Religion -Ethical and Social Issues Assignment Example | Topics and Well Written Essays - 750 words

Religion -Ethical and Social Issues - Assignment ExampleEven though Mrs. Wilkins is in her finale life cycle the natural law demands that what is consistent with natural law is clean-livingly right during anyaffair that is non is morally wrong. In connection to this, these laws are determined human beings. Human beings have the ability to precedent and decide for themselves what is right or wrong. Even though she agreed to take the trial, it was non morally because she was not given enough time to think about the experiment.Kant ethics also states that the only good thing which cannot be quantified is good will. Kant also argues that there is no occasion that we can forfeit a moral behavior in order to have some good object. In connection to these conditions by Kant, the doctors should not push the patients just to have the medicine tested.According to Act Utilitarianism.... Actions are right in dimension as they tend to promote delight, wrong as they tend to produce the rever se of happiness. By happiness is intended pleasure, and the absence of pain by unhappiness pain, and the privation of pleasure. In this case, Mrs. Wilkins has agreed to take use in the trial because she feels it will help other people overcome the sickness she is having.Rule-utilitarianism suggests that a somebodys decision should be based on the overall consequences that the decision will make. Therefore, by Mrs. Wilkins accept to take part of the trials she is convinced that in the long ran, there are people who will benefit.Kants theory concludes that by rational agents agreeing to take part in any activity they are derail to these activities by their own will. Finally, Kant concludes that while, in pursuit of the kingdom of ends, rational agents should act as if their law schematic a hypothetical kingdom. Therefore, Kant theory can be used to justify that Mrs. Milkins is a potential prospect for the experiment.Also according to Primer face duties, there is always a primer fa ce

CLIMATE CHANGE AN OUTCOME OF ANTHROPOGENIC FACTORS Essay

CLIMATE CHANGE AN OUTCOME OF ANTHROPOGENIC FACTORS - Essay ExampleThe Intergovernmental panel on climate throw at the Kyoto protocol determined in 2007 that most of the observed increase in global average temperatures since the mid-20th century is very likely due to the observed increase in anthropogenic greenhouse gas concentrations 2. Furthermore, based on the assumption that significant anthropogenic warming has interpreted bit over the past 50 years over each continent except Antartica, it has been concluded that anthropogenic climate change is having a significant impact on physical and bilogical systems globally 3. Climate change is occuring on all continents and in most oceans. Changes in the natural system since 1970 have been occuring where temperature increase has taken place. These changes cannot be explained by natural climate variations alone. This implies that climate change is primarily attributable to anthropogenic factors. The Intergovernmental instrument panel on Climate Change (IPCC) conclude that the earth is warming and that humans are probably the cause. Technologies to ebb greenhouse gas emissions and strategies for carbon sequestraion have been comprise to be essential as species extinction has been found to be related to climate warming 4.

Questions 7 & 8 psychosocial dev Essay Example | Topics and Well Written Essays - 500 words

Questions 7 & 8 psychosocial dev - Essay ExampleObservations of physical development reveal that growth is cephalocaudal (it harvest-tide from head to tail) and proximodistal (it proceeds from the center of the body outward) and that gross motor movements are developed earlier fine motor movements. overlook of head and arm muscles is achieved onwards control of leg muscles. Similarly, children are able to control the muscles of their arms before they can control the fine muscles in their hands that are needed for tasks such as paper and cutting with scissors. (Brewer, 2001, p13). This explains why a human first masters balancing his head and back before learning to stand and walk, and why younger children move their arms clumsily when attempting to paint until they master the attainment of holding a brush or a pen properly and exerting enough pressure to pull through some strokes.The Initiative vs. Guilt stage of Eriksons Psychosocial development usu whollyy happens during the preschool years of ages 3-6. At this age, the fundamental task is to gain competence and initiative. The child has a boundless supply of energy which permits him to learn all kinds of activities and ideas quickly and avidly. In discovering that he is capable of doing umpteen things, he gets to attempt a lot of tasks that he whitethorn not be ready for. In the event that he fails in such tasks, he may become overwhelmed by resignation, guilt and anxiety.The preschool age is characterized by enthusiasm at proving ones competencies by initiating or volunteering for tasks. The child is out to pursue evidences that he or she is already a commodious boy or girl and no longer a helpless baby. However, the reality that his youth brings many limitations to his abilities that need more time and practice to be honed, usually sets in and may cause him foiling and guilt at failing. If he is not able to deal with the frustration properly, then he may defer from taking

Discussing strenghts and weaknesses in a research article Paper

Discussing strenghts and weaknesses in a article - Research Paper ExampleThe designation of the article is a weakness of the entire research process, and this is because of how the authors utter it. Mccluskey and McCarthy who completed the research could have stated the title in a suggestive manner to draw the attention of readers on such an demand practice in nursing. For instance, they could state title in a way that reflects their stand.Packing a violate is a medical process that involves the application of packing materials such as sterile gauze to blockheaded wound so as to absorb drainage from the wounds to allow for faster healing, initializing the healing process from the intimate section of the wound towards the external section or outer skin. The main purpose of setting up this qualitative research on packing wounds is therefore to effectively and conclusively determine the level of knowledge, skills, and competencies of nurses whom we institutionalize to attend to pa tients wounds (Wounds UK, 2008).The aim of the debate is a formidable strength of the research the authors conducted. This is because the purpose of the study pioneered the study trying to determine the correlation between knowledge and competence in wound evaluation and vigilance that had never been done prior to their study.How much knowledge in terms of empirical, aesthetic, personal and tacit knowhow do our nurses have or require to enable them be competent to the level of owning patients trust while being attended to?The research question strengthens the article, and this emanates from the way the authors tied the research question to the title, and this makes up for the statement of the title, which seems to be inadequate in the way it appeals to the readers.The need for professionalism in wound care cuts through all ages and specialties as stated by the law, which illustrates that each and every patient with a wound deserves the right to get opening to and receive a good minimum standard care irrespective of etiology of their wounds, where care is

Project management Assignment Example | Topics and Well Written Essays - 4500 words

redact management - Assignment ExampleOrganisational Structure get off Team Structure The picture is to be managed by a single insure manager, reporting in to the Operations Director. The organisational bodily structure chosen depends to a large extent on some(prenominal) methodology use and whether the organisation has any existing project management structures that are appropriate. For the purposes of this paper, it is assumed that there are no existing structures and the organisation does not have a preferred project management methodology. catchs are usually organised in one of three ways, according to Clements and Gido (2006 p.390) usable, project and ground substance. The functional structure is typically apply in organisations producing standard products and projects tend to be managed in-house, if they ever occur. The project-type organisation assumes that the project is a complete entity in its own right, with its own manager, team and resources. The projects are large, complex and expensive, taking years rather than weeks or days. on that point may be several projects running at once, but they are independent of each other. The matrix structure is similar to the project-type structure, in that multiple projects run at the same time. However, the projects can vary in size and scope from a few months to several years, and the resources need to be co-ordinated across them all. It is similar to the functional structure in that functional expertise is retained. There is a functional manager as salubrious as a project manager involved in organising the project and co-ordinating the resources. This classification of structures is mirrored in the Project Management Body of Knowledge (PMBOK) (Project Management Institute (PMI) 2004 p.28). Based on this brief description, the project-type structure would appear to be suitable. But before a final decision is reached, other possibilities should be assessed. If the PRINCE2 (Office of governance Comme rce (OGC) 2009) methodology was to be used, a different organisational structure would be recommended. This would comprise a Project get on with, with three members (Senior drug user, Senior Supplier and Project Executive), to whom the project manager would report. The project could be a detach organisation, like the project-type structure above, or it could take place within another organisation, similar to the functional structure, depending upon the quite a little and the decisions of those involved (ibid, pp.31-43). The three roles on the Project Board represent the interests of the user, the supplier and the business (the Project Executive). The Project Executive is the ultimate authority of the project and may report into a Programme Board if the project is one of a number focused on achieving a particular set of outcomes. The Senior User represents the ultimate users of the projects outputs who will take those outputs into business-as-usual operation. The Senior Supplier represents those who will provide the resources that raise the projects outputs. PRINCE2 can be used for any size of project as it is considered a generic approach to project management, focusing solely on the management aspects of project management, rather than any specialist contributions (ibid, p.4). So arguably it could be used in this situation as well. This approach to project management organisation is also used by the Association for Project Management (APM), where the Project Board is referred to as the

English is a World Language Essay Example | Topics and Well Written Essays - 2500 words

position is a World Language - Essay modellingPerhps the presence of English mkes people lzy bout lerning other lnguges, or reduce their opportunities to do so. Perhps English hstens the disppernce of nonage lnguges, or - the ultimte thret - mke ll other lnguges unnecessry. person wishs besides one lnguge to tlk to someone else, it is sometimes rgued, nd once humans lnguge is in plce, other lnguges will simply die wy. Linked with ll this is the unpltble fce of linguistic triumphlism - the problems tht society meets in the contemporry world. It is importnt to fce up to these fers, nd to recognize tht they re widely held. In the following essy I will discuss meet of problems tht rise out of English going globlnew lndmrk report commissioned by the British Council on the position of the English lnguge in the world shows tht the globl dominnce of English poses mjor problems for Britin. Prticulrly, the globl spred of English, which hs brought tngible benefits to Britin nd other ntiv e-speking countries, will led to dependable economic nd politicl disdvntges in the future in Britin unless plns re put in plce immeditely to remedy the sitution. Monolingul English grdutes fce blek economic future s qulified multilingul young people from other countries re proving to hve competitive dvntge over their British counterprts in globl compnies nd orgniztions. English is, s ever, n importnt tool for operting on the world stge, sid John Whitehed, film director of the British Council. But Grddols reserch highlights tht once everyone speks English, compnies will nturlly look for employees who spek other mjor lnguges such s Mndrin get upese or Spnish s well. There is need to tke rdicl ction nd pln for the future, otherwise we in the UK will find ourselves t permnent disdvntge. (Butist, 2006)Figures indicted tht there hs been n explosion in English lnguge teching since 1945 so tht in his previous reserch, Grddol ws ble to show tht two cardinal people would be speking or le rning English within decde. (Grddol, 2006)But in English Next the reson for the colossal rise in populrity of English is becuse it is no longer foreign lnguge for most of its lerners. English is rpidly turning into ner universl bsic skill. Sttistics showed tht nerly 60 per cent of primry school children now lern English in Chin. Whts more, the totl numbers of English spekers in Indi nd Chin now exceed the number of spekers elsewhere in the world. s globl English mkes the trnsition from foreign lnguge to bsic skill, it seems to generte n even greter need for other lnguges. Even in English-speking countries such s the United Sttes nd Britin, immigrnts hve discovered tht they not only need to lern the lnguge of their host society, but lso other lnguges. Since they tend to live nd work longside other ethnical communities, they my find they hve to lern other lnguges s well. ccording to n ssocited Press rticle lst yer, s new immigrnts rrive in lredy diverse neighbourhoods, the lnguge the y embrce isnt lwys English. If left wing to themselves, such trends will diminish the reltive strength of the English lnguge in interntionl eduction mrkets s the demnd for eductionl resources in lnguges, such s Spnish, rbic or Mndrin,

How can managers assist employees with their career development Research Paper

How apprize managers assist employees with their course evolution - Research Paper ExampleIt has too been stated that presence of a motivated workforce is very critical to the success of a firm in the market. It has been proved in various researches that job satisfaction is an essential aspect that leads to motivation among the employees. A motivated employee is known to bid the best shot at the workplace and is likely to view his or her tasks as responsibilities rather than habit work that can lead to organizational efficiency generating competitive advantage for the organization. The aspect of motivation is in like manner directly linked to public life development of the individual employees. The role of the manager or the supervisor becomes very important in this regard as their attitude can lead to considerable effects on the level of motivation and job satisfaction. The present paper would try to analyze the role of the managers in assisting employees towards their rus h development Analysis The concept of career development has been a matter of consistent research over the last few decades. During the era of the 80s the focus was based on the unitarist practices with employees extending their career options to multiple employers in an attempt to get the best of development of their personal careers. The present age has led to a situation in which employers are facing issues of high turnovers that has led to formulation of strategies that call for the need to watch career development of the employees so as to ensure motivation and job satisfaction that can in turn help retain the best employees in the organization. The aspect of career development also calls on managers and supervisors to formulate practices that tend to encourage and improve their learning curves. The recent recession and downturn in the markets also had a very negative impact on the relationship with employees and their managers as well as on the careers of employees who were downsized in order to maintain costs. However, many organizations and managers have realized this as an opportunity to ensure a relationship based on partnerships and mutual benefits leading to a condition of greater shared obligation that has led to generation of a positive sentiment even during times of severe crisis situations like the frugal recession (Bratton & Gold, 2001, p.172-180). Figure 1 Career Development Model (Source Bratton & Gold, 2001, p.182) The figure above shows a career development plan that combines the organizational needs along with the career development of an employee in the organization. The model proposes a session for career counseling that can be used to integrate organizational requirements with the career developing and competence of an individual employee. The model also shows a significant and important role for the manager in the entire process as the entire task of making a mutual integration with the career goals of an individual employee. The manager has a key role in making a decision intimately the type of training program that should be suitable for the employee so as to ensure organizational development as well as career development of an individual (Bratton & Gold, 2001, p.172-180). Numerous research conducted by pedantic and professional circles have stated the importance of the role of

Major Theoretical Perspectives Assignment Example | Topics and Well Written Essays - 1250 words

Major speculative Perspectives - Assignment ExampleThe main question which is put forward by functionalist sociologists is that how is a society unploughed close together at all times and how is its order maintained?To begin with functionalists concentrate upon cardinal ideas that be closely related to their idea of how societies are held together. Firstly, how is order maintained in our society, and secondly, what are the major(ip) reasons behind the stability which exists in our society.Functionalists do not focus upon the differences found in different split of the society. They in fact focus on how the shared norms, values and mores help create social solidarity and cohesion. (Browne, 2006)The ideas of functionalists are based on the concept of organic analogy. These ideas were initially discussed by patron sociologists same(p) Auguste Comte and Emile Durkheim. They explained that the society was like a benignant body. If there was pain in one part of the body it will riv al the functioning of the whole society. Therefore, it was necessary for the society to be in equilibrium.Durkheim (The Rules of Sociological Method, 1895) emphasizes on two concepts. The first concept is of social solidarity. Solidarity is based upon such things as uncouth culture, socialization, basic values and norms. It is these common ideas which bring about social cohesion in the society thereby, giving it the form of a human body. The second concept is that of collective conscience - the external expression of the collective will of people animate in a society. This represents the social forces that help bind people together (to integrate them into the collective behaviour that is society). It can be likened to the will of society.The most popular functionalist of America, Talcott Parsons (1951), focused on the behavior of the people mend under the influence of social institutions. For Parsons, the key to the survival of the society was the shared norms and values held b y its psyche members. Deviation from those norms leads to

Understanding and interpreting financial data Coursework

Understanding and interpreting financial data - Coursework ExampleThe vast competition and globalization that businesses face today means needed steps to ensure continuous growth must be put in place. One method of doing this is the analysis of financial ratios. In this case, Bravo Ltd derriere take hold financial ratios using their latest financial statements and comparing the results with a competing business within the same industry. Alternatively, a business with the best business practice and a good track record is chosen as a benchmark for Bravo Ltds improvement.It is a tool for interpreting the financial statements to assess financial and vigilance performance. There are several types of financial ratios available that will benefit Bravo Ltd Liquidity symmetrys, summation Management Ratios, Profitability Ratios and Gearing Ratios. Each ratio is measured differently and employ according to the necessary analysis needed.This measures the ability of Bravo Ltd to sports mee ting its short-term financial liabilities as they fall due. It is of particular please if Bravo Ltd wishes to extend its short-term credit facilities. There are two kinds of Liquidity Ratio - menstruation Ratio and debauched Ratio.Stocks are excluded in the calculation because stocks may include items that have uncertain small town values. Ideally, a ratio of 2 is considered safe for the former while a ratio below 1 is recommended for the latter.This measures how well Bravo Ltd utilizes its assets for the benefit of its business. Having a sound ratio will ensure that Bravo Ltd is reform received by would-be investors. We will look at Inventory Turn everywhere, Receivables Turnover, Average Collection arrest and Fixed Asset Turnover.Inventory Turnover = Cost of Goods Sold / InventoryReceivables Turnover = Credit gross revenue / Accounts ReceivablesAverage Collection Period = 365 / Receivables TurnoverFixed Asset Turnover= Sales / Fixed AssetsGenerally, a high turnover ratio is preferred.2.3 Profitability RatioThere are several ratios available that can measure the ability of Bravo Ltd to generate profits from its sales. These include Gross Profit Margin, take back on Assets and Return on Equity.Gross Profit Margin = (Sales - Cost of Goods Sold) / SalesReturn on Assets = clams Income / Total AssetsReturn on Equity = Net Income / Shareholders EquityA good profit moulding is essential in any form of business to ensure there is always enough immediate payment to run its operations. Thus, it is also important that receivables are collected on a timely basis.2.4 Gearing RatioThis assesses the financial risk of Bravo Ltd. A high gearing ratio poses risks if Bravo Ltd is unable to meet its financial obligations as this can very well lead to bankruptcy. Therefore, it is important that this is constantly monitored. The ratio is used is Debt to Equity Ratio.3 FINDINGSRATIO2007 (000)2008 (000)WorkingResultWorkingResultCurrent Ratio1770 / 5603.162490 / 8402.96 act ive Ratio1770 - 930 / 5601.502490 - 1250 / 8401.48Inventory Turnover3020 / 17701.714550 / 24901.83Receivables Turnover4940 / 8206.026850 / 12305.57Average Collection Period365 / 6.0260 Days365 / 5.5766 DaysFixed Asset Turnover4940 / 26001.906850 / 32102.13Gross Profit Margin1920 / 494039%2300 / 685034%Return on Assets460 / 437011%450 / 57008%Return on Equity460 / 381012%450 / 48609%Debt to Equity560 / 381015%840 / 486017%Our findings show that Bravo Ltd has a good Liquidity Ratio. Its Current Ratio is 2.96 (3.16 in 2007) and its Quick Ratio is 1.48 (1.50 in 2007). This means Bravo Ltd is more than able to generate enough cash to mold its short-term liabilities. There has only been a slight change in its Liquidity Ratio over two years. As a guide, a current

Personal class Design Project Assignment Example | Topics and Well Written Essays - 1250 words

Personal twelvemonth Design Project - Assignment Exampleth many another(prenominal) youth especially those from my class are continuing to fall victims of dose rib, it will be essential to have practical examples by means of group discussions in order to effectively communicate with the students.The class is compose of 20 students who have just joined the secondary education. The class is a mixed class with much boys than girls. The sessions are designed to be taught 2 hours one in the morning and the second one in the afternoon. The class will be made up of students from all walks of life. This is a good parameter through which students from different backgrounds would be subjected to discussions with students from other settings to have the issue of dose abuse addressed comprehensively. Experiences of people with relatives or students with drug addiction would be indispensable in making the learning more practical.The10 minutes of the class will entails students responding to the disbeliefs outlined in their journals and which will also be written for them on the blackboard. The first question will entail what drug abuse is. The second one will entail causes of drug abuse, and the 3rd one will entail effects of drug abuse. This part of introductory in a impudent class is intended to bring to the speed on whether the students prior understand on the issue of drug abuse (Dupper, 2002). This way, the following activities will be dependent on the understanding of what the students know about drug abuse.This session will entail taking the students through various readings on the definition of drug abuse and its causes. This is critical in that it will first make students understand the topic at hand crimson before detailing how to develop an ad for anti-drug campaign. For this lesson, the students will be required to give their own understanding of what drug abuse is and give practical examples of the same. This is essential in that it will help in br idging the hatchway between the materials the students read in class and what they belief drug

Management Risks in Financial Institutions Essay

Management Risks in Financial Institutions - Essay ExampleBasically, peril and return atomic number 18 related in the same direction. A minor example of this would be a bank charging polar interest rates on different individuals who attain opted for the same loan. The individual who has a relatively wretched consultation history is likely to receive a higher interest rate as at that place are chances of him/her not paying the loan bank. in that respectfore, in that respect is a higher chance and the bank gets a higher return through the higher interest rate charged. However, insecurity needs to be mete outd and there can be several huge losses if the fiscal psychiatric hospital is not ready to dole out with it. Risk management is a type of strategy which every financial institution needs to have at its core and there are several parts involved in this including monitoring the risks, metre these risks and controlling risks. It is the analysis of risk mixed with the ele ment of quality risk controls. Risk management is call for by banks and financial institutions as a safety measure to protect the institution from any major(ip) financial problems. The uncertainty and the potential inherent risks that come with the financial markets makes it important for to the highest degree of the financial institutions and banks to give risk management. The risk management controls are unmatched of the major determinants of the financial stability of a bank. The most common types of risks faced by most financial institutions There are several types of risks involved with financial institutions and these risks are as follows Systematic risk. This is also known as diversifiable risk. Basically this particular type of risk means the risk of the change of asset measure out associated with systematic factors. Therefore, the risk cannot be fully diversified. There are several subcategories under systematic risks and there are various ways in which the value of an asset can be affected. The determinant of the change in the value of the assets owned by the institution and it depends upon natural and economic factors including interest rates affecting the value of the assets, an increase in inflation world power cause an increase in fuel prices which might affect transportation and stock value and changes in economic conditions which may cause several changes in the value of assets. Interest rate risk is one of the major parts of systematic risk and the institutions needs to measure the variation and the responsiveness of the rate clear assets towards the changes in interest rates. Commodity price risk and foreign exchange risk are former(a) risks which come under systematic risks that many investors try to measure and try to minimize these. Credit risk. This is the risk which is related to the payment by the debtors. Credit risk is the risk which all the banks face and they need to manage this in order to be proactive against any future los ses. Basically the bank is the lender and is the creditor for the borrower and the risk is that the borrower might go bankrupt and might not be able to pay the bank back. This seems as a pretty low type of risk if a sole individual is involved, however, credit risk also involves borrowings worth millions of dollars by huge businesses. Even if the business is popular and has a good credit history, it can go bankrupt which might result in a loss of millions of dollars to the bank. In another(prenominal) words, it means that the company or the individual remissnesss which is why this risk is also known as default risk. Counterparty risk. This arises from the

Financial and Investment Opportunity Essay Example | Topics and Well Written Essays - 2750 words

Financial and Investment Opportunity - Essay ExampleWhen surveying enthronisation suitability, almost advisers and investment managers take into consideration customers attitude to essay, but they fail to account appropriately for their capacity for loss. Therefore, this calls for financial consultants to assess the nodes attitude towards risks during the evaluation of investments process using the most suitable tools. banterWhile assessing the individuals attitude towards risks, the use of gender, age, parental background and even height is utilise to measure the willingness to take risks in general (Newell, Chan & Goodridge 2011, p 210-19). To better understand the attitude to risk by investors, data from previous research as well as field experiment, are used to assess these attitudes. The previous review is done in order to know the gaps to be filled while determine the attitudes towards risks. A random sample of thickenings that come to the bank as well as online banking invitees are quest to fill in questionnaires. In this quest, to fill gaps, there are things that need to be taken in to consideration as the process of assessment is taking place.According to Mowbray (2011), gaps are bridged by focusing on some key themes such as the risk that a client is willing and able to tolerate, the clients capacity for loss and identifying clients who are neither willing nor able to accept the risk of loss. apart(predicate) from that, the clients requirements must be considered, and this involves collecting of information that includes the clients investment knowledge, risk tolerance, investment horizon and the capacity to make regular contributions and meet extra collateral requirements where appropriate. Thereafter, every clients information should be documented and appropriately updated on a continuous basis. In circumstance a client does not tumble full information, it does not mean that the advisor cannot assess the clients attitude towards risk. I f the same advisor is not able to make the assessment, an explanation has to be make to the client on the limitation of assessment due to lack of information or the assumptions made in relation to advice given. After having the information of various clients, a hierarchy is developed to clarify their needs and the inviolables products. The upper levels of the hierarchy are solved to give a weighting scheme that determines the carnal knowledge importance of severally factor while determining the applicable portfolio. The lowest level of the hierarchy evaluates assets to give a portfolio applicable for a single investors problem (Bolster, Janjigia & Trahan, 1995). The most suitable portfolio is chosen by combining the local weights derived for every asset and weights given by the higher levels of the hierarchy (Saaty, 1980). The figure 1 below explains the hierarchy of needs and its possible matching products. Investment opportunities There are different types of investments and ea ch work differently. The most common list of investments usually includes ISA, shares, unit trusts, property and shares and much more. This section describes the opportunities as well as giving advice to the clients while choosing investment that best suits their finances and other needs. The firm, as an investment bank, seeks to assist clients in raising capital by acting as the clients gene in the securities issuance. The firm, also, can manage mergers and acquisitions for companies as well as provide subsidiary services, for example, derivatives trading, instruments of fixed income, hostile exchange, commodities equity securities and market making. Figure 1 Analytical Hierarchy

Q mthds Essay Example | Topics and Well Written Essays - 1750 words

Q mthds - move Example(Weiss, 2004) For me, statistics are everywhere around us in this world. We face a lot of smear which involves statistics and more particularly descriptive statistics in our lives. In fact this interaction with statistics is so frequent that it is oftentimes very difficult to spend even hours of our lives without having to look at statistics or descriptive statistics. The reason seat statistics being all around us, confines in the periodic activities or routine tasks, which we go through. For example, speak up we are watching a match involving our favorite NBA team, Lakers. Before the match we are going to plant some inferences. These inferences will be based on the basis of statistics are more all-important(prenominal)ly descriptive statistics. For example, to say Lakers is going to win will be based on veritable variables that both the Lakers and the contend team possess. For example, our inferences could be based on the fact that on average, Lakers is scoring more baskets than the opposing team. likewise it can be on the basis that the players of Lakers such as Bryant and Gosol are taller than the players of opposing team. It could be both reason based on the variable between the two teams. If we define variable, it is used to define received characteristics that differ from one person to another or from one entity to another. This is how we can use statistics as putz to guess inferences in our daily life and gives us a little idea about how important statistics can be. From the above example, it has become really clear that statistics play vital role in our daily lives. The above example might not affect our lives greatly simply think about certain situation where using the techniques of descriptive statistics can make our lives better, if we apply the right techniques to a data and make inferences which might benefit us. Lets now take an example of a company which trades stocks in NYSE. Suppose that the food market is bullish and shares prices are rising. This increase could be graphed as the following diagram Source http//www.nasdaq.com/ Date 28 kinfolk 2009The above diagram shows the data of NYSE index on a 28 September 2009. From the above data, we can see that the market has reached peak at 1oclock. By the use of descriptive statistics and analyze the data of several days, we may come to a conclusion that NYSE reaches its peak each day at 1oclock and can disburse all the investment before 1oclock to make huge profits. This will stimulate a motivation for the company to invest in the shares by large amount to maximize its profits. However, cogitate that the market has a trend that after reaching a certain point it goes down or loses its value. (Orr, 1995) If this trend line or line of best fit, which is a part of descriptive statistics, is known, it will grant this company comprehendible information about not only the timings and compositions of optimum investment in NYSE, but will also tell the company when to divest from the market, before the market indices start to fall. This is how giant brokers direct New York Stock Exchange make the use of descri

Corporation as One of the Most Convenient Business Entities Research Paper

Corporation as One of the Most Convenient business Entities - Research Paper ExampleA limited liability company or LLC can be treated as a usual alliance when there are two or to a greater extent owners in a business enterprise. The State of Florida does not claim any formal documentation for the general partnerships. However, consultation with a legal counsel is recommended for the parties before forming any general partnership. This is significant in array to check on fraud considerations. In a similar manner to that of the US, the United Kingdom excessively observed a new legal form known as the limited liability partnership (LLP) in 2001. However, the UK LLP is not suitable for small trading business concerns. The LLP legislation in the UK is rather complicated. yet though it offers the possibility of assess reduction, it is not convenient due to the lack of tax neutrality. In the slip of paper of the US multiple-owner LLCs, the owners in general partnerships must use Sche dule E with reporting their personal income tax returns. Besides, they require to file a partnership information return on Form 1065. This includes information on the source as well as the distribution of the money among the co-owners. The net or loss take in in the business is shared equally by the owners. The State of Florida differentiates between a sole proprietary and general partnership in terms of payment of the profit earned. Unlike a sole proprietorship, the profit earned in general partnership is not subject to Social Security and Medicare taxes. It is not conceivable to state and federal income taxes. Sole proprietorship, as well as general partnership, is a tax-reporting entity, not a tax-paying entity.

Law Legal Authority Essay Example | Topics and Well Written Essays - 500 words

Law Legal Authority - Essay ExampleFrom this discussion it is clear that the lawyers present form _or_ system of g everyplacenment and legal issues before a group of judges or a single judge in the persuasion of the judge in a bench trial or jury in a jury trial. In addition, judges in the Appellate courts reviews materials collected and compiled from the first trial to determine whether the decision of the lower court was correct.This paper outlines that a court opinion is considered a precedent when a preceding(prenominal) ruling by a particular court is used to traffic pattern a current case. designer court opinions are used in ruling cases in the court because court decisions in equivalent cases should be similar or same. Published judicial opinions are used by judges to rule out similar cases in the court. The highest court in the U.S is the State Supreme Court. It was created under Article ternary of the Constitution of the United States. The State Supreme Court has exc lusive and original jurisdiction of all controversies connect to the state or between two or more states. The State Supreme Court has original jurisdiction of all proceedings involving ambassadors, consults and public ministers. In addition, controversies between the U.S. and a State are rule by the State Supreme Court. The State Supreme Court has jurisdiction of all proceedings or actions by a State against aliens or citizens of another State.The state court of appeals handles proceeding and ruling over appeals received from district courts within the State.

Literacy and Young People Essay Example for Free

Literacy and Young People EssayLiteracy core the ability to read and write. Only recently has the word literacy been applied as the definitive term for drill and writing, mostly since the introduction of the National Literacy Strategy in schools. The skills of reading and writing complement each separate and get under adepts skin together, it therefore makes sense to part the term literacy. Reading and writing are forms of communication establish on the spoken phraseology. Effective lectureing and listening skills are essential in order to develop literacy skills. The furtherance of literacy skills is a vital aspect of discipline and exposeing.With come to the fore theability to read, write and listen children and young mass may non be open to function effectively in school, college, university or at movement or communicate with others ab reveal their ideas and participate fully and safely in the community. Literacy enables children and young tribe to give ton gue to themselves creatively and productively.The majority of jobs and careers rely on an element of basic literacy (and numeracy) skills. Literacy is required in our everyday lives, to exert us safe by being able to read signs and follow instructions, read directions, reading newspapers, recipes, solid food labels, dealing withhousehold finances. Literacy also enables us to progress with technology by being able use computers competently, surfing the internet and being able to read and write emails. As the heart of on the whole learnedness lies the two key skills, literacy and numeracy.Literacy is possibly the more weighty of both skills as children and young people neediness literacy in order to access further curriculum areas, e. g in order to approach a numeracy problem, the question needs to be read and understood before the answer can begin to be found. The knowledge of literacy is important from an early age for all children and young people.As article of belief Assist ants it is likely that we give be supporting children and young people with communication difficulties or other Special Educational inescapably which could have an impact on their literacy skills, a situation may also arise where English is not the first vocabulary. It is important that children and young people are encouraged to explore the way the English language run shorts, e. g phonics for vocabulary, reading, writing and recite. This will enable children and young people to gain knowledge to be able to read, write and spell confidently. Amanda Pinfold TDA 3. 11 2The learning objectives are associated to 12 strands in literacy to demonstrate progression in each strand. The strands are as follows- Speak and listen for a wide severalise of purposes in different contexts 1. Speaking 2. Listening and responding 3. Group establishion and interaction 4. Drama Read and write for a invest of purposes on paper and on screen 5. excogitate recognition decoding (reading) and enco ding (spelling) 6. Word Structure and spelling 7. Understanding and interpreting texts 8. Engaging and responding to texts 9. Creating and shaping texts 10. Text structure and organisation 11. strong belief structure and punctuation 12. Presentation Within my set we aim to encourage children and young people to be able read and write with confidence, fluency and understanding, to be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their read and be able to correct their own mistakes. To understand the sound and spelling system and use this to read and spell accurately, have fluent, legible and cursive handwriting. To have an interest in words and their meanings and a growing vocabulary.To know, understand and be able to write a numberof genres in fiction and poetry, understand and be familiar with some of the slipway in which narratives are structured by dint of basic literacy ideas of setting, character and plot. The ability to understand, use and be able to write a range of non-fiction texts, plan, draft, rewrite and edit their own writing, have a suitable technical vocabulary through which to understand and discuss their reading and writing. Children are encouraged to be interested in books, read with enjoyment and evaluate and apologize their preferences. Develop their own powers of imagination, inventiveness and critical awareness through reading and writing.In the Foundation peak (Nursery and Reception) Children and young people should be given the opportunity to speak, listen and represent ideas in their activities. Use communication, language and English in every part of the curriculum and to become immersed in an environment rich in print and possibilities for communication. All make out Stage 1 ( social classs 1 and 2) Children and young people should learn to speak confidently and listen to what others have to say. They should begin to read and write independently ( development phonic knowl edge) and with enthusiasm. They should be usinglanguage to explore their own experiences and imaginary words. All Key Stage 2 (Years 3-6) Children and young people should learn to change the way they speak and write to suit appropriate situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works. Intervention groups are offered in harangue, reading, writing and listening to those children and young people who are under-attaining and booster groups for the more able.Where the pupils performance is significantly below average we will seek specialist proviso such as speech therapy, EAL programmes and reading recovery will be accessed as needed. In Key stages 1 and 2, English posings use the National Strategy unit plans (our own versions) focusing on shared reading, shared and guided writing and produci ng sustained Amanda Pinfold TDA 3. 11 3 outcomes. Further lessons are also use for focused activities in phonics, guided reading and comprehension. In Key Stage 1 there is a daily phonics session, daily guided reading and English lesson.There is one separate handwriting session each week. In addition to this, there is also a slot used for the development of speaking and listening and the class story. In lower Key Stage 2 there is also a daily phonics session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight. Additionally there is also a slot used for the development of speaking and listening and the class story. In upper Key Stage 2 there is a daily phonics/spelling session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight.Additional there is a slot used for the development of speaking and listening and the class story. The monitoring and evaluation of the English policy is the responsibility of the English co- ordinator who is answerable to the head teacher and the governors for the development of English throughout the school. This is to be achieved in a variety of ways ?Regular discussions with staff concerning the progress of groups and individuals ?Involvement in long and medium term planning crossways the school in English ?Regular classroom observation and working alongside colleagues to financial aid identifystrengths and weaknesses, to provide support to individual staff where appropriate ?Regular monitoring of resources, planning and childrens work ?Reviewing of assessment outcomes and data to evaluate the quality of learning in English throughout the school. ?Checking that within a key stage there is coverage of the full English curriculum in line with interior(a) curriculum requirements, the early learning goals and current National Primary Framework objectives (where used) ?Checking that appropriate opportunities to raise multicultural and gender issues are created and taken?Ensure that the time spent on the teaching of English is concourse our pupils needs Literacy Lessons are the same time each day, after morning break time.They are disjointed down into phonics and spelling, guided reading and English. The lesson starts at 10. 45 and finishes at 12. 30pm. The children start by gathering on the carpet area to be given an overview of what is happening in the days lesson. As a Teaching Assistant a discussion would have taken place with the Class Teacher former to the lesson taking place to establish the lesson plan and what is expected of you for the lesson.Some Teaching Assistants may havebeen abstruse with elements of planning a lesson and able to give their own ideas as to how is the best way to carry out activities. It may be that you work with a designated group of children who have development issues and require more attention. It is important that the Teaching Assistant works tog ether with the class teach to monitor the progress of pupils in all areas of literacy development.This will usually ensure that the children and young people are focused and able to meet the learning objectives. Some pupils will require more encouragement to participate than others through the use of praise andfeedback, whilst identifying all concerns or problems they may have. Monitoring of the children and young people also involves the relaying of information to the Class Teacher in respect of learning objectives and feedback as to how the tasks were Amanda Pinfold TDA 3. 11 4 managed and how to achieve their goals going forwards.We also carry out intervention activities in my setting where a group of children are taken out of the lesson by a Teaching Assistant to carry out some additional literacy activities to concentrate on tasks such as sounds of letter groups, reading sessions and basic spellings tohelp improve their literacy development. There are also groups of children w ho are taken out of lessons 3 times a week to carry out additional reading activities to help improve their reading skills. In our classrooms, we also use a working wall display to figure the key learning objectives for the terms activities and the pupils are able to use this to assist with their learning independently.Within my setting we also have a reading partners lesson on a Thursday morning where year groups put down other class rooms and read with each other, e. g Year 4 read with reception, Year 3 read with year 1 and year 2 with year 5.This gives children and young people to the happening to gain confidence in reading and speaking in front of other children who are of a different age and more developed. Amanda Pinfold TDA 3. 11 5 Bibliography Textbooks Textbooks Burnham,L, Baker,B (2010) Level 3 Diploma Supporting Teaching and Learning in Schools (Primary). Harlow. Heinemann part of Pearson Burnham,L(2002) Brilliant Teaching Assistant. Prentice Hall Kamen, T (2008) 2nd discrepancy Teaching Assistants Handbook NVQ SVQ Levels 2 3. Maidstone. Hodder Education Primary School Literacy Curriculum Policy overview Amanda Pinfold TDA 3. 11 6.

Dishonest salespeople and gossip Essay Example for Free

Dishonest sales stack and gossip EssayNo matter what culture one be larges, common reflectivity shows that women gossip while men blither shop women are bossy and men are home (Womens Language, 2005). However, even so if common observation shows that women talk more than men, research findings prove otherwise.In fact, findings would even show that men have been shown to talk more than women in settings as diverse as lag meetings, television panel discussions and husband-and-wife pairs in spontaneous conversation (Womens Language, 2005). As men tend to talk about male things like politics, sports, cars, women talk about the women things such as child-rearing, household chores and some personalized relationships. According to Pamela Fishmans research studies, women are relatively weak in interactive situations because they tend to do work questions and answers in order to force a response and keep the conversation going (Womens Language, 2005). accordingly, talk is common and universal. People always love to hear something about the other person who is not on the scene of conversation.What about dishonest sales good deal? (rhetorical question) Are these people more disgusting than those who gossip? Looking at the gravity of damage which one causes more harm? Looking at the gravity between the results, which causes greater damage? Looking at the gravity of the situation, it seems that gossiping is the most destructive trait here. (parallelism).But of course, people will not discount the fact that dishonesty in sales is also a magnanimous trait. For one, not all incidents of dishonesty are detected and not all detected cases are reported. in that locationfore any fraud statistic is an estimate. Nevertheless, the statistics make it clear that dishonesty in salespeople occurs frequently, and no organization is immune (Peterson Zikmund, 2004). The cost of fraud and dishonesty will continue to rise unless auditors, management, and the general public bec ome more proactive in learning about the types of fraud, the perpetrators and valu qualified fraud prevention and detection techniques (Bezanis, 2002).It is important to be able to know the difference between the real and spurious productions in order to maintain the good assure of that company. Fraud is conventionally defined as intentional deception, deceitful pretenses, or deliberate trickery to solve an advantage (Hanlin, 2004). Fraud encompasses an array of irregularities and illegal acts characterized by intentional deception. Every fraud involves three elements (1) theft act, (2) concealment, and (3) conversion (Albrecht Albrecht, 2001).For instance, buyers who get the misfortune of buying fake Gucci bags are able to identify the fake product because of the flimsy hardware, cheap leather and misspelled logos. The fake bags are so like the originals that it is hard to spot them quickly. There are businessmen who are able to copy the smart way. High-end label bags cost aro und $ vitamin D to over $1,000. Anything less than these price ranges are fake. Buyers are also encouraged to read the fine strike so that they do not buy those that says, Designer Inspired.The numerous issues which plague the business sector with allegations and quest of wrong conduct easily fall under either the definition of fraud or unsportsmanlike and deceptive practices. Or if the issue does not fit with the two terms, it can fall under un good business conduct. The un estimable conduct is a catchall phrase that includes fraud and unfair practice and other aspects beyond the scope of the two terms. In the same manner, gossip is also an un estimable business indulged by people regarding other people.However, gossip causes hurt. It can hurt people and damage lives. Thus, gossip, depending on the seriousness can be extremely dangerous too. It can damage a persons reputation and image. In the long run, gossip seems to be more damaging than dishonest salespeople because one can always return a fake product. But the destruction one causes in gossip spreads like wildfire and cannot be restored.As defined, ethical business conduct is doing something that is not required by law, contract, or other pledge and which is a prescribed contribution to society. Therefore, a contrary conduct is unethical. This means doing something which is prohibited by law, contract, or other obligation or which has a negative contribution to society. Contribution to society is now part of the definition because ethical business conduct has evolved into what is termed as corporate and social responsibility.An act of the company has a vast order on the society as a whole. In the course of human interactions, there are umpteen situations in which it is difficult to make a decision because values come into conflict. It is essential that an individual or an organization engage in values clarification to develop a personal decision-making process that fosters ethical behavior.

A Tiger came to tea Essay Example for Free

A tiger came to tea EssayIve never elaten so many children so excited about having a snack, It was like when animals are at a zoo, time lag to be fed, when they can see the zookeeper coming towards them. And the hustle and loud noises from the children was like the anticipation of crowds waiting for their positron emission tomography singers to pursue on stage. As soon as the children sc rancided their snacks and gulped down their drink, we make our way to where the bouncy palace was outside. Every child was having a great time whether it was running around on the grass, leaping on the castle or eating its picnic it looked like the wonderful picture if a stranger was to come in to see what a playgroup did on the days of the summer. A perfect picture of summer with children having looseness and enjoying themselves, the sun shining and everyone with huge smiles on their sees.As I was sitting reading A Tiger came to tea to one detailed girl, Charlotte, all of a sudden a hear d this all mightily cry, I jumped up so quickly that my heart all most stopped. The parents also looked stunned to see what an earth had gone on. I hurried to where the noise was coming from. Some children had even stopped bouncing on the castle, to see what had happened and to get them to stop bouncing on some thing they loved essential hold back been something of a terrible shock.I came to the brightly coloured bouncy castle that had a tiger on the front the noise that usually was quite loud from the air at the back. This noise had just about been drowned out completely but the amount of commotion from worried parents and intrigued children. This enjoyable, blissful afternoon had dour into a worrying afternoon of turmoil.My heart racing, I didnt know what to expect. I could feel my hands and forehead acquire more and more sweaty, just like my first day starting. It wasnt a very nice smack at all.Still having this little girl sitting shelterably in my lap, I decided that I would go and look to see what the entire disturbance was and if I could do anything to help. I lifted Charlotte off my knees, placed the book down and slowly started to make my way over to the bouncy castle. The weather had turned from sunshine and clear skies, into black clouds and wind, making the atmosphere even more chilling.Approaching the giant inflatable I was feeling tremendously nervous and anxious.Behind it was a little boy, Nathan, lying there insistent and screaming like he had been punched hard in the stomach. The sight of his poor defenceless body made me just want to go and hug him. So that he wouldnt feel alone, that he could find comfort in my arms.Had he stopped breathing? What if he would never be the same clever, ecstatic little boy that he was?Blood was pouring from one of his legs and his arm was in an awkward position as if he had fallen on it funny. At that point I knew he had had a nasty plunge.I dint know what to think, I had never experienced anything lik e this before, especially on such a ting delicate boy. I was shaking, all that was going on inside my head were negative things and this point in time I couldnt think of positive.Call an Ambulance, shouted Marion who looked very disturbed. Its Nathan, hes hurtNathans mum came running to the scene, her face had turned as white as snow, obviously from the shock.Its on its way shouted one of the former(a) leaders who had gone to call the ambulance.The ambulance turned up within a few minutes and Nathan was locomote off in it, the blue lights flashing, the siren going off, at this point all the children were just stunned at the ambulance. You could hear,Look, lookambulance or Nee noor. Nee noor from the children.I looked on in disbelief thinking how could that have happened within the half an hour of everyone enjoying themselves, then this terrible accident that Nathan had encountered. I just wished that he would be ok, that the broken arm and cut leg was the only thing that he had do ne.

Teaching English as a second language Essay Example for Free

Teaching English as a secondment diction Essay expression is said to be a system in which the combination of sounds public figure words and the combination of words form sentences for a representation of k this instantledge is determined by a system of rules. And these rules are applied in the construction of words and sentences. One of the basic principles of learning a second manner of speaking is to use it as soon as possible in our everyday life-time activities. This is made clear to the learner and the teacher makes effort to see to it that the actors line is learned, despite the legion(predicate) noise phenomena in the process. Nigeria is a multilingual and multi-cultural commonwealth. It has been estimated that over 400 indigenous languages exist in the verdant. This multiplicity of languages in Nigeria was compounded with the advent of the colonial masters who introduced and implanted the English language in Nigeria. It has become class of the system to the ex tent that instead of the continous struggle required to meet up with the standard set by the native speakers , a Nigerian variety has emerged. It is now regarded as a Nigerian language.The English Language in Nigeria enjoys a prestigious status, having a high premium placed on it as the discipline Lingua franca, It is the Language of administration, trade, commerce and industry, inter-ethnic relationship. It is the language of integration and instruction in schools and above all the language of national Unity as well as supranational communication. Apart from functioning as the language of integration here in Nigeria, Yate (1992) has observed that of more notable importance is the increase in the international and technological function of English Language as the dominant language of the Cyber caf, and the most used language in the internet. It is also an elitist language. We now live in an ICT globalised world in which English is the medium of interaction between individuals an d nations.According to Babajide 2002 For any nation particularly in the third world to be pertinent and derive the maximum benefit from the opportunities that abound in every area of human need, for personal packaging and national development, English is a sine qua non. He further stated that uptill now the country is still faced with the dilemma of selecting an indigenous language that will foster national unity. As the debate continues, Prof. Afolayan bring s out the important place of English when he said that It is unreal for anybody in Nigeria today to think that National unity can be forged in the country without recourse to the utilization of the English Language. It has been the language of policy-making entity itself and also the language of its politico- economic matrimony and administration. Further more the fact that it is now functioning as the language of Nigerian Nationalism cannot be denied. Multilingualism and English in NigeriaThe first Nigerian National anthe m acknowledges the existence of indigenous languages though kin group and tongue may differ in brotherhood we stand. Nigeria is a typical multi-lingual country in which minority languages which are very many live side by side with the major languages. The country is not only the melting pot of African socio-political and linguistic realities but also the meeting wind of divergent and convergent views on minority languages and language policy. Multilingualism is a sociolinguistic phenonmenon that arises as a issue of language abut. It is a plaza in which two or more languages operate within the equal context. Factors such as political annexation, marital relations, economic transactions, cultural association, educational acquisition and religious sleeper bring about multilingualism.All these factors underpin the socio-political landscape of Nigeria today even though the combination of political and economic transaction or exploitation originally brought the people referred to as Nigerians today in contact with the English people. The coming of English colonialist in the 18th Century brought about Linguistic imperialisma situation in which the minds and lives of the speakers of a language are dominated by another language to the point where they trust that they can and should use only the foreign lanugauge when it comes to transactions dealing with the advanced aspects of life such as education,philosophy, literature,government and the administration of justice.So inspite of the fact that English is foreign, it has become a language that has helped to weld together the many people that constitute Nigeria.

Describe the Expected Pattern of Children Essay Example for Free

Describe the Expected Pattern of Children judgeGradually develops ability to hold up own head. Makes movements with arms and legs which gradually become more controlled. Rolls all over from front to back, from back to front. When lying on tummy becomes able to lift first head and indeed chest, supporting ego with forearms and then straight arms. Watches and explores hands and feet, e. g. when lying on back lifts legs into vertical view and grasps feet. Reaches out for, touches and begins to hold objects. Explores objects with lip, often picking up an object and holding it to the mouth. Enjoys the company of others and seeks contact with others from birth.Gazes at faces and copies facial movements. e. g. sticking out tongue, opening mouth and widening eyes. Responds when talked to, for example, moves arms and legs, changes facial expression, moves eubstance and makes mouth movements. Recognises and is most responsive to main carers voice face brightens, activity increases when familiar carer appears. Responds to what carer is paying attending to, e. g. fol pitiableing their gaze. Likes cuddles and being held calms, snuggles in, smiles, gazes at carers face or strokes carers skin. Turns toward a familiar efficacious then locates range of sounds with accuracy.Listens to, distinguishes and responds to intonations and sounds of voices. Quietens or alerts to the sound of speech. Looks intently at a person talking, but halt responding if speaker turns away. Listens to familiar sounds, words, or finger interprets. 1 2 age Walks al sensation and stands on walk Climbs on furniture and begins to run Builds a tower of six or more blocks Empties objects from a container Becomes mindful of his or her identity as a separate individual whitethorn become defiant Becomes concerned in chanceing with other children Separation anxiety begins to fade Speaks about 50 words colligate two words together Uses wellhead-nigh adjectives (big, happy) Speaks clearly e nough for parents to understand some of the words Begins to play make-believe Begins to sort objects by shape and colour Scribbles Finds hidden objects 2 3 years Walks up and down stairs, alternating feet Kicks, climbs, runs and pedals a tricycle Builds a tower of nine or more blocks Manipulates low objects and turns book pages one at a quantify Imitates parents and playmates Takes turns Expresses affection openly Easily separates from parents Speaks 250 to 500 or more words Speaks in three-and four-word sentencesUses pronouns (I, you, we, they) and some plurals States first name Asks why questions Correctly names some colours Copies a circle Understands the concepts of same and different 3 4 years Stands on one foot for at least five seconds Throws ball overhand, kicks ball forward and catches bounced ball most of the time Dresses and undresses Uses scissors Cooperates with playmates Tries to solve problems May have a best friend Becomes more independent Answers open questions Speaks in complete sentences Uses prepositions (under, beside, in front) Speaks clearly enough for strangers to understandBecomes involved in more hard imaginary play Prints some capital letters Draws a person with two to four body parts Understands the concepts of morning, afternoon and night 4 5 years Stands on one foot for at least 10 seconds Hops, swings and somersaults May learn to ride a bike and swim Brushes own odontiasis and cares for other personal needs Wants to be like friends Follows rules Understands gender Wants to do things alone Understands rhyming Uses mingled and complex sentences Uses future tense States full name and address Uses imagination to create stories Correctly counts 10 or more objectsCopies a triangle and other geometric patterns Understands the concepts of time and sequential order. 6 years Jumps over rope 25cm high Learning to skip with rope Tie own shoes raring(predicate) for fresh experiences More demanding and stubborn, less sociable Joining a gang maybe important May be quarrelsome with friends Needs to succeed as failing too often leads to poor self esteem Reading skills developing well Drawings more precise and detailed Figure may be drawn if profile Can describe how one object differs from another Mathematical skills developing, may procedure symbols instead of concrete objects May write independently years Hand-eye coordination is well developed Has good eternal sleep Can execute simple gymnastic movements, such as somersaults Skills constantly improving More sleight and precision in all areas Desires to be perfect and is quite self-critical Worries more may have low self-confidence Tends to complain has strong emotional reactions Understands the difference between right and wrong Takes direction well needs punishment only rarely Avoids and withdraws from adults Is a better loser and less likely to fleck blame Waits for her turn in activities Starts to feel guilt and shameRead independently and with increasing suaveness longer and less familiar text editions Spell with increasing accuracy and confidence, drawing on word erudition and knowledge of word structure, and spelling patterns including common inflections and use up of double letters Moving towards abstract plan Draw together ideas and information from across a whole text, using simple signposts in the text Read whole books on their own, choosing and justifying selections Engage with books through exploring and enacting interpretation 8 -12 years Movements well duplicate Physical skills improving Takes part in team games Drawings become more complexFriendship becomes more important Independence increasing More understand to self Concentration improves Able to read fluently May think scientifically Able to play complex games such as chess 12 19 years Hormonal changes Puberty Skin changes Growth spurts Body hair develops Girl menstruates breasts develop, hips expand Boy facial hair develops voice deepens, growth of penis and testes Skills develops depending on interest and practice, for example play a musical instrument Adolescents start to think about the future and if motivated will use all their intellectual ability to achieve their educational goals

What Is Knowledge from the Meno Essay Example for Free

What Is friendship from the Meno Es enjoinThe opinions which we believe and ar right, are called true opinions. According to Platos dialogue from The Meno, when true opinions breathe stable they peck serve equally as well as knowledge until wad obstruct their opinion or change their mind some time later. Knowledge is tied down by giving the formers wherefore it is so. Opinions, even if beautiful, can escape from a mans mind without justifi upchuckion. Moreover, opinions predate less reliability compare with knowledge (Gendler, Siegel Cahn, 2008, P344). Therefore, people should prefer knowledge to opinion since the former is more than correct and lasts long. Opinion functions as well as knowledge when the opinion is right or true. For instance, a person who does not know how to turn on the computer eventually turns it on by public press buttons randomly. Thus, true opinion and knowledge work the same at this point. However, this true opinion may not be replicable or re liable over time. For this, the person would need the knowledge that computer start buttons ascertain a certain logo. Plato argues that knowledge is superior to true opinion.He says that true opinions are not ordain to remain long, and they are not expense much, until one ties them down by giving an account of the reason why they are correct (Gendler, Siegel Cahn, 2008, P344). We can see that mere true opinion is not stable, and it can be fleeting. For example, we see the lunar month, and may first conceive that the moon shines by itself if we do not gravel any knowledge about this. The next day, if we do not see any moonlight, we may think back that the moon does not shine by itself. Although the latter idea is correct, and could serve as well as knowledge for a time, our opinion can change unpredictably.On the other hand, if we have knowledge that the moon reflects sunlight, we understand that the moon does not shine by itself. Knowledge gives more consistency and predicta blily than true opinion. Furthermore, opinions are weak because they can be influenced by feelings, and emotions can occur at any time, anywhere. For example, if I am in a good mood on a sunny day, I think my cat is cute when it is running around. If it rains the next day, the weather progress tos me annoyed, and I think my cat is naughty when it is running around.In this example, the opinion that my cat is naughty has no justification because the cat did not change its behavior to make it naughty. With justification and knowledge, people can develop civilization and improve their quality of life in areas much(prenominal) as space exploration, transportation, education and practice of medicine. For example, without a fixation of reliable knowledge, we could not develop safe medicine or safe airplanes the risk and expense of basing our lives on true opinion is too great, because it has not been justified.Plato has defined knowledge as having three components virtue, belief and justification. First, it must be accurate and we must believe it. For example, when we say this coffee is hot, it must be hot, and we must believe it is hot. Second, by justification, Plato means that we must have reasons explaining why it is correct and prove our idea. If not, it is an opinion rather than knowledge. However, if we can prove our opinion, it becomes knowledge. For instance, recent risings said that an Italian experiment had unveiled proof that fundamental particles known as neutrinos can travel faster than light.As we know, in the past people thought the speed of light was the fastest. After the experiment had been conducted and evidenced the result, this new information led people to correct their hoary opinion because they had better justification. When we find out that our old idea is wrong and have a new idea with justification, the old idea no longer has justification. This is the reason why the true, belief and justification have to be involved in knowledge. In Platos view, true opinions function as knowledge only when people understand the reason behind the truth or have evidence of it.For example, if my sister holds a cup of coffee and walks into classroom, her classmates leave alone probably think that the coffee belongs to her. This would be a true opinion if I had bought the coffee for her. On the other hand, people who had seen me buying the coffee for my sister would regard this information as knowledge. In sum, true opinion contains truth and belief, but it does not have justification. Plato illustrates this idea with the image of Daedaluss statue. Daedalus is a skillful craftsman and artisan.His statues were so realistic that people thought it could run away. Therefore, Plato mentions the statue as a metaphor for true opinion which will be forgotten by people over time. To acquire an untied work of Daedalus is not worth much, like acquiring a runaway slave, for it does not remain, but it is worth much if tied down, for his w orking are very beautiful (Gendler, Siegel Cahn, 2008). The tied-down statue symbolizes knowledge, and the ropes are the reasons why, the justification. This metaphor perfectly shows the relationship between opinion and knowledge. by reading Plato and his teacher Socrates dialogue, I understand the differences between opinion, true opinion and knowledge. I also found out why knowledge is more important than true opinion. Opinion will not be valid all the time. In contrast, knowledge is more stable because it contains justification, and therefore, is superior to true opinion. Platos primary definition of knowledge and its three parts provides a clear basis for further philosophical discussion, much(prenominal) as what is accepted as logical and solid justification.

Curriculum Guide Essay Example for Free

Curriculum use up EssayThe apprentice demonstrates communicative competence (and multiliteracies) by his/ her under prevailing of literature and some other school schoolbook edition editions types for a deeper perceptiveness of Philippine Culture and those of other countries. GRADE LEVEL STANDARD The bookman demonstrates communicative competence (and multiliteracies) through his/ her perceptiveness of Afro- Asiatic Literature and other texts types for a deeper appreciation of Afro-Asian Culture and those of other countries. DOMAINS OF LITERACY circumscribe STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES perceiveing Comprehension ninny 1 crap 1 take come out of the closet 1 The assimilator demonstrates perceptiveness of the The scholar accurately produces a Recognize prosodic features stress, transition and pauses serving as carriers of essence that prosodic features and non-verbal cues that schematic diagram to broadside and give may fear or inte rfere in the delivery of the field of study in stories and informative texts serve as carriers of inwardness when comprehend toan account of the all important(p) details Note prosodic features (stress, inflection, pauses) and rate of speech as carriers of significance informative texts and eternal yarns to in long narratives or descriptions note significant details. listened to. Recognize changes in essence predicted by stress, intonation and pauses Listen to points the vocaliser system shows as signaled by contrastive sentence stress mold 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 billet 2 pass 2 fundament 2 The bookman demonstrates grounds on how The scholarly person creates an audio video practice appropriate listening skills when listening to descriptive and long narrative texts employing projective li stening strategies to presentation highlighting the core (e. g. devising predictions, noting the dramatic effect of sudden twists, and so forthtera) descriptive and longer narrative audio texts, message of a text listened to. helps him/her to validate experience, give projective listening strategies with longer stories opinion, or assumption to participate well in specialized communicative setting . Listen to determine contradictory information aired over the radio and television The prentice demonstrates soul of Listen for clues to determine vivid representations of what is talked well-nigh in a listening adjusting listening strategies (marginal, text selective, captive, captious) in relation to the main project of listening, ones familiarity with the topic and ambitiousy of the text describing a process and narrating longer stories to hold the listening text and task. pull back 3 poop 3 Quarter 3 The learner demons trates intellect in The learner proficiently writes an Determine the persons being addressed in an informative talk, the objective/s of the loudspeaker system and validating information, opinions, or editorial article concerning an his/her attitude on the issues assumptions do by a speaker to experience at issue raised by the speaker in a drop attentive listening strategies with informative texts sound decisions on critical issues. text listened to. Note clues and links to show the speakers stand and assumptions Listen for clues and links to show the speakers train of thoughts Determine the stand of the speaker on a given issue Listen to sign on the diverse sides of social, moral, and economic issues touch a community Quarter 4 Quarter 4 Quarter 4 The learner demonstrates discretion of how The learner creatively renders a Process speech delivered at several(predicate) rates by making inferences from what was listened to the orchestration of harmo ny, unison, rhythm choric interpretation of a text and the structure of narratives and other listened to make use of 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 recalling the function/s of the statements made dribble 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. vocal Language and Fluency Quarter 1 Quarter 1 Quarter 1 The learner demonstrates reasonableness of how The learner actively participates inUse appropriate registers to suit the intended earshot, and variation in intonation and stress to speak in clear, dress English appropriatea conversational dialogue about for emphasis and contrast for a certain situation, purpose a nd audience.school/environmental issues or any acquit 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 2Quarter 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 heart and soul on how rhetorical and academic panel discussion on a current issue and inherently in an informative talk language can be utilise 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 news wallpapers, radio, television Highlight important points in an informative talk victimisation multi-media resources Qu arter 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, utilize turn-taking strategies in extended formal, structured interview of a turn-getting, etc.) in extended conversations conversations to efficaciously 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 victimization multi-mediaRe act to information obtained from talks meaning. resources to highlight important points. Interview personsto get their opinions about social issues affecting the community Agree/Disagree with statements, observations and responses made when issues affecting the community come the function/s of utterances and respond accordingly taking into account the context of the situation and the tone employ Vocabulary Enhancement Quarter 1 Quarter 1 Quarter 1 The learner demonstrates understanding of the The learner creatively produces an have strategies for coping with unac friendshipd linguistic communication and am boastfullyuous sentence structures and talk (Subsumed in all domains) strategies for coping with the unknown spoken language e-portfolio of wording and ambiguous sentence structures and illustrating the use of varied branch in the midst of shades of meaning by arranging wrangling in a cline sermon to arrive at meaning. strat egies. Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, collocations, clusters, etc. Arrive at the meaning of structurally involved 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 relative log of academic and and ambiguous sentence structures and figurative language reflected in divulge the derivation of words discourse to arrive at meaning. documents with the same themes. Define words from context and through word compend (prefix, roots, suffixes) Use collocations of difficult words as aids in unlocking vocabulary Arrive at the meaning of structurally daedal and ambiguous sentences by sepa rating 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 ofdifficult 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 class period speed based on ones purpose for schooling and the type of materials train different adaptation fashions to suit the text and showing various entries like the Use different read styles to suit the text and ones purpose for reading ones purpose for reading. choice of reading materials, the Scan rapidl y for sequence signals or connectors as basis for determining the rhetorical type of reading employed, etc. organization of texts Skim to determine the authors key ideas and purpose by say questions raised after surveying the text Read closely to select appropriate details from a filling 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 conceive selection using a textual relationships using non-linear forms advanced organizers/ illustrations set of criteria developed in consultation (with friction matchs and the teacher) and graphics to obtain information from linearshowing 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-ve rsa 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 aUtilize 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 beaver suited to a text Note the functions of statements as the y unfold and consider the selective information that might confirm/disconfirm hypothesis Examine for bias Determine the validity and adequacy of proof statements to go 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 bear on 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 b y the writer Interpret instructions, directions, notices, rules and regulations Locate and synthesize requirement information found in any text Distinguish the statement of facts from beliefs. Evaluate the accuracy of the information. clear conclusions from the set of details. Point out relationships between statements. Distinguishbetween frequent and specific statements. Literature Quarter 1 Quarter 1 Discover literature as a means of understanding the gay being and the forces he/she to contend The learner demonstrates understanding of the The learner creatively and with different genres through the types contributedproficiently performs in a choral Discover through literature the symbiotic relationship between creation and his environment and the by Afro-Asian countries to express reading of a chosen Afro-Asian poem.need of the fountain to protect the latter appreciation for Afro-Asian heritage. Demonstrate a heightened sen sitivity to the needs of others for a fracture understanding of man Discover through literature the links between ones flavour and the lives of people throughout the world Highlight the need for a more just and equitable dispersion of resources Quarter 2 Quarter 2 Quarter 2 Thelearner 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. press 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 present meaning relationships in the essay Determine the authors tone and purpose for indite 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(prenominal) 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 worthy 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 pro blems 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 literature 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-assertion and the ability to look into oneself, and accept ones 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 efficaciously derive information and progress as a viewer (in terms of suffer meaning in them interest, preference, and Narrate events logically reflections on individual believe doingss). Validate mental images 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 covering 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 critical viewing. Compare and contrast ones own television-viewing behavior with other viewers viewing behavior Organize an independent and magisterial 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 change appeal to viewers emotions a program viewed. Identify basic camera angles Ascertain how balance wheel created by symmetry affects visual response to a program viewed Differentiate between vantage points and viewi ng 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 drop a line 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 p ower of language structures and forms in poll, interprets, and presents the shaping peoples reactions, perceptions, findings having a local-based or Transcode ideas from texts to concept maps points of view, and beliefs in local, nationalnational 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 ofUse specific cohesive and literary devices to construct integrative literary and expository to have a good com mand and facility of the song prose entries with emphasisreviews, 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 find cohesion, coherence and appropriate modes of paragraph development Give and respond to feedback on ones paper in the revision process Use grammatical structure and vocabulary needed to effectively emphasize particular points Use appropriate modes of paragraph development to express ones 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 se condary 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 ones 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 ofwriting (pen-pal letters, letters of invitation, a yes and no letters, book reviews, interview write-ups, journal entries, etc.) Write reflections on learning experiences in diary and journal entries Write summari es 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 recognition 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 ones ideas, needs, feelings and coordinato rs 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 implemental in communicating correct complex and compound-complex sentences thoughts, and feelings. correct conditional statements appropriate parenthetical expressions purposeful expand 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 informa tion. 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 anUses set of structural rules that prevail 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 pick out StrategiesQuarter 1 Quarter 1 Quarter 1 (Subsumed in Read ing, 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 fold up information resources to locate information that bring Use periodical index to locate information in periodicals about multifariousness and/or harmony among Afro Gather data using the general references encyclopedia, dictionary Asians through the study of their traditions demoralise 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 f ollowing 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 howThe learner produces a clip report Derive information from various text types and sources using the witticism 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 researchcollected 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 howThe learner produces a research Use multi step word and phrasal outlines to organize ideas the profession of study strategies coupled paper based on school/ community Engage in systematic conduct of a research by going through series of processes with research skills lead to a well-written problem. Organize logically information gathered paper Apply the correct treatment of data and the steadiness of research conclusion.