainly use English throught faxes and emails to contact their business partners instead of using Chinese language. More importantly, English is officially used in joint venture contracts and in other agreements. The study also found that Chinese people work in the international companies are given English names, so that their managers can easily address them. Furthermore, English names are not only given to employees but they are also written on logoes of many international business; for example, Mcdonalds, KFC, Pizza Hut, Cr oss Pizza, China Telecom, China Mobile, bank of China, agricultural bank of China, and commercail and industrial bank of China (Pang Jixian et al, 2002 as cited in Zhongshi Yu, 2003). Zhu (2008) asserts that due to development in a number of fields in China, business English is designed for higher educational institutions. Business English is a language used by people who work in business field, so selected words, expressions, grammatical structures are utilized in only business purposes. In China, English for business has its own characteristics, and English for business program allows the learners to build up English language skill and business management skill. According to Zhu (2008), English for business becomes an interest for a number of Chinese learners since it benefits a lot for their future. For that reason, business English program for undergraduate students was first run at Guangdong University of Foreign Studies. In the program, the learners who complete all requirement subjects are awarded to get BA degree in foreign language or in business management. Based on Zhu (2008), another reason that English for business gain more interest is due to an incr ease of globalization economy. Thus, National Education Department has designed English for business in most universities in China so that when the students graduate, they may easily get a job in business companies. Johnson, (2010) illustrates that to expand trade inside the country and with the world, China may need to adopt English language because it could serve such purposes. After registering as a member of WTO, numerous foreign investments-western nations and the United Stated-come to China to do businesses, and more Chinese investments oversea are, as well increased noticeably. Johnson (2010) asserts that trading within a location or with local people is not enough, so Chinese traders begin to trade with foreigners, especially with the United Stated because most famous and large manufacturers are under the control of the United Stated. In other words, the United Stated is a central part in which all products and goods from different parts of the world could traffic under their power. So, the official language for both speaking and written form is English. For this reason, Chinese traders need to improve their knowledge to English language because they might enlarge their trading either with Chinese people or with foreigners. Johnson, (2010) further raises that knowing English bring Chinese people to have better job and benefit. In other words, English is probably a bridge to well-paid job or gate to reach working world. A big example raised by Johnson (2010) is 2008 Beijing Olympic Game which could be considered a great opportunity for Chinese people. Considerable Chinese people who have English knowledge would make much money, even taxi drivers because a number of foreign visitors entered China. Since then, more and more Chinese people are interested in English because they may earn a lot of money for daily job as well as in the next consequent famous events (China daily as cited in Johnson, 2010). Wang (2011) emphasizes that English is regarded as a demanded foreign language by a lot of Chinese people because fo the current need in working fields. As known that China has attracted many foreign investments-companies, factories, restaurants, shops and others-to come to do business, particularly from the United States, and the United Kingdom. Hence, many Chinese people who have English knowledge are given priority to have job opportunity since in daily operation, Egnlish is used to communicate between employees and employers. Besides oral communication, written form in English through faxes, and emails are commonly used to contact one another within workplace or to other workplaces. More importantly, the legal documents such as contracts and other agreements are officially written in English, particularly in joint ventures, and agreements of exhanging products and services. According to Rugman and Collinson, 2006 as cited in Wang (2011), most management teams in international bus inesses use English to communicate with their employees within the company as well as with other companies. Rugman and Collinson, 2006 as cited in Wang (2011) also point out that there are two different levels in communications in international businesses in which first one refers to a communincation between two independent business whereas the second one refers to a communication occurs in multinational business. Status of English international relationship Hui (2001) points out that after setting up opening door policy, Chinese government has reinforced English so that the country could probably understand and communicate with the world. Since Chinese citizen has adopted and used English, it has helped bring China to world. Probably due to the policy with integration of English in Chinese policy system, China gets involved with the world through numerous works with the United States. In addition, many foreign tourists visit China creating stronger relationship with the world. Hui (2001) further states that Chinese civil service and ministers go oversea to further their education in English as the time as more and more students get scholarship to continue their study at English speaking countries like the United State and Australia. Also, Gil Adamson (2004) state that China has become more and more popular in the world; therefore, more connections between China and other countries have to be built up gradually. And to help build up the connections and to make those nations understand China or vice versa, Chinese government possibly need to use English because it is an international language. Most Chinese documents, especially official documents from political leaders need to translate into English in order that other goverments find it easily to communicate. Based on Hung, 2002 as cited in Gil Adamson (2004), Chinese government has established Foreign Language Bureau and Foreign Language Press to help facilitate English language and translate the governments view to the rest of the world in which China has a connection with. Sun, 1999 as cited in Zhang (2008) raises that because of arrival of English, Chinese government could build up its prestige in international events which lift up China to the world. Zhang (2008) emphasizes that English becomes Chinese students passports for a better life. Chinese people who have English knowledge may find it easier to in foreign events or countries rather that those who do not know it. Bakhtin, 1984 as cited in Zhang (2008) demonstrates that to develop its connections through the world, Chinese government encourage all ministries to improve its own ability in English. Bakhtin, 1984 as cited in Zhang (2008) further explains that knowing English might provide Chinese people with good way to obtain benefits, social position and image. According to Zhang Zhang (2008), English teaching in China was reduced due to a cold war in 1950s and 1960s between American and Soviet. On the other hand, English returns to China with high speed due to an open-door policy created by Deng Xiaoping who wants China to be modernized with the world. Virtue of this, Chinese government has rebuilt a diplomatic relationship with the United States. For this reason, a number of American teachers, students, and scholars travel to China as well as other foreigners come to visit and reside in China. Because of better connections between China and the United States, China government has sent a few politicians to the United States or vice versa in order that they could exchange their concepts and learn each other. Lam, 1999 as cited in Zhang (2008) states that China government rents considerable English experts to help instill Chinese officials so that they may work effectively in jobs because they works as the countrys representatives Similarly, Song (2009) indicates that due to its open-up policy, China becomes an interesting nation attracted by the world. From time to time, China plays more important role in the world in fields of politics, economy, culture, and diplomatic. A few famous events; for example, 2008 Olympic Games, Shanghai World exhibition, and Boao Foru are consequently held in China impressing millions of people around the globe. Hence, to make China easily connect the rest of world or vice versa, Chinese people, particularly the ones who work in the government need to have English knowledge. Thus, English teaching/learning in China starts from low level (elementary) up to higher one (university level). Song (2009) reveals that due to department of English of Nanjing University, western cultures and ideas, and Chinese cultures and ideas are promoted in teaching/learning English courses. In other words, Chinese learners are encouraged to acquire both westerns and Chinas philosophy and culture at the same time so that the learners can use English expressions to substitute Chinese ones when there are not any equivalence to English or vice versa. Likewise, based on Jiang (2011), English is considered a golden award for Chinese people which could promote Chinas prestige and image in many international connections after China is registered to be a member of Word Trade Organization (WTO) in 2001. The international connection between China and the world is gradually accelerating as soon as appearance of English language in China. Through the connection, a few famous events such as international exhibitions, and Olympic Games celebrating in China, attract millions of people around the world to visit China. According to Li Li, a vice president of New Orient as cited in Jiang (2011) declares that the influence of those events can give China more power as well as prestige to develop the country faster. Onec again, because more and more Chinese people gain more English competence, their connections with the rest of world is getting better and better. In the same way, Su (2011) indicates that as a member of the World Trade Organization (WTO), China tries its best to take adantages of this chance to meet challenges. China has promoted and accelerated both products and human resources in order to compete with other nations. To export more products to the world, more companies and factories have been established, and run the companies and factories, human resources has been improved by sending them to well-known nations such as the United States, and the United Kingdom, so that they can develop their technological and English skills. Furthermore, to help build up their students knowledge in English, China has to reinforce billingual education. Student are requiresd to accomplish English since they have to face a plenty of international situations. Another benefit that China obtain after being WTOs member is international relation. English not only brings China to compete with other nations in terms enonomy but it also allows China to have closely relationship with the world, specially with the United States. Su (2011) explain that as English serves as a variety of benefits for Chinese people and its society, China is having more willingness and power to push better national image in internationa l arena and to encourage their students to step forward on ladder to reach the world of prestige. III. Conclusion According to mentioned above, status of English language may plays important roles in education, business and economy, and international connection. To some extent, arrival of English may also be one of the reasons that help develop and improve in China. It is non-avoidable thing for Chinese people to associate with others and to adopt the age of technology; as a result, it needs to accept English since it is a language of technology. Therefore, Chinese governments has emerged English education to help build up Chinese students ability in English from lower levels up to higher levels. Besides the importance of English in education, it also plays as a main role in doing business, especially in international businesses and international relationship. However, Jiang (2011) states that while English may profit Chinese people and its society, the negative impact probably come to Chinese people and its language, too. Professor Ma and professor Pen as cited in Jiang (2011, p. 198) emphasizes that there is a important connection between language and national security and English fashion in china is not a good phenomenon for the development of national language security, which is the component of national sovereignty. The fast spread of English language in China will more or less ruin Chinese language since many Chinese students pay less attention on their own language. According to my understanding, I would say that what China does to its country is properly right because it brings the development, prestige as well as status to the country. However, it may not be an appropriate idea to highly promote English without seeing the bad influence to the society. The more China tries to give value to English for their development; the bad impact will come to damage Chinese Language. As we know that, Chinese language is widely spoken and used if comparing to English. A number of Chinese people are around the world doing business, so its language is used accordingly. Nonetheless, if English is supported Chinese citizen, a number of next generations will more or less forget his or her own language (Chinese language) from time to time. Based on my point of view, Chinese government should reduce the image of English by emerging Chinese language wherever English is. Chinese language should be promoted to write in research articles and publish in international journals, Chinese governments should raise awareness that Chinese language needed to be preserved in order to defend its reputation, and last but not least, Chinese government should limit the number of English learning at all educational system.