The Simplicity of Happiness free essay sample

Happiness can occur at the simplest of times. Unintentional and unpredictable, these moments have the longevity of a butterfly. It is not in the â€Å"during,† but the â€Å"after† where the realization actually hits: I have just experienced the joy of happiness. I achieved this realization when I cleared my throat, and its raspiness suddenly reminded me of the wonderful, ephemeral event taking place just moments ago. â€Å"What’s so funny?† my friends wanted to know as we all sat down at our lunch table. I tried to explain through a series of uncontrollable laughter, but nothing comprehensible came out. However, because my laugh was so contagious, my friends eventually joined in. Soon, we were all laughing, our heads bouncing like a bunch of ridiculous bobble heads. We laughedcrazily, stupidlywith absolutely no purpose, at absolutely nothing. Somewhere in the middle of our laughing session, the bell rang, bringing an abrupt halt to the highlight of my da y. We will write a custom essay sample on The Simplicity of Happiness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This seemingly insignificant event enhanced not only the quality of my day, but also my well-being. It cleansed my soul and filled it with positive thoughts. Perhaps happiness is like a phoenix. The moment dies, but its flame lingers on, and eventually sparks another instant of happiness. Even though lunch is over, my newfound optimism lives on as I experience my next moment of happiness. My memories of happiness may be simple, but their impacts are profound. They build inside me a driving force that enables me to conquer the many challenges that I face in life.

Parole in America essays

Parole in America essays Parole defined by the Columbia Encyclopedia is the release from prison of a convict before the expiration of his term on condition that his activities be restricted and that he report regularly to an officer. Which basically means that a convict must meet certain criterias before being let out on parole. Even on parole a convict is still property of the state. A convict must regularly meet with the Parole Board or with an officer to monitor the convicts progress in society and prevent any relapse into crime. Certain restrictions are placed on the convicts such as residence (where the convict lives is very important in preventing a repeat offense), occupation (where the convict is working, is he/she is w9orking regularly, he/she on time.), and the type of associates who he or she hang out with, even who they live with, and who they work with are all very important issues in the parole process. The Government of Canada National Parole Board. Under the Corrections and Conditional Release Act have the power to grant, deny, cancel, terminate or revoke day parole and full parole. They (National Parole Board) have the power to enforce convicts to carry out their full sentences. A Chairperson, who must answer to Parliament, heads the National Parole Board. The Board is comprised of 95 Board members, 45 are full-time and 50 are part time. Also along with the Board members there are 225 employees In 1997 a new parole law toke action here in New Jersey. With this new law an inmate must be released on parole at the time of parole eligibility unless information provided at the Parole hearing would indicate that the convict would return to a life of crime. If the Parole Board denies parole to the convict they must state the reasons for coming to their decision. The Connecticut parole law is much more complex than the p ...

Bec Curriculum

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Advertisement Essay Example | Topics and Well Written Essays - 750 words - 3

Advertisement - Essay Example The first advertising phase effectively increases the target clients’ knowledge of the products’ benefits. The same advertising pattern is grounded on the understanding that the target clients have prior direct experiences on products’ benefit. The target clients affirm that the main advertisement message is very convincing (cognition phase). The eye drops advertisements target a certain target market. The market is composed of current, future, and prior users of eye drops. The target clients know that eye drops will improve the eyes’ physical condition. Consequently, the target clients will accept (cognize) the advertisement’s message (Shimp & Andrew, 2013). Next, the muscle pain medicine convinces the advertisement viewers that the gel product will alleviate muscle pain. Again, the advertisement targets the current and prior users of muscle pain medicines. The same users are convinced that most muscle pain products successful improve the patients’ muscle pain symptoms. The product targets customers having flu-related symptoms. Most of the patients diagnosed with the same symptoms accept (cognize) the advertisement is truthful, delivering what the company advertises (Shimp & Andrew, 2013). Finally, the arthritis advertisement targets customers who are currently patronizing arthritis and related pain medications. The advertisement easily convinces the arthritis patients that using the product will lessen the painful joint pains generated by arthritis. The target advertisement viewers know that the product will make the product users start living a more pain-absent life. Regarding the efficacy of the product, the target clients have no doubts (Shimp & Andrew, 2013). The second phase focuses adding convincing relevant knowledge to the advertisements’ target clients. The three advertisements contribute additional beneficial knowledge to the target clients. The clients will know that there is a new competing product in the market. The

Brazilian Real Currency Report Research Paper Example | Topics and Well Written Essays - 1000 words

Brazilian Real Currency Report - Research Paper Example The objective of this paper is to shed some light on the key factors affecting the behavior (in terms of appreciation) of the real, and specifically to evaluate the extent to which the expanding size of Brazil’s oil sector in the economy has influenced the explanation of these events. Oil production in Brazil has been growing strongly since the turn of the millennium. A variety of energy policies which brought competition in the oil market and abolished subsidies to price controls and imports has supported these developments. This is despite the fact that the industry is still dominated by Petrobas, the state-owned corporation (Kumar 25). Going forward, Brazil’s economy is likely to become increasingly dependent on oil production, particularly of offshore oil, for both local use and export (Guimara?es 19). Petrobas discovered huge oil reserves that have been estimated to have the capability to double the country’s current reserves, propelling the country to among the top 10 countries with respect to oil reserves alone. Oil developments have had a significant impact in explaining the movements of exchange rates, in addition to traditional factors. In a majority of equations, the productivity differential and net foreign assets have been found to be crucial determinants of the true effective exchange rate in the long-term (Kumar 47). Net foreign assets have also been found to be the factor affecting the most exchange-rate fluctuations in the short term. Oil production appears to be significant for movements in the real effective exchange rate in the long term. The case is similar in the oil export and the two standards of the terms of trade. In the short term, however, these variables appear to have an insignificant, if not fairly limited impact (World Trade Press 44). Exchange Rate Regime Brazil has implemented a governed floating exchange rate regime. This means that the exchange rate is free-floating and can shift daily in line with the su pply and demand in the market. If necessary, the Brazilian Central Bank can intervene in exchange rate. Interventions occur in 3 conditions: to manage extreme volatility that may affect the market’s normal functioning; to rectify monetary and localized instability in liquidity; and to grow foreign exchange rate reserves (Frieden & Stein 37). Balance of Payments (BOP) Position The Central Bank of Brazil (CBB), via the Balance of Payments Division of its Economic Department, is tasked with responsible for compiling, monitoring, and analyzing Brazil's balance of payments data (Frieden & Stein 74). In addition to this, it publishes and disseminates this data. The primary sources of information for compiling the entries of balance of payments goods are reports from the Secretariat of Federal Revenue of the Ministry of Finance, the Foreign Trade Secretariat of the Ministry of Development, Foreign Trade, and Industry. For other BOP transactions, the primary source is the exchange re cord a comprehensive statement of the exchange operations compiled by the Central Bank of Brazil’s Foreign Capital and Exchange Department and reported by the country’s banks. Brazil’s current BOP, in US dollars, is -52, 480,127,065 (Kumar 84). Purchasing Power Parity Brazil’s current purchasing power parity is $2.362 trillion (2012 estimates) (Guimara?es 59). Interest

Obesity In Children And Adolescence Essay Example for Free

Obesity In Children And Adolescence Essay Obesity in children and adolescence has become a major issue throughout America. Parents do not realize the health problems that their children have or will acquire later on in life. Obesity is a huge health issue, although it can be avoided by children becoming more active, changing their diet, or even taking away their video games. Children do not know any better, therefore, when parents over indulge them; eating large amounts becomes a learned behavior leading to obesity. Parents should encourage their child(ren) to become active as one of the ways to avoid obesity. Signing their children up to play in local sports leagues that their community may have such as t-ball and wee-ball for smaller kids or soccer, baseball, and basketball for older kids is a great way to keep them active. These sports are seasonal, which may help the child not feel overwhelmed with so much at once, then again being seasonal will help keep the child active all year around. Extra-curricular activities are a great way to keep older kids or teens active. High schools all over the country participate in track, cross-country, volleyball, swimming, even dance teams. Being active and working on physical fitness are just a few ideas to keep your body’s metabolism high and avoid obesity. A child’s diet has a massive impact on their weight, therefore maintaining a healthy eating routine will also prevent obesity. Although now a days America’s nuclear family has developed into a single parent family, the parent cannot slack off. Time is very limited but is not an excuse to tell the children â€Å"Hey kids we’ll grab some McDonalds on the way!† Even as a single parent there is still time to sit down and plan a menu with better food choices. Since the kids are at school all week that just means the menu only has to be for breakfast and dinner except on the weekends and days off. Taking time for the child’s eating routine is necessary and could save worry and struggles later on. Eating less fast food will definitely cut calories and over indulging, drinking more water, juice, and less soda will help as well. Video games! Children and teens absolutely love their video games, but are they playing on them too much? Video games encourage plenty of inside time, take away from the child running around and getting dirty because of eating a mud pie, and the child develops bad eating habits. By taking away the video game for a few hours you could go outside and run through the sprinkler in the summertime, or rake leaves in the fall. Going to the park could also be an alternative for the video games. Some chores would be helpful, having the child active to earn some Xbox or game time is an idea. It is surprising to think that burning calories and working out by just doing a little bit of cleaning around the house actually helps. Obesity is a huge health issue, although it can be avoided by children becoming more active, changing their diet, or even taking away their video games. These three solutions are just some food for thought, there are plenty more ideas and fun ways to stay away from the big issue; obesity. Children cannot avoid it on their own, it all starts at home. As a parent take charge and guide your child through a healthy life and lifestyle.

The Problem of Evil Essay -- God and Evil are Compatible

Introduction One of the oldest dilemmas in philosophy is also one of the greatest threats to Christian theology. The problem of evil simultaneously perplexes the world’s greatest minds and yet remains palpably close to the hearts of the most common people. If God is good, then why is there evil? The following essay describes the problem of evil in relation to God, examines Christian responses to the problem, and concludes the existence of God and the existence of evil are fully compatible. Body â€Å"The problem of evil is often divided between the logical and evidential problems.† At the heart of each problem is the belief that the existence of God and the existence evil are incompatible. They present an â€Å"either/or† dilemma: either God exists or evil exists, for they cannot exist together. Clearly evil does exist, therefore, God must not. The logical problem of evil (LPE) proposes that if God exists, He is omnipotent, omniscient, and omnibenevolent; in short, He would have the ability, knowledge, and desire to prevent evil. With the obvious existence of evil, God must not then exist. Christians have argued against LPE through in a variety of arguments (a number of these arguments could be labeled more broadly under the term â€Å"theistic,† but due to the nature of this paper, they will be cast from a Christian perspective). Some Christian arguments are considered sounder then others, but it is generally granted the Christian has succeeded in his task. Of note, the Christian doesn't need to explain why God would allow evil; he only needs to provide a reason that shows the existence of evil is not incompatible with the existence of God. Bluntly, the Christian could first appeal to the limits of human epistemology: claiming t... ...ers. 2. Cowan, Steven and Spiegel, James. 2009. The Love of Wisdom. Nashville, TN: B & H Publishing Group. 3. Dombrowski, Dan, "Charles Hartshorne", The Stanford Encyclopedia of Philosophy (Spring 2009 Edition), Edward N. Zalta (ed.), http://plato.stanford.edu/entries/hartshorne/, (Last accessed: October 15, 2011). 4. Ganssle, Greg, â€Å"The Problem of Evil,† Lecture, Dartmouth College, (February 2, 1998), http://www.gradresources.org/worldview_articles/problem_evil.shtml, (Last accessed: October 15, 2011). 5. Tooley, Michael, "The Problem of Evil,† The Stanford Encyclopedia of Philosophy (Spring 2010 Edition), Edward N. Zalta (ed.), http://plato.stanford.edu/archives/spr2010/entries/evil/, (Last accessed: October 15, 2011). 6. Waters, Larry and Zuck, Roy. Ed. 2011. Why, O God? Suffering and Disability in the Bible and Church. Wheaton, IL: Crossway Books.

Broken Rules

The first discussion in this essay will focus on the reasons why institutional policies are broken; should those policies ever be broken; and discuss possible solutions that could eliminate the need to break these rules, which would lessen the pressure employees felt when the policies of the organization were not followed. The second discussion will be about the violent behavior in school-aged children and explore possible solutions to dealing with the explosive rage exhibited toward childcare workers. A problem with breaking rules during the flu and cold season puts not only other children’s health at risk, but the staff’s also.The cleaning schedule for childcare facilities should be on a daily schedule. Many organizations keep a spray bottle of bleach and water to wipe down tables, chairs, desks, and play areas. Others dip all of the toys in a bucket of bleach water at the end of the day to sterilize them, but this does not clean toys that are handled and played with amongst the children before the end of the shift. Facilities hold policies that if the children are running a fever, coughing, sneezing, and have runny noses, the parents should keep the child home or find alternative care while the child recuperates.Many of the organizations realize that in today’s world extended families could be located thousands of miles apart; and finding trustworthy alternative childcare is difficult. Thus, many facilities break their own policies in taking the sick children into their care to help the families, knowing that parents must go to work. The facilities also realize a financial loss in their economic budget when parents hire alternative childcare during the times that the children are ill. And ideal situation in childcare would be to recognize and implement childcare through all the ups and downs that families experience.I propose that childcare facilities create an area away from the main rooms of bustling activities for the ill child or chi ldren. The separate wing would be a quieter place with subdued lighting to induce restful activities while the child recuperates from their compromised physical conditions. The instructor/teacher/worker, who is assigned to that area for the shift, can initiate quiet activities and instruction time. This separate area allows for more nap times in a less busy environment; extra hydration can be given to the ill child without hindrance from the other children.Having assigned personnel to take care of the sick children and keeping them isolated from the main population of the facility, would do more in restricting the spread of the flu and cold viruses to the rest of the children and staff. Parents would not have to struggle with finding alternative childcare, and the facilities would be able to maintain a stable income by taking care of ill children. Most childcare facilities are considered small businesses; therefore, they would be eligible for certain grants to merge these two types of care packages for the parents’ choice of options.Or the facility could charge an extra fee for that month to the child’s family to offset the extra expense in tending to an ill child. The second position of this essay deals with the problems of explosive rage in children towards classmates and staff. Alarming rates in acts of violence have increased dramatically in lower elementary grades. â€Å"Elementary school principals and safety experts say they're seeing more violence and aggression than ever among their youngest students, pointing to what they see as an alarming rise in assaults and threats to classmates and teachers.† 1 Working with the parents to control the unacceptable behavior of their children has failed, so facilities have approached the problem with stricter discipline to get the attention of the children and the parents. It is rare to see full time counselors or social workers in the elementary grades. Many schools districts have opted to sha re these positions to ease the budget demands. Police have to be called in to subdue parents upset with the disciplining of their child.For instance, Minnesota has had to suspend nearly 4,000 kindergartners for violent behavior in 2004 to 2006. This is counterproductive to the classroom environment and hinders students from learning. To gain control of the classroom or childcare area, I propose that priorities be re-evaluated to obtain a higher budget level for implementing full time counselors and security positions. Ongoing certification classes for educators and childcare workers should place emphasis on what constitutes effective treatment for violent children.It is not just a gift to be able to work with difficult children, it takes the philosophy of the teacher/worker that they can make a difference, for the good, in the children’s attitudes. I believe that full time social workers or counselors in the childcare institutions can keep track of the nutrition, health, and sleep patterns of the child that exhibits aggressive behavior. Unions of childcare workers can unite to press Congress for more active research, comparing pre-natal care as it relates to aggression in children. Communities can work along with the schools or other children’s facilities with after school programs.Many ideas can be implemented for the prevention of juvenile delinquency; it only takes someone or some group to initiate and facilitate them. References 1 Toppo, Greg; USA Today, Online; (2003, January 12); retrieved June 7, 2007, from: http://www. usatoday. com/news/nation/2003-01-12-school-violence-usat_x. htm Gordon, Gerard; 1996; Managing Challenging Children; Australia, Prim-Ed Publishing. Taylor, Cecelia Monat, Ph. D. , R. N. ; Merness’ Essentials of Psychiatric Nursing, Thirteenth Edition; (1990); St. Louis, Missouri; The C. V. Mosby Company; pgs. 369-392.

Employee Compensation and Benefits Essay

Black Corporation, an innovative new technology corporation, has just hired John as the director of their Human Resources Department. As HR Director, John has been tasked with hiring an Administrative Assistant/ Secretary for the advertising department and to develop an employee compensation and benefits package that will be used for that position upon hire. He must elaborate on Black Corporation and the type of organization for which he is designing the package and develop an employee compensation and benefits package for this new position. He must be able to support his ideas the compensation/benefits package. This is the first time that John has had the task of hiring for Black Corporation and he will need quality resources to assist him to ensure that he is able to make the process as smooth and effective as possible. What type of Organization is Black Corporation? To begin with, John has recently been hired by Black Corporation as the director of their HR department. John has may years of HR experience and is also a certified Senior Professional in Human resources. BC is a brand new addition to the technology industry, which has just introduced an innovative communications device called the Talk Tablet. This device is a cellular telephone that is also a tablet that can be used for Internet access and app purchases. The head of Advertising, Mary, is in the process of launching a multi million dollar ad campaign and is in need of a Administrative Assistant/Secretary to assist her. Although BC has been open for less than a year they have established their stake in the industry with their ability to enhance current products and out sell many of its competitors. They are also known for employee satisfaction. BC considers its employees their greatest asset and offers excellent benefits and compensation. They are a very competitive employer; therefor e their employees are all experienced professionals in their area of expertise. The Administrative Assistant/Secretary Compensation Package Next, John has to develop the compensation/benefits package for his new hire Elizabeth. According to  BLS.gov the median pay in 2012 (the most updated reporting) for an AA/Secretary is $35,330 or $16.99 per hour. (â€Å"Secretaries and Administrative Assistants,† 2014) BC prides itself in hiring and retaining the cream of the crop in all of the areas they employ. They will pay Elizabeth a base salary of $61,000, due to her experience in this industry and position, and her performance will be evaluated in 90 days for a compensation increase. The base salary for an entry level AA/Secretary will be $51,000. This is $975 more than one of their competitors Apple Inc., according to Glassdoor.com (â€Å"Apple AA hourly pay,† 2014) Additionally John will decide on the benefits package. Susan Hatchfield, management and organization development consultant, who specializes in human resources, explains that â€Å"health insurance is the foundation of a comprehensive employee benefits package. Health insurance is the preferred employee benefit of the majority of people who work. [†¦] No comprehensive employee benefits package would be complete without employer paid time off from work. [†¦] Short-term disability insurance ensures that an employee will still receive a percentage of income if they cannot work due to sickness or a disabling injury. [†¦] Long-term care is an insurance policy that protects an employee from loss of income in the event that he or she is unable to work due to illness, injury, or accident for a long period of time. [†¦] Various dental insurance plans are available for employers to offer as part of a comprehensive employee benefits package. [†¦] Vision insurance is a lower cost addition to a comprehensive employee benefits package that is provided by employers. [†¦] Life insurance is an appreciated component in a comprehensive employee benefits package. [†¦]† (Heathfield, 2014, para. 6) All of these benefits will be the basis for the package for the Administrative Assistant/Secretary. Health, dental and vision insurances will be competitively priced with BC covering the majority of the premiums. The short term and long term insurance and a basic life insurance policy will be provided to the employees at no additional cost. BC will also provide a 401(k) investment option to allow employees to invest in their retirement with a 7% match to all investments. They will also allow an employee stock option with the improved dividends of the corporation. She will be given paid time off on a tiered scale, 4 weeks to begin with as well as a 2 day increase every 3 years with a maximum of 6 weeks. All major holidays will  also be paid with additional days off for some selected holidays. The package will include 12 stress/sick days per year. Elizabeth has been an AA/Secretary for the Advertising director with Google for 10 years and is excited to make the transition to Black Corporation. Google is the dream gig for many young professional according to a survey conducted by CB S News. Amy Levin-Epstein, of CBS News’s Money Watch reports that Google offers â€Å"a standard package of fringe benefits, but on top of that are first-class dining facilities, gyms, laundry rooms, massage rooms, haircuts, carwashes, dry cleaning, commuting buses – just about anything a hardworking employee might want.† (LEVIN-EPSTEIN, 2011, para. 2) They even offer free beer. With this in mind, John needs to develop a package that can offer some of the great fringe benefits that Elizabeth is used to. Although BC is a fairly new company they have invested in a state of the art facility, and they have done their research. They incorporated all of the amenities that Google offers as well as onsite training facilities and the option to go to school on campus to earn certifications and degrees. In conclusion, John has completed his task. He has hired Elizabeth as the Administrative Assistant/Secretary for Mary and he has developed a compensation package for the AA/Secretaries of Black Corporation. Elizabeth will start after she submits her 2 weeks notice. References Apple Administrative Assistant Hourly Pay. (2014). Retrieved from http://www.glassdoor.com/Hourly-Pay/Apple-Administrative-Assistant-Hourly-Pay-E1138_D_KO6,30.htm Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2014-15 Edition, Secretaries and Administrative Assistants, †¨on the Internet at http://www.bls.gov/ooh/office-and-administrative-support/secretaries-and-administrative-assistants.htm (visited June 16, 2014). Heathfield, S. (2014). What’s In a Comprehensive Employee Benefits Package? Retrieved from http://humanresources.about.com/od/compensation-structure/tp/employee-benefits-package.htm LEVIN-EPSTEIN, A. (2011). Google Job Perks: Top 10 Reasons We Want to Work There. Retrieved from http://www.cbsnews.com/news/google-job-perks-top-10-reasons-we-want-to-work-there/

23 Analytical Essay Topics on Political and Economic Development in the Third World

23 Analytical Essay Topics on Political and Economic Development in the Third World If your instructor had issued an assignment to do an analytical essay on political and economic development in the third world, you need to ensure that it has ample facts to support your arguments. Here are 23 you can use in your upcoming essay to secure a good grade. Conventional wisdom dictates that improved economic conditions help to lower crime. However, this does not apply to international terrorism. According to the economist, Alan Kruger, â€Å"There is little reason for optimism that a reduction in poverty or increase in educational attainment will lead to a meaningful reduction in the amount of international terrorism.† According to the International Labor Organization (ILO), 75% of unemployed people worldwide lack unemployment insurance. Developed countries can combat this by investing in labors of such infrastructure projects include: irrigation systems, wells, health centers, schools, and dams. High levels of public debt, unemployment and job insecurity are major problems that plague the third world. Under these conditions, future economic development seems grim. Political stability also remains a distant dream. Developing human capital needs to be the major goal of third world countries. Most developing countries have a thriving underground economy. Illicit trade and drug use is rampant there, negatively affecting the economy of the country. Transnational crime needs to be curbed in order to ensure the economic stability of the third world. Victims of poverty are more vulnerable to environmental changes. The destruction of natural resources such as water supplies and forests further degrades the quality of life for poor people. On the other hand, the conservation of forests will lead to a more stable water supply system and less soil erosion. As most of the world’s poor rely on agricultural activities for sustenance, natural resources are a matter of life and death. Illicit drug trade has a devastating effect on public health. Almost a quarter of all AIDS/HIV cases in China, Central Asia and Russia can be traced to IV drug use. Since drug trade crosses international boundaries, it is a problem that needs to be tackled before it expands on a global scale. Education levels is a major factor in the Human Development Index and improving it should be the focus of developing countries. However, improving education in developing countries benefits the economy more than simply improving literacy. Without the former, people may view themselves as outsiders in the political process. As a result, they have less faith in their fellow countrymen and suffer from poor health. Corruption is a major problem in underdeveloped countries, especially since countermeasures are hindered with complex obstacles. The World Bank has declared corruption as â€Å"Public Enemy Number One†. Access to healthcare is a major issue for the poorest countries of the world. A shocking example is that of Haiti, which has less than 1% of the total professional nurses required per person as compared to the US. The presence of significant red tape in developing countries is an obstacle in small business growth. Reducing the number of regulations can help this situation. A World Bank report showed that the number of new businesses rose by 50% in Ethiopia when the government made the regulatory process more efficient. Debt repayments are a major burden on third world nations. 39 of the poorest countries in the developing world have been granted full or partial debt write-offs by foreign governments or international financial institutions. Developing countries have highly restrictive trade policies in place. This has a negative effect on their balance of trade and balance of payments, eventually causing a slowdown in economic growth rates. A significant knowledge gap exists between the developing world and other nations. Even the dissemination of information via mass media has not helped bridge the knowledge gap. Third world nations have high levels of government corruption and weakened state institutions. Some researchers claim that such states are more likely to become failed and will be under greater threat of terrorism. The Fragile State Index is used to rank the strength of governance in major countries. Currently, the top three most fragile states are all third world nations. South Sudan is the most fragile, followed by Somalia, and the Central African Republic. Third world populations suffer from malnutrition. This leads to the underdevelopment of their bodies and minds. Studies show that over 200 million children under five years of age fail to reach their full development potential. Access to healthcare in the third world can be improved by using Mobile Health Units. These are very cost-effective, with the average cost per patient around $1.26. Such units can help prevent malaria and provide water sanitation services. Money markets in third world countries are not very sophisticated. Most third world countries have money markets which are poorly integrated, quite narrow, and in some cases virtually nonexistent. Access to better education and healthcare will speed up economic and social progress in underdeveloped nations. Over 1.2 million people die each year due to Malaria. The majority of the victims are very young children in Africa. The factors contributing to this high level of infection are: water shortages, poor waste disposal systems, inadequate housing, and poorly designed water and irrigation systems. Pollution kills 800,000 people annually. Urban areas in developing nations have high pollution levels, mainly caused by vehicles, industrial waste and energy production. Each year about 355,000 people die from unintentional poisoning. About two-thirds of these deaths occur in third world countries. The lack of knowledge about pesticides and toxic chemicals is often to blame for the majority of these cases. Climate change will prove to be devastating for underdeveloped countries. People living in the coastal areas will be most vulnerable to extreme weather events and sea level rises caused by rising temperatures. These facts should give you a good general idea of political and economic development in the third world. You may continue learning about it by reading our instructions on writing an analytical essay on the subject as well our 20 topics list and 1 sample essay. References: McMichael, Philip. Development and Social Change. Los Angeles: SAGE, 2012. Print. Terror vs. the Third World. Nytimes.com. Retrieved 3 March 2016, from nytimes.com/1986/05/11/opinion/terror-vs-the-third-world.html Alan B. Krueger and Jitka Maleckova, â€Å"Education, Poverty and Terrorism: Is There a Causal Connection?† Journal of Economic Perspectives 17 (Fall 2003):119-44 Yumusak, I., Bilen, M., Ates, H. (2013). The Impacts of Gender Inequality in Education on Economic Growth in Turkey. Procedia Social And Behavioral Sciences, 103, 1093-1103. http://dx.doi.org/10.1016/j.sbspro.2013.10.437 Hanushek, E. (2013). Economic growth in developing countries: The role of human capital.Economics Of Education Review, 37, 204-212. http://dx.doi.org/10.1016/j.econedurev.2013.04.005 Patrick, S. (2012). The Internationalist  » How Transnational Crime Hinders Development- and What to Do About It. Council on Foreign Relations The Internationalist. Retrieved 3 March 2016, from http://blogs.cfr.org/patrick/2012/06/26/how-transnational-crime-hinders-development-and-what-to-do-about-it/ Acemoglu, D. (2009) Introduction to Modern Economic Growth Princeton: Princeton University Press. Rodrik, D. (2007) One Economics Many Recipes: Globalization, Institutions, and Economic Growth Princeton: Princeton University Press. The Guardian,. (2013). Curbing deforestation in the developing world. Retrieved 3 March 2016, from theguardian.com/global-development-professionals-network/crown-agents-partner-zone/curbing-deforestation-in-the-developing-world Andreas, S. (2016). Education in an Uncertain World | Human Development Reports.Hdr.undp.org. Retrieved 3 March 2016, from http://hdr.undp.org/en/content/education-uncertain-world Stasavage, David and Daubrà ©e, â€Å"Determinants of Customs Fraud and Corruption: Evidence from Two African Countries†, Technical Paper No 138, OECD Development Centre, August 1998. Hors, Irà ¨ne, Fighting Corruption in Developing Countries and Emerging Economies: the Role of the Private Sector, study by the OECD Development Centre, to be published. Debt Relief Under the Heavily Indebted Poor Countries (HIPC) Initiative . International Monetary Fund. 30 September 2014. Retrieved 6 April 2015. Shah, Anup (July 2007). Structural Adjustment- a Major Cause of Poverty.. Global Issues. Retrieved 2007-08-13. Edwards, S. Trade Orientation, Distortions and Growth In Developing Countries. (n.d.): n. pag. 1-37 Harrison, Ann. Openness and Growth: A Time-series, Cross-country Analysis for Developing Countries. Journal of Development Economics 48.2 (1996): 419-47. Web. Gaziano, C. (1983). The knowledge gap: An analytical review of media effects. Communication Research 10 (4): 447–486. Gaziano, C. (1997). Forecast 2000: Widening knowledge gaps. Journalism Mass Communication Quarterly 74 (2): 237–264. James A. Piazza,Incubators of Terror: Do Failed and Failing States Promote Transnational Terrorism? International Studies Quarterly, 2008, 3: 469-488, p.470 Fragile States Index FAQ Retrieved 3 March 2016. The Fund for Peace Retrieved 3 March 2016. Grantham-McGregor, Sally et al., the International Child Development Steering Group. â€Å"Developmental Potential in the First 5 Years for Children in Developing Countries.† Lancet 369.9555 (2007): 60–70. PMC. Web. 28 Nov. 2014. Walsh, J., and K. Warren. Control of Infectious Disease in Developing Countries. New England Journal of Medicine 304.1 (1981): n. pag. 967-974 Yà ±ez, L, Ortiz, D, Calderon, J, Batres, L, Carrizales, L, Mejia, J et al. Overview of human health and chemical mixtures: problems facing developing countries. Environmental Health Perspectives 2002; 110 (6): 901-909. Taylor, LH, Latham, SM Woolhouse, ME. Risk factors for human disease emergence. Philos Trans R Soc Lond B Biol Sci 2001; 356 (1411): 983-9. The World health report 2002 reducing risks, promoting healthy life. Geneva, World Health Organization, 2002. Goldman, L, Tran, N. Toxics and poverty: the impact of toxic substances on the poor in developing countries. Washington, DC, The World Bank, 2002. FAO/UNEP/WHO. Childhood pesticide poisoning: information for advocacy and action. Geneva, United Nations Environment Programme, 2004. Tichenor, P.J., Donohue, G.A. and Olien, C.N. (1970). Mass Media Flow and Differential Growth in Knowledge, Public Opinion Quarterly 34: Colombia University Press.

Influence Internet and Digital Technologies on Supply Chain Essay

Influence Internet and Digital Technologies on Supply Chain - Essay Example From the report it is clear that  organisations demonstrate concern on the agility of supply chain, reduction of product time cycle, efficiency, and product delivery. The essence of the above contention is to achieve high performance through introduction of effective and efficient services. The move from the traditional system to the electronic system was because of the influence created by the electronic system to the organisation performance.According to the paper findings the understanding of internet or information technology with respect to SCM would refer to a system where the organisation has no boundaries of sharing its information. Supply chain management is a process where an organisation coordinates, plans, and controls materials (goods) from supply to consumer. The chain consists of geographical facilities of distribution and links created through the transport system that connect the chain to the facilities. The chain would begin from the manufacturing organisation and would end with the consumer. The length of the chain determines the efficiency of the organisation.  Supplier to buyer relationship shows some degree of interdependence. Factors, which influence the interdependence, are bargaining power and supply power among others. The development of organisation’s strategy largely depends on its supply power.  The effectiveness of the chain would depend on the trust demonstrated by the concerned parties. Analysts contends that application of electronic system in product marketing i.e. IT reduces costs associated with coordination because it drastically cut cost of communication and the assets which offer create chain relationship (Salo and Karjaluoto, 2006:56). The competitiveness of a product in the market depends on the consumer information about the product. The essence of digital technology is to influence the traditional supply chain by creating effective operations. Study on traditional chain show that information availability i s limited thus leading to in adequate performance (Simchi-Levi, et.al. 2004:132). Communication is a vital element in the supply chain because it dictates terms of service between the suppliers and the buyers. The effectiveness of the system leads to strategic approaches, which influence the performance of the organisation. Researchers have observed that many organisations have embraced internet and other digital systems in their supply chain process. The shortcoming of the traditional chain includes limited functionality of the enterprise, inflexibility to adapt to environmental changes, limited support functionality in decision-making and limited modularity (Gordon, et.al. 2008:58). Supply Chain in the Book Industry Research on internet influence on SCM in book industry indicates that the application has an influence in the following areas procurement, supply relationship management, customer relationship management, and logistics (Wang, et.al.2011:13). The processes involved in s upply chain of books include publishing, creation, consumption and distribution. The trend is similar to other trends employed by other organisations. A bid to understand the impact of internet application to SCM leads to the following approach of explanations. Internet and other digital technologies on purchasing Availability of information through internet has influenced processes involve

Describe the reasons advanced to justify discrimination against Essay

Describe the reasons advanced to justify discrimination against Catholics and free African Americans in the United States until the Civil War. How did Nativists - Essay Example The discrimination against Irish Catholics lessened during and after the Civil War, but the discrimination against free African Americans during and after the Civil War increased. Before, during, and after the American Revolution up until the American Civil War Irish Catholics were discriminated against. The first reason for the discrimination was attitudes carried from Europe. Since the Reformation spread in England, resulting in Henry VII breaking off with the Pope, Protestants clashed with Catholics. Protestants were the majority of settlers and founders in the United States. The government, schools, and social aspect of the United States was built upon Protestant values. This attitude led to the discrimination against Irish Catholics. The second attitude concerned the Irish and English long standing dispute over the English rule in Ireland. These attitudes from the old world carried over into the new world. Religious differences also were used to justify discrimination against Irish Catholics. Protestants were frightened that the Pope would try and conquer or exert control over the newly formed United States if the Irish Catholics settled in the new land. For the Protestants practicing Catholicism meant disloyalty to the United States, due to a Catholic’s allegiance towards the Pope. The United States had just held a successful revolution against a king; they did not want to be subjects of another one. Even though this logic seemed far fetched, many Protestants feared Catholic domination. Finally, other ethnic groups wanting to fit in with the Protestants discriminated against the Irish Catholics in order to be more American. For example, German Protestants would discriminate against Irish Catholics to fit in better with the new Protestant society. It did not matter what ethnic group an individual was from in the United States, but whether or not the group