Designing a Personal Music Player Essay

The problem is that I have to design and make a model personal music player that will fit ergonomically into the palm of someone’s hand and fit into a pocket. I am going to design a micro-disc player that is modern and Practical and easy to use. Materials Wood Plastic Metal Glass Manufacture Glue Saw Sand paper Wet and dry paper Weight Light Heavy Storage Where will it go? What will it be stored in? Style / Aesthetics Old fashioned Futuristic Modern Art deco Cost How much will it cost to make? Ergonomics Average sizes Carrying out investigation After completing my analysis it is easy to see what areas I need to research. The first thing I need to find out about is materials. I need to research materials because it is very important that I choose the right materials to make my product. E.g. wood, metal, plastic, glass Below are a list of other areas that I must research before I can write my specification: Existing products (products that are already released on the market) Ergonomics Fittings at the moment I am unsure of what style my product is going to be, here are some of the styles: Futuristic Old fashioned Art deco Modern Analysis Materials – the materials I am going to use to construct my Micro-Disc player must be strong, light and must also look good. The materials I could consider using are: Wood, metal, plastic and glass. Ergonomics – ergonomics is the study and application of the average sizes of human beings in relation to designs. I must think about when designing my product the size of an average humans hand size. Firstly the size of people and secondly the size of my product in comparison to the average size of people. Weight – weight is an important factor I must think about when designing my product Style – I must think about and research lots of different styles, for instance: Art deco, futuristic, old fashioned, modern and many others? Manufacture – I must think about how I am going to make my product – I must remember to write myself a manufactured plan or a flow chart of how I am going to make my product. Storage – I must consider where my product will go. Researching Materials Metals: mild steel – this metal is the most common ferrous metal. it is grey in colour and is a very soft metal. Aluminium – this metal is soft and also light. If mixed with metals as an alloy it becomes strong and easy to use. Woods: hard wood -this wood is harder and generally more durable than soft woods, there are many different colours. Hard wood is normally used for high quality furniture e.g. mahogany. Hard woods are usually very expensive. Soft woods – soft woods are easy to cut, but less durable than hard woods. soft woods are lighter shades of colour and are cheaper than hard woods. soft woods are used alot in the construction industry in roofs, window frames e.g. pine MiniDiscs where created in 1992 by the Sony Corporation to be a cheap, portable, editable, digital recording format that has â€Å"near† CD quality recording. Since then MiniDiscs have taken a slow start. Because everyone had just gotten settled in with their new CD equipment, they did not want to fork out more money for something that seemed like the same thing. Now people are starting to see the real advantage of MDs, and its starting to get a little more popular. In Japan especially, prices are going down and production is going up. I heard that in Japan, the low-end decks are around $150, and discs get down to $1.50, that’s as cheap as a nice tape deck, and hi-bias tape. If more people start buying MD equipment in the US, we could reach those prices. Today, MDs in the US are kind of underground. There are a lot of people that have not heard of them yet, and not a lot of advertising. But more and more I see prices going down, and more people that know about them. Wel l enough of the boring stuff, here are some advantages and disadvantages. advantages! The sound quality is great. I have never been able to tell a difference between MD’s and a CD or DAT. MiniDiscs have an advantage to CD-Rs in that after you record something on them, you can erase the whole disc, erase one track, you can move around tracks, and put in track marks, you can even label the disc and each track. Some formats, like DAT, can do some of these things, but MDs still have the disc based media advantages. MiniDiscs are smaller. The Discs are 7cm x 7cm, and the portable recorders can be smaller than cassette walkmans. The discs are encased in a plastic shell, much like floppy discs, so you don’t have to worry about them getting scratched. Its cheap. Infact I just saw a deck for $199 at Circuit City, where the cd recorders were $499. And if you look, you can find discs for $2.50 to $3.00. There just cool. Just look at the equipment, who wouldn’t want to have this stuff. And, as of all digital formats, you can make a digital copy from any digital source through coaxial or optical connections. Of course that not all the advantages, just some of my favorite. disadvantages? MiniDiscs use compression to cut out inaudible parts of the signal, so it can fit on that little disc. Although studies show that no one can tell the difference, some people want all of there precious signal. It’s hard to find equipment and pre-recorded MDs. I live in Jefferson City, Mo which is a pretty small town, so I have to go to the Big Cities to get stuff. Also, since MiniDiscs aren’t that big in the US yet, not many pre-recorded MDs are manufactured. Those are the only disadvantages I can think of, and the first one doesn’t really even matter. Let me tell you a little more about that compression. compression: MD’s use a method of compression called ATRAC (Adaptive Transform Acoustic Coding), which only records the information audible to the human ear. It compresses the signal to One-fifth of its original size. This compression method is very similar to MPEG encoding, which is used for Mp3’s. As I said before, people have compared MDs, CDs, and DAT, and not been able to tell any difference. I bet your asking yourself, â€Å"but how does it record†? Well, I’m about to tell you. recording: MDs use a special Magento-Optical method that magnetizes regions of the discs 60 millionth of a cm apart to a North or South pole. When the laser runs across these regions, it can tell whether its N or S and starts to construct the data stream. conclusion So, all in all, MiniDiscs are a way to get CD quality recording on a compact, inexpensive, media. I love every part about MiniDiscs, and would definitely recommend them to anyone interested in Hi-Fi audio in general. Sleek, stylish, and silver! Not only does Sony’s MZ-E909 look great on the go, but its rugged magnesium body weighs in at an eminently portable 1.75 ounces. In addition to portability and chic styling, you also get track navigation and playback features cool enough to satisfy even diehard MiniDisc fans. Sony’s â€Å"Easy Skip† group/folder function gives you simple navigation through groups of tracks – especially handy if you’ve used LP4 mode on a separate recorder to fit up to 5 hours’ worth of music on a single 80-minute MD. The backlit LCD on the stick-style remote delivers nearly effortless control, even in the dark. Two digital sound presets let you adjust the bass and treble, then save your preferred settings. And Personal Disc Memory remembers those settings, along with your other listening preferences, for up to 20 discs! But there are also the tried-and-true Sony MD features you love, like MDLP(tm) playback and G-Protection(tm) for a virtually skip-free listening experience. Not to mention an amazing 145 hours maximum playback time with the supplied rechargeable plus one optional â€Å"AA† battery! You even get a handy charging stand, so you can recharge the battery without taking it out of the unit. The MZ-S1 takes MiniDisc durability to the next level! It combines the second generation of Sony’s rugged Sports styling with direct digital dubbing of your favorite PC audio to MD at up to 32 times faster than real-time. Plus, you get handy software for your PC: OpenMG(tm) Jukebox for music management, and Simple Burner QuickRip(tm), which allows you to dub CD tracks directly to MD without saving files on your computer’s hard drive. Making MD mixes of your favorite tunes is easy and quicker than ever! Taking those mixes with you while you work out is ultra-convenient, too. You get easy one-hand operation thanks to a clever thumb-control key on the grip. The included reflective hand strap and backlit LCD are perfect for nighttime jogs. The durable plastic body incorporates rubber gaskets and waterproof seals to help keep out moisture and dirt. And you’ve got G-Protection(tm) for smooth playback no matter how strenuous your workout. The MZ-S1 can also make great-sounding recordings from a CD player, radio, cassette player, and other sources (analog and optical cables available separately). MDLP(tm) record mode lets you store over 5 hours of music using a single 80-minute blank MD. And one optional â€Å"AA† battery can power the MZ-S1 for up to 54 hours! High-speed, drag-and-drop transfer of PC audio. No, it’s not an MP3 player – it’s Sony’s revolutionary new Net MD Walkman! Its advanced USB connection gives you direct digital dubbing of MP3s or ripped CD tracks from your PC to MiniDisc at speeds of up to 32X – that’s 80 minutes of music in as little as three minutes! Plus, you get handy software for your PC: OpenMG(tm) Jukebox for music management, and Simple Burner QuickRip(tm), which allows you to dub CD tracks directly to MD without saving files on your computer’s hard drive. But the pocket-sized MZ-N505 can do more than just record from your PC. It can also make great-sounding recordings from a CD player, radio, cassette player, and other sources (analog and optical cables available separately). MDLP(tm) record mode lets you store up to 5 hours of music using a single 80-minute blank MD – perfect for taking lots of tunes on the go! And, since it’s MiniDisc, you get easy recording, editing, and titling with discs that are fully rewritable, nearly indestructible, and ultra-affordable. Sony’s G-Protection(tm) skip recovery system makes your MD listening experience a smooth one. And an optional â€Å"AA† battery can power the MZ-N505 for up to 56 hours!

Initial Public Offerings Essay

An Initial Public Offering or IPO is the very first offering of a firms’ stock or shares on the stock market, when the firm â€Å"goes public† (Business Dictionary.com, 2014). Not all businesses should or need to take this route. In the following paragraphs we will describe an initial public offering for a global firm, along with certain roles, pricing issues, risks, and foreign exchanges. When most businesses start up, they are privately held. This means that the company is only owned by a few people and do not have shares. It is not cheap or easy for a company to become publicly traded. In some cases the benefits of going public outweigh the costs of going public. There are several benefits that come with going public such as, a higher valuation, greater liquidity in public markets, and greater access to capital, attract top talent by enabling the company to grant stock options or restricted stock awards, growth, and grab the attention of other companies. Also before a company goes public, they must meet basic financial requirements, depending on the exchange the company will be listed in. These exchanges are the New York Stock Exchange (NYSE), NASDAQ Global Select Market, and S&P 500. When a company is getting ready to go public, it must find investment bankers to invest into the business. Investment bankers must have sales and distribution capabilities needed for a successful execution of the IPO, and can provide strong analyst coverage once you go public. The investment bankers that are chosen must fit personality-wise, have good research and analyst coverage, knowledge and understanding of the business and the industry, and whether that bank has brought other companies public in this sector (Wasserman, 2010, How to prepare a Company for an IPO). When a company is getting ready to issue stock, there are risks to the company when offering securities (stock). This is when an underwriter steps in. An underwriter offers to take some of   the risk of the offering in exchange for a premium. They buy the securities from the issuer and then turn around to sell them on the stock market. The issuer gets cash up front instead of waiting to sell stock on their own. The company knows that they are not getting full market value but they no longer have the risk of having to find enough buyers to purchase the stock at a desirable price (Boundless, 2014, underwriters). Underwriters do not mind this deal because they can sell the stock at a higher price and make a profit. The originating house is an investment brokerage firm or several investment bankers joined together to manage the underwriting and sale of a new issue of stock to the general public (US Legal Definitions, 2014, Originating house). A syndicate is a temporary association of investment bankers brought together for the purpose of selling securities; also called a purchase group (allbusiness.com, 2014, Syndicate). One of the investment bankers in this group, usually from the originating house, is selected to manage the syndicate. There are two types of underwriting syndicates, divided and undivided. In a divided account, the liability of each member investment banker is limited in terms of participation. Once a member sells the securities assigned, that investment banker has no additional liability regardless of whether or not the other members are able to sell their portion of the security or not. In an undivided account, each member is liable for unsold securities up to the amount of its percentage participation irrespective of the number of securities that investment banker has sold. Most syndicates are based on the undivided account arrangement (allbusiness.com, 2014, Syndicate). When the pricing of the issue or putting a starting price on shares of stock occurs, IPO investors, the issuer’s board of directors and the underwriters will set a price at which the company and any selling stockholders will agree to sell shares to the underwriters at closing. The pricing usually occurs after the close of the markets on the final day of the road show; the stock will begin trading on the exchange on a â€Å"when issued† basis the next morning (Wasserman, 2010, inc.com). The company that issues the shares controls the IPO process along with the underwriters. The SEC does not regulate business IPO share and how many they use or how shareholders they have. There are only a limited numbers of broker-dealers most of the underwriters hit investors of wealth because they can buy lager blocks of IPO’s shares and can hold the investors  for long team. Some ricks in public offering losing the company to investors and the public. Going public you must share all information such as financial reporting and how the company is ran. By going public the company gives up all information to the SEC, the shareholders and, public. A discussion of any foreign exchange risks the company can face with your ideas about how to mitigate them†¦ One risk would be for the investors how because when exporting or importing the product the changes in currency exchange rate and the investor may lose money on the investment or could gain on the investment also, to do converted back into the current currency. Also the company could lose lots of money in other countries but, the risk may out way the bad for investors and the company. Investors like taking risk and if they believe it will out way the bad then they will take the risk to mitigate the company. In conclusion, not all companies can afford or meet all of the special requirements to become an IPO. Sometimes it is not necessary for companies to become IPOs. If you are a company considering going public, check into all the options and all of the requirements needed for the market in which you will be listed. The choice is up to you and all others involved in the decision. References All Business. (2014). Syndicate Definition. Retrieved from http://www.allbusiness.com/glossaries/syndicate/4944704-1.html Boundless Finance. (2014). Boundless â€Å"Underwriting†. Retrieved from http://www.boundless.com/finance/textbooks/ Business Dictionary. (2014). IPO Definition. Retrieved from http://www.businessdictionary.com Titman, S., Keown, A. J., & Martin, J. D. (2014). Financial Management: Principles and applications (12th ed.). Upper Saddle River, NJ: Pearson/Prentice. U.S. Legal Definitions. (2014). Originating House definition. Retrieved from http://www.definitions.uslegal.com/0/originating-house-underwriting/ Wasserman, E. (2010). How to Prepare a Company for an Initial Public Offering. Retrieved from http://www.inc.com/guides/preparing-for-initial-public-offering.html

Mapping your Future Essay Example | Topics and Well Written Essays - 250 words

Mapping your Future - Essay Example Professionalism requires informed decision making. The individual needs to take responsibility for his/her actions and do his/her best to ensure optimal output remaining within the laws and regulations imposed by the state and the organization. Moreover, professionalism of an individual is also judged by his/her productivity, compliance with the deadlines, and the quality of work. Although most organizations in the contemporary age have a defined set of ethical and work-related rules, yet certain rules are expected to be understood by the employees without indication because they are the requirements of professionalism, and may not thus be necessarily included in the ethical codes. Such rules include but are not limited to no gossiping, dealing others with respect, dressing decently, and greeting the coworkers. One must follow these rules because they depict one’s behavior as well as one’s impression on others. In addition to that, following these rules is necessary in order to have a professional attitude and excel in the professional

Fund Transfer Pricing Essay Example | Topics and Well Written Essays - 500 words - 1

Fund Transfer Pricing - Essay Example It is evidently clear from the discussion that commercial banks have two divisions: deposit and lending. The deposit segment accumulates funds from customers. These funds are lent to other customers as loans through the lending division. The interest that banks earn on loans is interest income while interest on deposits is interest expense. The difference between interest income and interest expense is net interest income and is reported on the income statement. It is not a guarantee that all loans are profitable neither do all deposits cause losses. Different deposits have varying values as sources of loans and in the same way, different loans have a varying cost of funding. The main purpose of finance transfer pricing is to measure independently how different sources of funding contribute towards the profitability of banks. Assume a two-year loan financed by a three-month deposit. Assume also that the deposit segment acquires $1,000,000 worth of funds from the customer at a cost of 4%. These funds are passed to the treasury at a funds transfer-pricing rate. Assuming that the rate is 6%, the bank would earn a deposit spread of 2%. The treasury would then pass the funds to the loans department at a funds transfer-pricing rate of 8%. The loans department would then extend the loan to customers at an interest rate of 11%, earning a deposit spread of 3%. On the other side, the treasury would earn a 2% spread for managing the interest rate risk that arises from the mismatch in the maturity of funds. Assigning the funds transfer rate for treasury, the loans and the deposit divisions of the bank decomposes the spread earnings across the three divisions as illustrated in the paper.

CIPR Internal Communications Coursework Example | Topics and Well Written Essays - 500 words

CIPR Internal Communications - Coursework Example ce, â€Å"forums, blogs, and social networks,† to make it easier for their employees as well as stakeholders, to not only collaborate but also to connect with one another (Stratmann, 2012, p.1). Social media has proven to be a very vital tool in enhancing the effectiveness of an organisation’s internal communication. With social media inn internal communication come a lot of benefits. For example, social media enable organisations to have â€Å"real-time, authentic† communication with their staff. They also encourage open communication amongst members of an organisation since any member who wishes to contribute to a discussion is always free and able to do so. As such, it enables a smooth flow of communication throughout an organisation. In addition, if one is a member of a multinational organisation, then they can easily communicate to people world-wide, and on a â€Å"more involved level† rather than just through email or through phone. This has been made even better due to the availability of pictures and profile as well as forum features on social sites like Facebook and MySpace (Stratmann, 2012, p.1). VetsNow is an example of an organisation that has successfully used social media in its internal communication. It is an organisation that provides â€Å"out-of-hours veterinary care† all over the UK. Their main aim of adopting social media in internal communication was to strongly engage their internal â€Å"stakeholders.† At VetsNow, employees work both alone and at odd hours. As such, social media would provide its workers the rare opportunity of interacting with one another in person even if at different stations of work. They also saw it as a way of encouraging the sharing of information among employees and stakeholders, and through this exchange of information, they would not only regulate but also improve â€Å"clinical standards and practices† throughout the industry better. This would in turn make them global experts in â€Å"Emergency and Critical Care†

Part III for Personnel Management Essay Example | Topics and Well Written Essays - 1000 words

Part III for Personnel Management - Essay Example Thus, in all fairness it must be said Ford took an extremely irresponsible decision to generate short term gains while risking its goodwill. A rational customer would have never opted for a saving of $11 and agree for an unsafe fuel tank. An unsafe fuel tank is a permanent source of hazard. All statistics of rates of accidents per thousand motorists really do not make any sense as nobody can be sure that they would not be those unfortunate few that would have to suffer. It would truly have been similar to making air bags optional? If Ford would have told potential customers about the hazardous fuel tank then hardly any rational customer would have purchased that model. However, with deft advertisements and publicity the company could have projected the lurking dangers in such a favorable light that some of unsuspecting customers could have still opted for that model. The definition of criminal homicide is ‘willful (non-negligent) killing of one human being by another’ (Justia.com 2010). Though Ford was aware of the fragile fuel tank in Pinto and did not make any attempt to modify it, still the company should not have been guilty of criminal homicide as it did not specifically make the fuel tank unsafe with the express intention of burning three sisters to their death. Further, traffic fatalities are, as a rule, not classified as criminal homicide even if there is some fault with the manufacturer in producing the output. The manufacturer would, however, have to face punitive fines for their negligence in failing to adequately address safety concerns in their product. Ford was handed down a punitive fine of $3.5 million and had to pay an additional $3 million in compensatory damages in Richard Grimshaw case but in none of the incidents could Ford be held guilty of criminal homicide. Esteem needs that consist of recognition, attention, social status, accomplishment and self respect are entirely a matter of the mind that can

Kierkegaard and Dewey Essay Example | Topics and Well Written Essays - 1500 words - 1

Kierkegaard and Dewey - Essay Example Dewey then gives an example of religion; how religion can have a lasting and deep impact on the course of a nations history. Religion or a certain set of ideas can control peoples feelings and beliefs, and that is not any less of a control than that of political oppression. Culture is also determines what elements of human nature dominate it, which have resulted in the belief that one aspect of human nature is the determining factor of human society. This is confusing the effect with the cause, as it is a societys culture that determines which aspect of human nature dominates according to Deweys argument. So the basic idea of Deweys first chapter is that if political freedom is to be maintained it is through culture and not through the individuals, as they are themselves motivated and to a degree "controlled" by culture. The exaggeration of one aspect of human nature as the sole motive behind human behavior is itself culture driven; this is well supported by historical facts. For every age gives rise to a motive of behavior that accords with its cultural needs. And the example Dewey gives is England during the industrial revolution; as the economic situation was intense it gave rise to the belief in a sole human motivator that is in harmony with this economical situation. 2- In chapter 2, Dewey discusses the differences that lie within the same society, how they might affect society and how they are not an objection to his theory of cultural domination over human behavior within society. In this chapter he concludes that: "No estimate of the effects of culture upon the elements that now make up freedom begins to be adequate that does not take into account the moral and religious splits that are found in our very make-up as persons. The problem of creation of genuine democracy cannot be successfully dealt with in theory or in practice save as we create intellectual and moral integration out of present disordered conditions." This perhaps sums up

Innovation Assignment Example | Topics and Well Written Essays - 5750 words

Innovation - Assignment Example From personal experiences and understanding gained regarding the use of this particular tool, it can be also depicted that StratSim Management ensures a dynamic learning scenario for people within a particular business organization that helps the same in dealing with various scenarios of challenges faced by a particular business unit in any sector. As per my personal experience with the use of this tool, an individual needs to ensure proper management of the objectives, so that desired results can be attained from the use of the tool. Some of the most prominent use of StratSim in the present day management domain includes formulation of business strategies, development of products and services, execution of the marketing activities of business and financial decision making among others. While my association with Vauxhall Motors in the process of using StratSim, I was able to identify some key strengths and weaknesses for the overall business. As per my StratSim experience, the strengths of the company mainly include its appreciative brand image within the automobile sector. Furthermore, innovative approach of the company within its operations can also be regarded as strength to an extent. The extensiveness of the operations of the company in the global automobile industry can be also regarded as strength of the business to a considerable extent. There were also certain weaknesses for the business, which must be also discussed significantly. The company has been dealing with problems of lack of growth and sustainable decision making in the global automobile industry. There is also a lack of product differentiation within the operations, which is also hampering the business positioning of the company to an extent and hence, they can be asserted as weaknesses for the same in the long run. The above mentioned weaknesses or challenges identified within the operations of the company can be mitigated with the help of effective strategies under the domain of

Born global 03056 Essay Example | Topics and Well Written Essays - 2000 words

Born global 03056 - Essay Example These organisations mainly target each country and regions as a unique marketplace. On the contrary, born global organisations tend to consider the entire world as a single marketplace from the very beginning of their business process (Chetty and Campbell-Hunt, 2004). Generally, these born global organisations employ the differentiation marketing strategy to create a niche market for their unique products and services (Harveston, Kedia and Davis, 2000). Though the market approach of considering the entire world as a single and borderless marketplace has assisted the born global organisations to secure an international competitive position, it will not be a suitable marketing option for the organisations that are seeking to expand internationally (Moen and Servais, 2002). The further discussion of this essay will evaluate various researcher views and theories to analyse the importance and limitation of single marketplace in the internationalization of organisations. The increasing economic integration across the world, globalization and innovation of advanced communication technologies are triggering the rapid internationalization process of domestic organisations (Chandra, Styles and Wilkinson, 2012). According to researchers, nowadays consumers are getting wide access to the information of different parts of the globe. They are getting wide exposure to the tastes, preferences, lifestyles, sports and fashion of different communities worldwide. Rapid changes and progress in information technology, communication channels, globalization commitment and trade agreements are resulting in remarkable financial and economical interconnection between different markets of a wide range of nations (Chandra, Styles and Wilkinson, 2012). This changes and progresses are gradually creating â€Å"borderless world† for the international business organisation. Different

Terry Fox Video Response Journal Essay Example for Free

Terry Fox Video Response Journal Essay After watching the video and discovering a little more about Terry Fox with the guest speaker and all, it has reminded me once again about Terrys courageous achievement. For many years, ever since I came to Canada, I learned about Terry Fox, ran the Terry Fox Run, Terry Fox fundraising for Cancer Research, watched videos about Terry during assemblies, and have discussed about Terrys bravery; each time I hear about him, he never ceases to make me look back at myself and think, If Terry can run the Marathon of Hope with an amputated leg, what can anything else stop me from achieving my goals? Terry was a normal teenager just like me, my peers, and anybody else, but the little something that made him special was his courage to actually do something about what he eventually came across. He knew what he went through, he felt what cancer was, and he knew that he wanted to do the best he can do to lessen the suffering for children that were going through the same pain as he did. And so, he made a difference. Every year, as I hear about Terry and his big accomplishments, it makes me think that really, it does not take much to achieve your goals as long as you have the courage and bravery to do it. Terry really showed that when you have the motivation and mind set to do something, you really should do it, because everything really comes from your heart; nothing more is needed. His actions always makes me feel that I have to be brave, be proactive, and go for my goals when there is something that I really want to accomplish. Often times, I do not have enough bravery to just do it or I become lazy and I have indeed failed to accomplish my goals multiple times, but Terry really brings me back up that I should keep trying and never give up. If Terry can run across Canada with an amputated leg, why would anything keep me from achieving my goals, when my goal will probably be less of a big deal than running all the way across Canada? In my family, my dads father has had cancer and is now passed away. He once used to be an active, lively person who liked going fishing, playing with his friends, and going cycling. But in 2010 January when I last visited him in Korea, there I saw him, lying in the hospital bed, paralyzed by the effects of cancer. His face had gone yellow, his flesh was no longer in a condition of circulating blood, he had lost almost all parts of body fat, and his cheeks were almost about to touch the other side of his mouth that I could barely see any sort of fat on his face. The cancer had had totally distorted him. This was the worst day of my life, and it was the day when I realized that cancer was one of the most deadliest, and destructive sickness to have. But hearing that Terry Fox had fought this cancer the first time he got it, really makes me realize, how hard he must have tried to fight it. Cancer is such a stubborn disease to demolish, and at last Terry could not handle its powerful strikes in his body. But even being able to fight it the first time he got it is needless to say- brave. I really admire and respect how Terry took action on what he faced, because when I saw my grandfather not being able to do what he wanted to do was a painful thing to watch, and Terry really cared and showed what he could do for the Canadians who were fighting cancer, and for cancer research. Although I wont be running across Canada or anything big like Terry, but, when I set my goals, I will definitely look up to what Terry did: setting specific goals, train and prepare for my goal, and really plan out my goal of what I am willing to accomplish!

Managing Change In Difficult Times Management Essay

Managing Change In Difficult Times Management Essay There is need for the Management of blue Marina to embrace change which will be offered in form of restructuring, outsourcing, culture change programmes, business process reengineering, the implementation of enterprise system ,development of competences and capabilities, new business models and introduction of new product and services. Blue Marina is a restaurant that specialises in the preparation, service and sale of choice menu to the general public, such as main courses, pastries and desserts. It is a Family owned business of Italian origin, and prides itself in its choice of clientele over the past years. It boasts of staff strength of about 40 people, of which 50% is on a permanent contract while the rest is shared within the part-time and relief workers. However, there has been a major concern for the Management of Blue Marina as the staff turnaround time has been on the high side which in turn affects both efficiency and service delivery to customers as they have to wait for longer period of time before being served. At present Blue Marina restaurant has recorded losses for the first time on its balance sheet and this has called for need for change within the establishment if it still want to remain in the food business. Managing change is perhaps difficult and risky why should this be so? One reason is the absence of a universal change theory, which requires an understanding of organisation, strategy and change. Before attempting to change something there must be an understanding of what needs to be changed as change in this context could mean the alteration of organisational components such as the strategy, goals, structure, processes, system, technology, and people to improve the effectiveness or efficiency of the organization. WHY CHANGE: It is very important to understand the range of approaches to change management that exist. One approach to understanding change management is the identification of major schools of thought. Burnes (2004a:262) highlights three schools of thought upon which he believes change management is based: the individual perspective school the group dynamics school, and the open system school. While Paton and McCalman (2000 :2) regard management and change as synonymous Hamlin (2001: 44) offers a typical overview of the mainstream theoretical perspective to understanding change management within an organisation CAUSES AND CONTEXTS OF CHANGE Triggers, drivers and tracers of change: Drifferent authors offer different degrees of sophistication in their specification of triggers and drivers. De Caluwe and Vermaak (2003:80) eloquently defined a trigger as the emotional characteristics that contribute to the emergence of a change idea. Tichy(1983:147) regarded large scale strategic change as being triggered by a large -scale uncertainty in the form of either a threat or an opportunity. More recently Patton and McCalman (2003:23) identified potential triggers that include: government legislation, advances in process or product technology, changing consumer requirements, expectation or taste, and competitor or supply chain activities. Drukker (1994) suggests that organisation should frequently challenge every product, every service, every policy, every distribution channel, with the question if we were not in it already, would we be going into it now? Before an effective change can take place within the Blue marina restaurant, there is need to understand the past, present and future of Blue marina restaurant in general. As in the case of Blue Marina the under mentioned reasons have necessitated the need for change. These reasons are as stated below: High turnaround time Long delay in preparation and service of food to customers Decrease in sales figure Low profits margin Low patronage External competitors Need for expansion ORGANISATIONAL CHANGE MODEL FOR BLUE MARINA RESTAURANT A model is a representation to show the construction or appearance of or explain something: Phil Kelly (2009:146-147).This enables an organisation to identify targets for change, diagnose problems, while it outlines the necessary action for change enabling it to create a road map and implementation strategy. Many models helps us to understand how organisations operate, what to change and how to effectively carry out the change. Change Models: an abstract representation of describing the content or process of changes. Mckinsey 7-S model; this is a model that looks into organisational analysis and dynamics including components: such as strategy, structure, systems, style, staff, shared value and skill. Nadler and Tushman congruence model: they both viewed an organisation as asset of internal, transformational, components that must be congruent with each other and the organisation strategy and environment Burke-Litwin model: a causal model that both looks into transformational and transactional organizational variables represented in an open system. Though all these models have their inherent strengths and weakness, but Nadler and Tushman model have been able to recognize the fact that organizations are influenced by its environment of which their models were divided into input, process and output. Nadler and Tushman(1989) argued that there is need for transformational process components to be congruent or fit with each other, which may either have its advantages and disadvantages. Their model suggests there is no one best way to organize change. Which is why it is been recommended for the Blue Marina Restaurant change Managers. BARRIER TO SUCCESSFUL CHANGE It is important for people managing change in Blue Marina restaurant to be aware of the nature of the resistance they may encounter from other managers as well as other workers. These difficulties must be addressed before unfreezing can take place. Fransella,(1975:135)argued that we may like change and regard it as essential feature of living ;it does not mean that we always welcome it. Similarly, Paton and McCalman (2000:47) have identified why organisations individuals and groups fear change which include the resulting organisational redesign, new technological challenges and challenges to old ideas. Lines (2004 :198) concludes that resistance towards change encompasses behaviours that are acted out by change recipients in order to slow down or terminate an intended organisational change. Dawson (2003:19) on his part identifies the following examples of organisational factors from which resistance can result: Substantive change in job Reduction in economic security or job placement. Psychological threat Disruption of social arrangements and lowering of status There is no concrete explanation of resistance to change that currently exists ,it is also unlikely that a single universal explanation of resistance to change will ever be sufficient. IMPLEMENTATION AND MANAGING CHANGE. Turning around Blue Marina Restaurant requires that the change Managers build a change team, develop detailed communication plans and understand how to manage the change transition. There is need to mobilise every staff of the restaurant to have a positive vision towards the proposed changed plan. However, there is need also to gain support from members of staff and as a consequence I would recommend an involvement strategy which involves attention to many areas just as Kotter and others (2007).had thought the following were proposed : Establish a sense of urgency Create a guiding coalition Develop a vision and strategy Communicate this with others Empower action Generate shot term win Consolidate gain Going further on how to manage and implement change in Blue Marina Restaurant, in the 1940s and 1950s, Kurt Lewin concluded that to be successful, the change process needs to follow a three step procedure namely : Unfreezing Moving Refreezing His theories were later expanded by Schein who described the three stages as : Unfreezing- creating motivation and readiness to change by demonstrating a need and vision for change in a manner that would not result in the blame being associated with the managers who had let the organization deteriorate. Changing- organizational members identify with a new model or way of doing things Refreezing- refreezing must occur at the individual level with employees accepting new behaviors and also at interpersonal and interdepartmental levels ensuring new behavious fit well with the rest of the organization. These three stages are highly recommended to the Change Managers of Blue Marina restaurant. Managers wanting to introduce change would understand and recognize that change occurs slowly and moves through a series of stages. For instance, one needs to recognize the need for change. Next step is to determine where Blue marina restaurant stands as it relates to the problem, where it plans and wants to be, and how it plans to get there. Bullock and batten after reviewing over 30 models of planned change ,came to the conclusion that change activities could be grouped into four phases namely: Exploration phase: recognizing the need for change, deciding on the type of changes and commit resources to planning the changes, sourcing for a consultant who assists with planning, implementation and defines everyones role as it affects Blue marina restaurant. Planning Phase: This is a phase where understanding Blue marinas restaurant problems set in. It involves gathering of information and useful data in order to diagnose the problem and proffering solution to them while seeking approvals from the necessary quarters. Action phase: implementation and arrangements of the changes to manage the change process and getting necessary feedbacks in other to make the needed adjustment. Integration Phase: consolidating and stabilizing the changes to become part of the new Blue marina restaurant organization in general PREPARING FOR CHANGE Phase 1 The first phase is targeted at being ready. There is need to answer the following question: how much of change management do we need for this project? The first phase is to provide the situation awareness which very critical for effective change management in the restaurant . Outputs of Phase 1: Change characteristics profile Organizational attributes profile Change management strategy Change management team structure Sponsor assessment, structure and roles ( i ) MANAGING CHANGE Phase 2 The second phase is based on plans that are imbibed into the project activities what people generally think of when they talk about change management. Based on research, carried out there are five main plans that should be considered to help Blue Marina Management move through the change Model. Outputs of Phase 2: Communication plan Sponsor roadmap Training plan Coaching plan Resistance management plan (ii) REINFORCING CHANGE Phase 3 Equally critical but most often overlooked is the third phase of where project teams create plans to make sure that the change plan is sustained. At this point , project teams leader create and develop measures to ensure the change has taken place and to also actually confirm if employees are doing their jobs the new way and to celebrate success. Outputs of Phase 3: Reinforcement mechanisms Compliance audit reports Corrective action plans Individual and group recognition approaches Success celebrations After action review (iii) CONCLUSION Finally, to make any change click, it should be part of Blue Marina restaurant. Corporate plans often determine what is done, so there is need for the proposed vision to show in day-to-day work. Continuous efforts should be imbibed to ensure that the change is seen and noticed in every areas of the organization. This will give the change a strong place in the organizations culture. It is also important that Blue Marina leaders continue to support the change. This will include staff and new change leaders who will be brought in. If the support of these people is lost, one could just end up where one started from. The following action plan should be put in place: Communicate effectively on the progress at every chance one gets. Tell a succes stories about the change process while repeating other stories one hears. Including the change ideas cum values when inducting and employing new staff Publicly recognise key members of your original change coalition and make sure the rest of the staff new and old remember their contributions. Create plans to replace key leaders of change as they move on. This will help ensure that their legacy is not lost or forgotten. If you need help on enabling positive change to create the performance breakthroughs you need the honest answer which is that you manage it pretty much the same way you will manage anything else of a turbulent situation or chaotic nature, that is, you dont really manage it, you grapple with it.

Christopher Columbus :: Christopher Columbus Essays

My name is Christopher Columbus. I was born in the Italian city of Genoa in the year 1451. My father was a wool weaver and merchant who sold cloth. Genoa was famous for its traders, map-makers, and explorers and many men became sailers. I went to sea at the age of fourteen. In 1476, the ship on which I was aboard was attacked off the coast of Portugal. I managed to swim six miles to Lisbon. There I joined my brother Bartholomew, who was a chart maker. I also became a chart maker for a short period of time. I worked as a sugar buyer in the Portuguese islands off of Africa. From 1477-1482, I made merchant voyages as far as Iceland and Guinea. During this time I met pilots and navigators who believed in the existence of islands farther west. I settled in Lisbon and married the daughter of a Portuguese nobleman. By the time I was 32, I had become a master mariner in the Portuguese merchant service. Influenced by my brother and Alonso Pinzon, I believed that I could reach land by sailing farther west. I began seeking support for a voyage to the west. After being turned down several times, I finally gained the support of Ferdinand and Isabella after they conquered Granada. On August 3, 1492, I left Palos, Spain for my trip to the new world. I left with three ships, the Nina, Pinta, and Santa Maria, which I commanded. I first stopped in the Canary Islands and then sailed west until October 7th, when I change my course to Southwest. On October 12, I landed on a small island in the Bahamas. I found Cuba on October 27 and reached Hispaniola on December 5. Leaving some men to found a colony, I returned to Spain on the Nina. In October 1493, I set out on a second expedition and discovered Puerto Rico before arriving at Hispaniola to find the colony destroyed by Native Americans. I left in 1494 to explore the southern coast of Cuba. I left my brother in charge of the colony and returned to Spain in 1496.

The Religious Amalgamation Dubbed The Matrix :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Throughout the history of motion pictures, stories have impacted society through various means, but up until recently, these influences were usually limited to hobbies and interests. With the emergence of a deep psychological thriller dubbed The Matrix, cinematic influence on religion has become quite evident. The Matrix combines allegories of religious figures such as Jesus Christ and Buddha with a quasi-enlightenment concept that appears in many of the mystical Eastern religions. This amalgamation of religious ideas creates an amazing foundation for what many members of religious communities—online communities stand out as the most prominent example—have come to refine their core religions into over the last few years. Many of these communities consider their new faiths to be simple denominations of their core beliefs, finding that their refined religion fits not only theologically but logically and scholarly with their paternal religion. I consid er myself one of these philosophical persons pushing provocatively within the religious community of Christianity towards the beliefs which I find so intriguing and bold.   Ã‚  Ã‚  Ã‚  Ã‚  It is unfair to religionize a movie which was meant to be totally secular, but the screenwriters of The Matrix openly profess the movie’s ties with religion. Purposely having imbued the screenplay with parallel upon parallel, the Wakowski Brothers have rendered the obvious and the obscure into an image of humanity’s perfection. At first glance, this idealization may seem to be a plethora of praise for a simple blockbuster science-fiction movie, but there is more in The Matrix than meets the eye. The Matrix was set forth not as an action-thriller for the simple pleasure of seeing bullet casings strike the ground after falling out of a hot sub-machine gun, but as a philosophical religious allegory.   Ã‚  Ã‚  Ã‚  Ã‚  Neo, although called â€Å"The Oneâ€Å" throughout most of the movie, is symbolic of not one, but three persons: Jesus Christ, Buddha, and Doubting Thomas, an Apostle of Christ. As Neo represents three distinctly different ideals—Christianity, Enlightenment, and Chaos, respectively—it is easy to see why many people were confused by the proposition. But, when I began to ponder the question of why they put the three together, it began to make sense. Humanity should, according to the allusions in The Matrix and in my own personal theologies, be a blend of the three ideals, forming a balanced life and thus a life pleasing to God.

Desire Under The Elms Essay examples -- essays research papers

â€Å"Desire Under the Elms†   Ã‚  Ã‚  Ã‚  Ã‚   In â€Å"Desire Under the Elms†, by Eugene O’Neill, many uses of both biblical and mythological allusions can be seen. These allusions help add depth to the plot of the play by linking the play to other similar, well-known stories. Three of the best allusions are seen in Cabot’s talk about how God is a strong god, his talk about God being in the stones, and his telling Eben that he is blind as a mole.   Ã‚  Ã‚  Ã‚  Ã‚  Cabot’s talk about God being a strong god is important to the story. He tells about how hard he had to work to make the farm a good place to live. â€Å"When yew kin make corn sprout out o’ stones, God’s livin’ in yew.† This quote is an allusion to how if you work hard and believe in God you can do whatever you want. The quote is important to the story because it helps develop the character of Cabot and it tells the reader what kind of man Cabot is. It shows that he is strong, tough, and has a strong belief in God.   Ã‚  Ã‚  Ã‚  Ã‚  Another important allusion can be seen when in the same part of the story as the previous one. Now, he is talking about how the farm is his and how he worked so hard to make it what it is. He then gives an allusion to the story of Peter building his church on the rock in the Bible. He says â€Å"God’s hard, not easy! God’s in the stones! Build my church on a rock – out o’ stones an’ I’ll be in them! That’s what he meant t’ Peter.† This quote refers to Peter’s story in ...

Growing Up in a Bilingual Family Essay

Abstract Some bicultural families have to deal with the decision of how, when, and if they should make their children be bilingual. They worry that if instead of helping their kids doing so, it may hurt them. Most people agree that in long terms, being bilingual is a great tool. Since most parents agree on that, not all agree on how early kids should be introduce to a second language. Should it be as soon as they are born, or first learn one language and then a second? Growing Up in a Bilingual Family Educators and psychologists will advice to introduce a second language when kids are under the age of 3. De Houwer, (1999) says â€Å"Brain imaging studies show that languages in bilingual infants are stored closer together in the brain than in later bilinguals. This means, learning another language after the age of 3 both takes greater effort and is treated differently by the brain compared to the child who acquires them simultaneously.† The earliest a child is exposed to a second language, the better. Contrary to what many parents think that their kids may get confused and end up not learning completely either language. For instance, there are cases of kids who were exposed to two languages and by the age of 6 they know very well both languages. And the people that learn a second language in an adult age, they are most likely to have an accent after several years of been speaking a foreigner language, and most likely they will have their accent for a lifetime. Although, researches show that â€Å"The main reason for dominance in one language is that the child has had greater exposure to it and needs it more to communicate with people in the immediate environment† (Grosjean, 1983, p.209), and it is not usual that kids are exposed to two languages equally. There is usually one dominant language or mother language, and the minority language. This is why the minority language, should be balance by reading, dancing with music that has lyrics of the weaker language, watching TV shows and specially talking; conversational experiences are the most valuable, easy tool parents can used. The case of Mia, who is two years old, and William, a 4 years old boy who are more exposed to English than Spanish, the parents try to reinforce the weaker language by teaching them songs in the minority language and  making up songs with stories that calls the kid’s attention. This method worked in many families, and the result is always positive. On e of the most common frustrations in bilingual families is when their kids start mixing up two languages. Children feel single out and this situation makes them feel uncomfortable, especially when there are people around who don’t understand what the child is saying, this will end frustrating the child and start to deny speaking in a language that is not common in their environment; â€Å"Parents, who naturally tend to interpret a mixed utterance as evidence of confusion when in fact the child is getting on with the task of building up two sets of patterns by making more and more subtle contrasts† (Harding-Esch, 2008, p.56-57). Kids are not conscientiously trying to mix up two languages, they do it because is natural, it is normal for a child to pick different words from each languages to express their feelings and thoughts. We, as a bilingual parents, should instead of focusing on the mistakes that our kids make, is praise their effort and enthusiasm on their ability to speak two different languages. There are many ways that we can help bilingual kids learn two or more lan guages, the most important probably is never give up and think that the kids are not understanding or listening to what we are saying. They have busy minds, and while we think they are not listening or watching us, they are. Parents should use any opportunity to talk to them especially on the minority language. Make them feel that they are not different than majority language speakers. Getting them spend as much time possible with other minority speaker children by arranging play dates. Also, the bilingual kids should visit the country where the minority language is spoken. Cunningham, (2002, p.117), in her book In Growing up with Two Languages says, â€Å"The potential, advantages of this are manifold: The children get to know monolingual speakers of their own age, they learn to use their weaker language in different situations, they learn about the culture of the country†. This will be a great boost for bilingual children, to be exposed to a total immersion to a different culture that they are not very use to. In chapter 14, Cognitive Functions, it is mentioned that â€Å"Early exposure to some language increases ability to learn another language later.† Also it is mentioned that children are better at pronunciation and grammar when they learn a second language early in age. There is not really disadvantage on learning a second language  at any age but it is better to take advantage of the ability kids have to grasp almost anything during their first stages of life. Conclusion There is not evidence of negative effects of y learning at early age two languages or more. Instead, there are many evidences that children growing up with two languages have advantage over the ones that are not. As Grosjean says, â€Å"researchers have found that bilingualism is, after all, a great asset to the child†, and he continues, â€Å"Especially, in intelligence and cognitive growth, researchers stress the assets of bilingualism†. There is nothing to loose getting our kids to learn two languages, all what it requires is our patience and consistency. References Cunningham, U. & Anderson, S. (2002). Growing up with two languages: A practical Guide. New York: Taylor and Francis Group. De Houwer, A. (1999). Two or more languages in Early Childhood. Retrieved from http://www.cal.org/resources/digest/earlychild.html Grosjean, F. (1992). Life with two languages. Massachusetts: Harvard University Press. Harding-Esch, E. & Riley, P. (2008). The bilingual family: A handbook for parents. New York: Cambridge University Press.

Mordechai Richler’s book “Son of a smaller hero” Essay

If I were to base my opinion of Jewish people solely on Mordechai Richler’s â€Å"Son of a Smaller Hero†, I would probably start wearing a Swastika on my arm and pledging my allegiance to the fuehrer. Richler characterizes Jews as a people who have an enormous lust for money, women, and power. Richler delivers a piece that seems the complete antithesis of his origional novel. While he crammed his former novel with soft-spoken words, which displayed his passion to inform on useful subjects, â€Å"Hero† blows its readers away by its directness and disregard of political correctness. It tells the story of Noah Adler, a young Jewish man who feels trapped by his ghetto upbringing. He comes from a family controlled by his grandfather Melech Adler. Melech’s observance of the Jewish law turns Noah off of Judaism. He leaves the family and their business, to drive a cab and attend university. Noah’s departure from his family includes one from his religion as well. Once on his own, he is faced with a life unknown to him, and his morals and ethical standards are continually challenged. As he resolves his on going battles with his grandfather, he begins to realize that there is much more to Judaism then he originally though. Apart from Noah’s growing relationship with his grandfather, we see little character development among the novel’s main characters. We are subject to the same comments about the same characters, chapter after chapter. These monotonous descriptions of the characters, while emphasizing characters flaws excellently, become extremely humdrum halfway through the novel. Although Mordechai Richler did not write this as an autobiography, the book does include numerous elements of his life. He endured the hardships of St. Urban Street and the Montreal ghetto as well. This book, while the first in Richler’s series of â€Å"ghetto books†, is the most inclusive about all aspects of life there, from cheap pool room owners, to permanent signs in Jewish stores that read, â€Å"Half-Price sale†, or â€Å"going out of business, every item must go†. Noah’s relationship with his family also reflects that of Richler’s. His grandfather was a Hassid from Europe who could not accept the  new traditions of Canadian Jews, and thus ruled his family with an iron fist to keep them from veering off the path of Jewish morality. Not everything in the book works perfectly. Noah’s delinquent uncle Shloime, who joins the army does not follow with the description we were first presented with of him. The end of the book is oddly sentimental for a novel that has been occupied with ironical disorder. â€Å"Son of A Smaller Hero† is a unique accomplishment for a writer that thought to be perverse in thought. It’s humor and sadness are intertwined just enough to make this novel a one of a kind. I believe that no other can match Richler’s unique style of writing. â€Å"Son Of A Smaller Hero†, is an example of Canadian literature at it’s best. It is the kind of work that makes a nation proud to describe themselves as Canadians.

Multicultural Literature Essay- Eleithia Essay

Author, Alice Walker’s, Elethia, is a story of young Elethia who struggles to overcome a legacy of passivity, marginalization, inferiority, and misrepresentation of the Negro. To define her own identity she must break free and simultaneously hold on to the central figure that causes her to doubt her identity. Uncle Albert is a symbol of racism and the blindness that oftentimes presents itself within the Negro culture. There is a quote given by the late Dr. Martin Luther King, Jr., â€Å"there are many Negros who will never fight for freedom, but will gladly accept it when it comes!† Dr. King’s remarks are favored by me in the fight against racism and I understand it to mean this. That while segregation, impartiality, brutality and blatant disrespect are present, there will always be a certain percentage of people, belonging to an oppressed culture, who will idly sit by and accept the countless improprieties set before them while others continuously fight to break down the walls of bigotry. In the town in which Elethia made her home, Uncle Albert had been a fixture in the window of the Old Uncle Albert’s restaurant for good length of time. So long that some of the old-timers, who had known Uncle Albert before his murder, were victims of fading memories, â€Å"perhaps both memory and eyesight were wrong (Brown p.307).† As a humanist, I am annoyed that the story is absent, perhaps accidentally or possibly on purpose, that not one member of the African American community protested or took any actions to give Uncle Albert’s likeness a release. I understand fear. The fear of retribution and death at the hands of white supremacists, however years, an entire generation in fact, had passed and Uncle Albert’s remains still stood smiling in the white-only eatery. Since slavery religious instruction was aimed â€Å"to inculcate meekness and docility (Aptheker 122).† What about after the doors  of the church were closed? Throughout the short story, there is no mention of a revolutionary plot or rebellion by any one person or persons of the community. Elethia, young and still not sure of who she was, made the horrific discovery that Uncle Albert was stuffed as if he were and animal. At that moment, she along with her friends made the conscious decision that smiling Uncle Albert had to be excluded as a fixture in a plated glass window in order to give dignity to the Negro culture. I am a firm believer in non-violence but only when you are dealing with people who share the same view of non-violence. The story does not give the reader any hint that there was a rumble from the community of Negro people at a time when a loud noise should have sounded off. At a time when the Civil Rights Movement was in its infancy, the passiveness of the entire African American community of the small southern town gave credence to the myth of the docile Negro. Throughout American history, any person or persons of the American society, whom skin is deemed to be colored has been marginalized since he has placed his foot on American soil. The Negros place in society has been viewed as less important than those of his white brethrens. In Elethia, a young black boy’s privates were left nailed to a post for the town’s people, which included blacks and whites to see. I will take this crude act and look at in two ways to support my theory of marginalization: the first angle will be taken from a white societal viewpoint in that a young Negro boy is not looked upon as a human being. He is simply a person of color who is absent of pathos, and intellect. His status in the general public is placed the lowest echelon on the societal chain, therefore he does not warrant the right to be buried properly in a grave. The act of inhumanity can secondly be viewed by the African American community as an act of intimidation by the oppressor to furt her propel the theory of marginalization and minimize their self worth as citizens of a so called pluralist society. This marginalization theory leads to societal exclusion, the act of leaving one social class at a disadvantage while elevating another social class to point where there becomes a false sense of superiority. This false sense of superiority can and will result in inferiority, a mental prison. The bedrock of inferiority, that is the views that white America or Americans  have toward their opposites, who are black Americans derived from the words set forth by one of our founding fathers, Thomas Jefferson, in his Letters to the State of Virginia. In its fourteenth query he describes what he perceives the Negro to be: â€Å"The negro differences which are physical and moral. The first difference which strikes us is that of colour. Is it not the foundation of a greater or less share of beauty in the two races? Are not the fine mixtures of red and white, the expressions of every passion by greater or less suffusions of colour in the one, preferable to that eternal monotony, which reigns i n the countenances, that immoveable veil of black which covers all the emotions of the other race? Add to these, flowing hair, a more elegant symmetry of form, their own judgment in favour of the whites, declared by their preference of them, as uniformly as is the preference of the Oranootan for the black women over those of his own species. The circumstance of superior beauty, is thought worthy attention in the propagation of our horses, dogs, and other domestic animals; why not in that of man? Besides those of colour, figure, and hair, there are other physical distinctions proving a difference of race. They have less hair on the face and body. Perhaps too a difference of structure in the pulmonary apparatus, which a late ingenious (1) experimentalist has discovered to be the principal regulator of animal heat, may have disabled them from extricating, in the act of inspiration, so much of that fluid from the outer air, or obliged them in expiration, to part with more of it. They seem to require less sleep. A black, after hard labour through the day, will be induced by the slightest amusements to sit up till midnight, or later, though knowing he must be out with the first dawn of the morning. An animal whose body is at rest, and who does not reflect, must be disposed to sleep of course. Comparing them by their faculties of memory, reason, and imagination, it appears to me, that in memory they are equal to the whites; in reason much inferior, as I think one could scarcely be found capable of tracing and comprehending the investigations of Euclid; and that in imagination they are dull, tasteless, and anomalous. It would be unfair to follow them to Africa for this investigation. We will consider them here, on the same stage with the whites, and where the facts are not apocryphal on which a judgment is to be formed. It will be right to make great allowances for the difference of condition, of education, of conversation, of the sphere in which they move. I find that a black had uttered a thought above the level of plain narration; never see even an elementary trait of painting or sculpture. In music they are more generally gifted than the whites with accurate ears for tune and time, and they have been found capable of imagining a small catch (2). Whether they will be equal to the composition of a more extensive run of melody, or of complicated harmony, is yet to be proved. Misery is often the parent of the most affecting touches in poetry. — Among the blacks is misery enough, God knows, but no poetry. Love is the peculiar ;oestrum of the poet. Their love is ardent, but it kindles the senses only, not the imagination. Religion indeed has produced a Phyllis Whately; but it could not produce a poet (Jefferson).† Mr. Jefferson claims that the Negro is less beautiful than whites and that Negro man desires the free flowing long hair of the white woman over that of the Negro women. He says the Negro lacks intelligence, so much so that he doesn’t know when to lie down when his body calls for rest. The Negro is quite capable of imagining, but lacks the skill to produce works of art. The Negro has a foul odor. The Negro has a different pulmonary apparatus than that of the Anglo- man. Thomas Jefferson’s query is the foundation in which biased racial views were built upon and the home in which inferiority breeds. In the context of Elethia, she was not allowed to eat in the white-only establishment, however, she was permitted to take a menial position as the kitchen help. This added to her as well as the other Negro worker’s persistent feelings of inadequacy. â€Å"Not good enough to eat here but good enough to clean your slop jar (Anderson, 323)!† She was able to look but not touch. In Walker’s, Elethia, Uncle Albert not only was he angry when he and his family learned that slavery had ended a decade prior to his knowledge. He felt inferior because due to the oppression of his owner he became an paradigm of Thomas Jefferson’s statement â€Å"the Negro lacks intelligence (Jefferson query XIV).† Uncle Albert did not possess the skill or intellect that kept him ignorant to the laws and abolishment of slavery. His lack of knowledge perpetuated the feelings of inferiority. Another example of inadequacy came to pass when Elethia learned the truth of Uncle Albert’s remains. She saw this as a mockery and another disregard for a Negro life. She viewed Uncle Albert’s standing in the window as a shadow  of racism. The plate glass window holding Uncle Albert’s smiling remains is a misrepresentation of the African American Community. He was placed there like a caricature advertisement to entice patrons to dine at the all white faci lity where they will be handled with the utmost care by our friendly waiter, Uncle Albert. First, the African American old-timers in the text make it clear that Uncle Albert was nobodies Uncle, â€Å"and wouldn’t sit still for anyone to call him that either (Brown 308)†. Second he never smiled, in fact the text leads the reader to believe that Uncle Albert was a bit of a surly man, who was filled with a lot of anger and nowhere to extinguish it. If occasionally he managed to open his mouth in the form of a smile, there would be vacancies where teeth had once dwelled. When the old timers, who were members of the African American community, talked about Uncle Albert, they used his name Albert Porter. This momentarily afforded a black man a little slice of dignity, a representation of a man lacking inferiorities. With the removing of the young black boy’s genitals from the post, Uncle Albert gave the boy and his family a slice of the same pie of dignity; a slice that represented that someone showed compassion for another human soul. In my opinion, the placing of Uncle Albert in the window of the segregated eatery, it says that the Negro will always be less than, enslaved, and subservient in life or in death so he should â€Å"grin and act like a nigger (Brown 309).† When in slavery, Uncle Albert was beaten severely because his oppressor wanted him to forget his past. This was a blatant misrepresentation of him and every black person housed between the walls of racism. Uncle Albert refused to forget. His refusal brought him additional pain and suffering. Stubbornness would not allow him to forget and succumb to the smiling happy Negro. In finding ones identity, one oftentimes has to look at others. Noted scholoar, WEB DuBois explore the Negro culture. In regards to identity he tells us about the double consciousness. â€Å"This double consciousness is a psychological sense experienced by the African Americans whereby they possess the national identity, â€Å"an American,† within a nation that despises their racial identity and that blacks see themselves only through the eyes of white Americans to measure intelligence beauty, and a sense of self-worth by standards set by others (DuBois 4).† Young Elethia was coming of age and her inquisitive nature uncovered truths and these truths led to more inquiries. Who am I? Who is Uncle Albert? Am I my community? Am I Uncle Albert? Am I going to let someone who keeps my community in oppression define who WE should be? Between the lines of the text these questions rang out to me. The title of the short story is Elethia, which when you search for names for girls you find that Elethia means healer. Was Elethia taking on the role as healer for the entire African American community? Was she only there to heal the memory of Uncle Albert? In a search for Elethia’s identity, I think that maybe the author, Walker, purposely named her character Elethia as a subtle way to aide her in the restorative process against inequality. The removal of the symbol of pain weaved together with a mythological symbol that helps lessen the pain in order to make a society whole, is nothing short of genius. It not only helped in the formation of young Elethia it gave a self-esteem booster to the African American community. The absence of Uncle Albert in effect may have unmasked the veil in which W.E.B. DuBois says the black folk live under (14). Uncle Albert’s persona displayed in the window puts me in the mind of Aunt Jemima, a mammy black face figure, with a big smile, whom is overly obedient, and whose primary goal in life is to be happy and subservient to the Anglo community. This is viewed as a negative stereotype in the African American community, not just in the small southern town, but all over America. Due to the veil worn by the African American community, Aunt Jemima was accepted by the African American community before the veil was lifted. The Aunt Jemima persona was juxtaposed as to what Uncle Albert was in life. With him no longer in the window that element has disappeared and the Negro has the freedom to create his own identity. By removing him from the window and giving him a proper cremation, the ‘young self imposed civil rights activist/reconciliators of the community’ not only released him from the glass plated walls of slavery but they gave him a spiritual release to heal his soul and the souls of the community. Not only was Uncle Albert a remembrance of pain he became a commemoration of healing when Elethia along with her friends decided in an act to resist racism decided to free Uncle Albert it became a cleansing for the African American’s of the town. By keeping his ashes it was a reminder of the past; albeit a past Uncle Albert refused to forget. Uncle Albert was not allowed to be free, to go  off to college to be and do better things. He was trapped. Keeping his ashes was also a symbol of humbleness to not forget where you started from. Elethia saw change that disallowed her and her friends to become trapped. This change allowed members of the African American community everywhere to claim and create who they wanted to be for themselves, as well as their families. In Elethia’s travels in life she had ran into several Uncle Alberts and Aunt Albertas who were not permitted to exist (Brown 309). The African American individuals whom were not permitted to be seen or heard by means of oppression, or their own lack or inability to seek a better life. His ashes are a constant reminder of who she is now in the present, how far she has come, and how much further she needs to maintain the feeling of wholeness. Although Wikipedia is not a scholarly source, it gave me the definition of identity and I believe it is reasonably accurate. Identity is defined as sameness, or whatever makes an entity definable and recognizable. By transcribing the memory of Uncle Albert it did just that and also Elethia also created a legacy. This legacy that can be retold without censure or wrong misgivings which gives legacy gives the African American Community a place in history; a place that says yes our people do and did exist. In addition a legacy is about the way one lived or is living in hopes that the future outcome will have results greater than the past. Elethia’s legacy also provides the African American community with history that mirrors the way they look, traditions that existed, the way they speak, and the way they were forced to live. This culmination of factors adds to Elethia as well as the Negro community and adds to each ones identity. I once read somewhere that without a legacy the meaning of life is sometimes lost. Had some of the Uncle Alberts and Aunt Albertas in Elethia path lost their meaning of life and may that loss caused them to be blind? Maybe or maybe not, however one struggle to overcome the products of racism can definitely effect the way ones views himself. In conclusion a legacy can oftentimes become the catalyst that brings about social change and is a definite component of identity. WORK CITED Anderson, J.D., My Bouquet of Kisses, Esquire Publications, Inc.: 3rd edition (April 2011). Aptheker, Henry., American Negro Slave Revolts, Publisher: Intl Pub; 5 edition (August 1983). Brown, Wesley & Ling, Amy, Imagining America Stories from the Promised Land: Persea Books, Inc.: 1st edition (2002). DuBois, W.E.B., The Souls of Black Folk, Barnes & Nobles Classics with New Introduction (1903) Republished 2003. Jefferson, Thomas, Notes on the State of Virginia, (1781) www.revolutionary-war-and-beyond.com/notes-on-the-state-of-virginia-by-thomas-jefferson-1781-1782-2. www.wikipedia.com Identity. Retrieved August 4, 2012.

Curriculum Guide Essay

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