Negative Effects of Tv on Family Life

Negative Effects of TV The television has many effects on family life and the individual, causing family bonds to unravel and the individual to become naive of their surroundings. The TV keeps one hooked for hours on end, causing family relationships to diminish and personal relationships to weaken. Not only does the TV seem to be a good alternative to conversations and interactions amongst one another, but it also helps to create a gap between the fictional world of TV and reality.Since the invention of the home television, it has become a crucial part in everyday household life. Children spend less time with family, because it is simply easier to sit down and be entertained by the TV. †The time spent next to it [the TV] exceeds the amount of time spent together with any other family member. † (Wattermann) Watching TV has a major effect on the way a child communicates with other family members and friends, distancing them from real-world situations and problems. Parents spend long hours working and want an effective suppressant for their children. Contemporary parents work a lot, but when they come back home they are not eager to spend time with their child†¦Ã¢â‚¬  (Wattermann) Even adults fall into the attraction of taking themselves out of their childs’ life, in order to relax or gain the free time they long desire. The effect the TV has on the family has been negative in comparison to the original intention of bringing the TV into the home, back in the 1940s. The depiction of the family watching TV together has changed, and now with multiply TVs present in a home, the separation and disfunction of the family has increased.TV also has a negative effect on the individual, because it takes away from potential relationships and also promotes bad behavior and aggressions as seen on violent television shows. What is being watched on television has the potential to influencing negative behavior, within the child or even adult. In an articl e from the AAP or the American Association of Pediatrics, it was noted that, â€Å"Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed. † (Pediatrics Vol. 108 No. ) The violence seen on TV, can lead to violent acts later on. Individuals are affected by what they see on TV and can be influenced by the suggestive nature that is described in almost every TV program. â€Å"Even in G-rated, animated movies and DVDs, violence is common† (Boyse, RN). The TV violence has an effect on people and children of all ages, and even though some programs are educational and beneficial for the development and growth of the child, there are so many other programs going on at the same time that contradict the idea of â€Å"good TV†. Television watching also has a major impact on the self-image one has of themself.The TV paints a false image of what the normal and accepted person should look like. The person watching, therefore gets sucked into the mindset that they have to be like the well-toned models seen on tv, this creates many different problems. Insecurities within the individual flourish and they are constantly bombarded with images of how they should be, in order to fit into today’s society. While watching constant images of healthy women and men makes some people immediately jump off the couch and start their â€Å"cardio routine† some sit back and envy what they simply will never have.Ironically, this leads to eating disorders and obesity. â€Å"People, who spend hours and hours in front of the TV sets, are under very high risk of becoming overweight and obese. † (API Heathline) Either way, false advertisement of the way someone should be perceived has a negative effect on the viewer. In general, the content on TV impacts who were are and who we want to become in order to fit into society. Another factor involved in tel evision watching, is the amount and the persistence of commercials.Commercials make up a majority of television air time, trying to influence people to spend time and resources on products and new inventions that will make you better fit into society. For example, food commercials are constantly influencing people to make new recipes or to go to the newest most delicious restaurant in town. Other commercials such as the shopping channel become appealing to the older audience who are alone and constantly craving new things. This leads to hording and other disorders, including the addiction of television watching in itself.Commercials and news articles also persuade people in terms of politics, economic issues, and social influences therefore inducting the one-way nature of the viewers. If people constantly go to the TV for current updates on news and other current events then it deters the need to communicate with one another and create the social relationships needed to have a cohes ive balance in life. Another problem that arises with TV is the effect it has on one psychologically. Kids spend many hours in front of the TV, especially over long periods of isolation. Some adults can argue that the constant atching of television is the beginning of a new age of addiction. â€Å"Studies about negative effects of television addiction show the TV addicts’ people through its tranquilizing numbing affect, causing them to relax, become drowsy, and then desire to watch more TV. † (Parenting-Healthy-Children) Watching TV seems to have the same effects that habit- forming narcotics have on the individual. When watching hours upon hours of TV, one is quickly relaxed and put into a state of obliviousness to the outside world, therefore having similar effects of mind altering drugs.TV watching has many effects on the viewer and can lead to many social and personal problems. Family relationships, individual self- consciousness, and violent/ inappropriate subject matter all lead to the conclusion that too much television can be harmful to our society. TV is readily available to every one of all ages, and the majority of the material is geared toward a more mature audience. Over time, TV has changed dramatically from mostly family-oriented TV programs to programs geared to different age groups, in order to attract different audiences. Children and TV: The Negative Effects of Television. †Ã‚  Children and TV: The Negative Effects of Television. N. p. , n. d. Web. 13 Feb. 2013. â€Å"Media Violence. †Ã‚  Media Violence. N. p. , n. d. Web. 13 Feb. 2013. â€Å"Bad Effects Of Watching Too Much TV | Academic Programs International a Health Line. â€Å"Academic Programs International Health Line Bad Effects Of Watching Too Much TV Comments. N. p. , n. d. Web. 13 Feb. 2013. â€Å"The Negative Effects of Television Addiction and Computer Addiction. †Ã‚  The Negative Effects of TelevisionAddiction and Computer Addiction. N. p. , n. d. Web. 13 Feb. 2013.

Pericles and His Influence on Athens

Ancient Greece had many ups and downs in its very long history. As a growing civilization, it earned numerous allies as well as enemies. One of these great enemies was the Persians. Although the Persians were very powerful adversaries, the Greeks defeated them and at that point, the era of classical Greece began. The Delian league, which was created to unite all states and protect them from intruders, had turned into an empire. This empire was governed by Athens.As peace and harmony was restored in Greece, the city of Athens was about to experience it’s greatest epoch. A time filled with power and great social and political wealth. All of which was the product of a great man’s work. His name was Pericles. Pericles was born in the year 495 B. C. into a very noble family. He was the nephew of Cleisthenes who founded Athenian Democracy. Pericles lived his whole life in a political environment. When he became involved in Athenian affairs, he received a very good reputation. In 462 B. C. e began to dominate the politics in Athens as a key leader in the democratic movement. Not only was he a great orator, In the history of the ancient Greek civilization, there were many powerful and contributing men and women. Only one could be called the â€Å"Greatest Greek† and that man’s name is Pericles. Pericles was a wise and powerful leader of the city of Athens. He was a great supporter of the concept of democracy. Pericles guided Athens almost through the entire Peloponnesian War. Pericles promoted the arts and literature.This was a main reason Athens held the reputation of being the educational and cultural centre of the ancient Greek world. Pericles' rule as a political leader in Athens is called the Golden Age of Pericles, and he was an eager supporter of democracy. He wanted all citizens of Athens to take an active part in politics, and he was the first to pay servants to the state. All Athenians chose members of the council, and Pericles res tored and built many temples and structures, such as the Parthenon on the Acropolis, employing the poorest citizens.

The Golden Lily Chapter 15

I FELT SO BAD for Brayden the next day that I actually called him, as opposed to our usual texting and e-mailing. â€Å"I'm so sorry,† I said. â€Å"Running out like that†¦ it's not my usual style. Not at all. I wouldn't have left if it wasn't a family emergency.† Maybe that was stretching it. Maybe not. â€Å"It's okay,† he said. Without seeing his face, I couldn't tell if it really was okay. â€Å"I suppose things were winding down anyway.† I wondered what â€Å"things† he meant. Did he mean the dance itself? Or was he talking about us? â€Å"Let me take you out to make up for it,† I said. â€Å"You always do everything. I'll handle it for a change. Dinner will be on me, and I'll even pick you up.† â€Å"In the Subaru?† I ignored the judgment in his tone. â€Å"Are you in or not?† He was in. We made the necessary arrangements, and I hung up feeling better about everything. Brayden wasn't mad. Adrian's visit hadn't ruined my fledgling relationship. Things were back to normal – at least for me. I'd kept to myself the day after the dance, wanting to catch up on work and not stress about social matters. Monday morning started the school week again, back to business as usual. Eddie walked into East's cafeteria when I did, and we waited together in the food line. He wanted to know about Adrian's visit to the dance, and I gave a glossed-over version of the night, simply saying that Adrian had gotten drunk and needed a ride home. I made no mention of my role in getting the queen to act on his behalf or of me being â€Å"the most beautiful creature walking this earth.† I certainly didn't mention the way I'd felt when Adrian had touched me. Eddie and I walked over to a table and found the unusual sight of Angeline trying to cheer up Jill. Normally, I would've chastised Angeline for what she'd done at the dance, but there'd been no damage done†¦ this time. Plus, I was too distracted by Jill. It was impossible for me to see her down without immediately assuming something was wrong with Adrian. Eddie spoke before I could, noticing what I hadn't. â€Å"No Micah?† he asked. â€Å"He was out the door before me. I figured he would've beat me over here.† â€Å"You had to ask, didn't you?† Angeline grimaced. â€Å"They had a fight.† I swear, Eddie looked more upset about this than Jill. â€Å"What? He didn't say anything. What happened? You guys seemed to be having such a great time on Saturday.† Jill nodded morosely but didn't look up from her uneaten food. I could just barely catch sight of tears in her eyes. â€Å"We did. So good that he actually talked to me yesterday and asked†¦ well, he asked if I wanted to have Thanksgiving with his family. They're from Pasadena. He thought he could either get permission from the school or talk to you guys.† â€Å"That doesn't sound so bad,† said Eddie cautiously. â€Å"Thanksgiving with his family is serious! It's one thing for us to hang out together here, but if we start expanding that†¦ becoming a couple outside of school†¦Ã¢â‚¬  She sighed. â€Å"It's going to go too fast. How long would I be able to hide what I am? And even if that wasn't an issue, it's not safe anyway. The whole point of me being here is that it's a safe, controlled environment. I can't just take off to meet strangers.† It was another step of progress to her accepting the difficulties of a â€Å"casual† relationship with Micah. I offered a neutral comment. â€Å"Sounds like you've thought a lot about this.† Jill looked up sharply, almost as if she hadn't even realized I was there. â€Å"Yeah. I guess I have.† She scrutinized me for a few seconds, and weirdly, her distraught expression softened. She smiled. â€Å"You look really pretty today, Sydney. The way the light hits you†¦ it's kind of amazing.† â€Å"Um, thanks,† I said, uncertain as to what had prompted that comment. I was pretty sure there was nothing remarkable about me today. My hair and makeup were the same as ever, and I'd chosen a white shirt and plaid skirt uniform combo today. I had to make up for this weekend's color splurge. â€Å"And the burgundy trim in your skirt really brings out the amber in your eyes,† Jill continued. â€Å"It's not as good as the bright red, but still looks great. Of course, every color looks great on you, even the dull ones.† Eddie was still focused on Micah. â€Å"How'd the fight come about?† Jill dragged her gaze from me, much to my relief. â€Å"Oh. Well. I told him I didn't know if I could do Thanksgiving. Probably if I'd just given him one reason, it would've all been fine. But I started freaking out, thinking about all the problems, and just went off on a ramble, saying we might go back to South Dakota or maybe family would come here or maybe you wouldn't let me†¦ or, well, a bunch of other things. I guess it was pretty obvious I was kind of making it all up, and then he outright asked me if I didn't want to be with him anymore. Then I said I did but that it was complicated. He asked what I meant, but of course I couldn't explain it all, and from there†¦Ã¢â‚¬  She threw up her hands. â€Å"It all just kind of exploded from there.† I'd never thought much about Thanksgiving or meeting one's family as a rite of passage in dating. Brayden's family lived in southern California t oo†¦ would I be expected to meet them someday? â€Å"Micah's not the type to hold a grudge,† said Eddie. â€Å"He's also pretty reasonable. Just tell him the truth.† â€Å"What, that I'm one of the last in a line of vampire royalty and my sister's throne is dependent on me staying in hiding and surviving?† Jill asked incredulously. Amusement flickered in Eddie's eyes, though I could tell he was trying to stay serious for her sake. â€Å"That's one way, I suppose. But no†¦ I meant, just give him the simplified version. You don't want to get too serious. You like him but just want to watch how fast things are going. It's not unreasonable, you know. You're fifteen and have been ‘dating' for barely a month.† She pondered his words. â€Å"You don't think he'd be mad?† â€Å"Not if he really cares about you,† said Eddie vehemently. â€Å"If he really cares, he'll understand and respect your wishes – and be happy at just any chance of spending time with you.† I wondered if Eddie was referring to Micah or himself, but that was a thought best kept quiet. Jill's face lit up. â€Å"Thanks,† she told Eddie. â€Å"I hadn't thought of it that way. You're so right. If he can't accept my feelings, then there's no point to anything.† She glanced over at a wall clock and jumped to her feet. â€Å"I think I'm going to go try to find him now before class.† Like that, she was gone. Good work, Eddie, I thought. You may have just helped get the girl of your dreams back together with her boyfriend. When Eddie caught my eye, the look on his face told me he was thinking the exact same thing. Angeline watched Jill dart out of the cafeteria, her blue eyes narrowed in thought. â€Å"Even if they make up, I don't think it'll last. With their situation†¦ it can't work.† â€Å"I thought you were all about vampire and human relationships,† I said. â€Å"Oh, sure. Back home, no problem. Even out in your world, no problem. But Jill's a special case. She's got to stay out of sight and stay safe if she's going to help her family. Dating him won't do that, and she knows it – no matter how much she wishes it weren't true. She'll do the right thing in the end. This is duty. It's bigger than personal wants. Jill gets that.† Angeline then declared she needed to get back to her room to catch up on homework. Eddie and I were left staring. He shook his head in amazement. â€Å"I don't think I've ever seen Angeline so†¦Ã¢â‚¬  â€Å"†¦ subdued?† I suggested. â€Å"I was thinking†¦ coherent.† I laughed. â€Å"Come on, she's coherent plenty of times.† â€Å"You know what I mean,† he argued. â€Å"What she just said? It was totally true. It was†¦ wise. She understands Jill and this situation.† â€Å"I think she understands more than we give her credit for,† I said, recalling how much better-behaved she'd been since the assembly – breaking into dances aside. â€Å"It's just taken her time to adjust, which makes sense, considering what a change this is. If you'd seen where she's from, you'd understand.† â€Å"I may have misjudged her,† Eddie admitted. He seemed astonished by his own words. Part of me had expected to get chastised by Trey today for having skipped out on Brayden at the dance. Instead, I found Trey missing again from our morning classes. I almost worried but then reminded myself that his cousin was still in town, possibly muddling Trey in â€Å"family stuff.† Trey was competent. Whatever was going on, he could handle it. Then why all the bruises? I wondered. When I reached Ms. Terwilliger's independent study, she was waiting expectantly for me, which I took as a bad sign. Usually, she was already hard at work at her own desk and just gave me a nod of acknowledgment when I took out my books. Today, she was standing in front of her desk, arms crossed, watching the door. â€Å"Miss Melbourne. I trust you had an enjoyable weekend? You were certainly the belle of the ball at the Halloween dance.† â€Å"You saw me?† I asked. For a moment, I expected her to say she'd been watching the whole dance through a crystal ball or something. â€Å"Well, certainly. I was there as a chaperone. My post was near the DJ, so I'm not surprised you didn't see me. That, and I hardly stood out the way you did. I must say, that was an exquisite neo-Greco reproduction you were wearing.† â€Å"Thanks.† I was getting compliments left and right today, but hers were much less creepy than Jill's. â€Å"Now then,† said Ms. Terwilliger, all business again. â€Å"I thought it might be useful for us to discuss some of the spells you've been researching for my project. Notating them is one thing. Understanding them is another.† My stomach sank. I'd grown comfortable in my avoidance of her and the repetitive, almost mindless nature of annotating and translating spells. So long as we didn't have to actually delve into them, I felt reassured that I wasn't doing anything real with magic. I dreaded whatever she had in mind, but there was little I could make in the way of protest, so long as this was all couched in the terms of my study and didn't involve harm to myself or others. â€Å"Would you be kind enough to close the door?† she asked. I did, and my feeling of unease increased. â€Å"Now. I wanted to examine that book I gave you further – the one on protective spells.† â€Å"I don't have it with me, ma'am,† I said, relieved. â€Å"But if you want, I'll go get it from my dorm room and bring it back.† If I timed the shuttle bus right – by which I meant, wrong – I could probably use up a huge part of our hour in the round-trip. â€Å"That's all right. I obtained that copy for your personal use.† She lifted a book from her desk. â€Å"I have my own. Let's take a look, shall we?† I couldn't hide my dismay. We sat in adjacent student desks, and she began by simply going over the table of contents with me. The book was divided into three sections: Defense, Planned Attacks, and Instant Attacks. Each of those subsections was divided into levels of difficulty. â€Å"Defense includes a lot of protective charms and evasion spells,† she told me. â€Å"Why do you think those come first in the book?† â€Å"Because the best way to win a fight is to avoid one,† I said immediately. â€Å"Makes the rest superfluous.† She looked startled that I had come up with that. â€Å"Yes†¦ precisely.† â€Å"That's what Wolfe said,† I explained. â€Å"He's the instructor in a self-defense class I'm taking.† â€Å"Well, he's quite right. Most of the spells in this section do exactly that. This one†¦Ã¢â‚¬  She flipped a few pages into the book. â€Å"This one's very basic but extremely useful. It's a concealment spell. Many physical components – which you'd expect from a beginner spell – but well worth it. You create an amulet and keep a separate ingredient – crumbled gypsum – on hand. When you're ready to activate it, add the gypsum, and the amulet comes to life. It makes it nearly impossible for someone to see you. You can leave a room or area in safety, undetected, before the magic wears off.† The wording wasn't lost on me, and in spite of my inner resistance, I couldn't help but ask: â€Å"‘Nearly impossible?'† â€Å"It won't work if they actually know you're there,† she explained. â€Å"You can't just cast it and become invisible – though there are more advanced spells for that. But if someone isn't actively expecting to see you†¦ well, they won't.† She showed me others, many of which were basic and amulet based, requiring a similar means of activation. One that she dubbed intermediate had kind of a reverse activation process. The caster wore an amulet that protected her when she cast the rest of the spell – one that made all people within a certain radius go temporarily blind. Only the caster retained sight. Listening, I still squirmed at the thought of using magic to directly affect someone else. Concealing yourself was one thing. But blinding someone? Making them dizzy? Forcing them to sleep? It crossed that line, using wrong and unnatural means to do things humans had no business doing. And yet†¦ deep inside, some part of me could see the usefulness. The attack had made me reconsider all sorts of things. As much as it pained me to admit it, I could even see how giving blood to Sonya might not be so bad. Might. I wasn't ready to do it yet by any means. I listened patiently as she went through the pages, all the while wondering what her game was here. Finally, when we had five minutes left of class, she told me, â€Å"For next Monday, I'd like you to re-create one of these, just as you did with the fire amulet and write a paper on it.† â€Å"Ms. Terwilliger – † I began. â€Å"Yes, yes,† she said, closing the book and standing up. â€Å"I'm well aware of your arguments and objections, how humans aren't meant to wield such power and all of that nonsense. I respect your right to feel that way. No one's making you use any of this. I just want you to continue getting a feel for the construction.† â€Å"I can't,† I said adamantly. â€Å"I won't.† â€Å"It's no different than dissecting a frog in biology,† she argued. â€Å"Hands-on work to understand the material.† â€Å"I guess†¦Ã¢â‚¬  I relented, glumly. â€Å"Which one do you want me to do, ma'am?† â€Å"Whichever you like.† Something about that bothered me even more. â€Å"I'd rather you choose.† â€Å"Don't be silly,† she said. â€Å"You have freedom in your larger term paper and freedom in this. I don't care what you do, so long as the assignment's complete. Go with what interests you.† And that was the problem. In having me choose, she was making me get invested in the magic. It was easy for me to claim no part in it and point out that everything I did for her was under duress. Even if this assignment was technically dictated by her, that one small choice she'd given me forced me to become proactive. So, I put the decision off – which was almost unheard of for me when it came to homework. Some part of me thought that maybe if I ignored the assignment, it would go away or she'd change her mind. Besides, I had a week. No point in stressing about it yet. Although I knew we had no obligation to Lia for giving us the costumes, I still felt the appropriate thing to do was return them to her – just so there was no doubt of my intentions. Once Ms. Terwilliger released me, I packed up my and Jill's costumes into their garment bags and headed into downtown. Jill was sad to let hers go but conceded that it was the right thing to do. Lia, however, felt otherwise. â€Å"What am I going to do with these?† she asked when I showed up at her shop. Large rhinestone hoop earrings made her dazzling to look at. â€Å"They were custom made for you.† â€Å"I'm sure you can alter them. And I'm sure they're not far off from your sample sizes anyway.† I held the hangers out, and she obstinately crossed her arms. â€Å"Look, they were great. We really appreciate what you did. But we can't keep them.† â€Å"You will keep them,† she stated. â€Å"If you don't take them, I'll just leave them on your counter,† I warned. â€Å"And I'll have them shipped back to your dorm.† I groaned. â€Å"Why is this so important to you? Why can't you take no for an answer? There are plenty of pretty girls in Palm Springs. You don't need Jill.† â€Å"That's exactly it,† said Lia. â€Å"Plenty of pretty girls that all blend into each other. Jill is special. She's a natural and doesn't even know it. She could be great someday.† â€Å"Someday,† I repeated. â€Å"But not right now.† Lia attempted another approach. â€Å"The campaign is for scarves and hats. I can't do masks again, but I can put her in sunglasses – especially if we shoot outside. Tell me if you'd agree to this plan – â€Å" â€Å"Lia, please. Don't bother.† â€Å"Just listen,† she urged. â€Å"We'll go do a photo shoot. Afterward, you can go through all the pictures and throw out any that don't meet your weird religious criteria.† â€Å"No exceptions,† I insisted. â€Å"And I'm leaving the dresses.† I set them on a counter and headed out, ignoring Lia's protests about all the amazing things she could do for Jill. Maybe someday, I thought. Someday when all of Jill's problems are gone. Something told me that day was far away, however. Although my loyalty to Spencer's was steadfast, a small French cafe caught my attention as I walked back to my car. Or rather, the scent of their coffee caught my attention. I had no obligations at school and stopped into the cafe for a cup. I had a book for English class on me and decided to do some reading at one of the cafe's small tables. Half of that time was spent texting back and forth with Brayden. He'd wanted to know what I was reading, and we were swapping our favorite Tennessee Williams quotes. I'd barely been there for ten minutes when shadows fell over me, blocking the late afternoon sun. Two guys stood there, neither of whom I knew. They were a little older than me, one blond haired and blue eyed while the other was dark haired and deeply tanned. Their expressions weren't hostile, but they weren't friendly either. Both were well built, like those who trained regularly. And then, after a double-take, I realized I did recognize one of them. The dark-haired guy was the one who'd approached Sonya and me a while ago, claiming to know her from Kentucky. Immediately, all the panic I'd been trying to suppress this last week came back to me, that sense of being trapped and helpless. It was only the realization that I was in a public place, surrounded by people, which allowed me to regard these two with astonishing calm. â€Å"Yes?† I asked. â€Å"We need to talk to you, Alchemist,† said the blond guy. I didn't twitch a muscle in my face. â€Å"I think you've got me mixed up with someone else.† â€Å"No one else around here has a lily tattoo,† said the other guy. He'd said his name was Jeff, but I wondered if he'd told the truth. â€Å"It'd be great if you could take a walk with us.† My tattoo was covered up today, but something told me these guys had been following me for a while and didn't need to see the lily to know it was there. â€Å"Absolutely not,† I said. I didn't even need Wolfe's reminders to know that was a terrible idea. I was staying here in the safety of the crowd. â€Å"If you want to talk, you'd best take a seat. Otherwise, go away.† I looked back down at my book, like I didn't have a care in the world. Meanwhile, my heart was pounding, and it took every ounce of control I had to keep my hands from shaking. A few moments later, I heard the sounds of metal scraping on concrete, and the two guys sat down opposite me. I looked back up at their impassive faces. â€Å"You've got to go inside if you want coffee,† I remarked. â€Å"They don't have service out here.† â€Å"We're not here to talk about the coffee,† said Jeff. â€Å"We're here to talk about vampires.† â€Å"Why? Are you filming a movie or something?† I asked. â€Å"We know you hang out with them,† said Blond Hair. â€Å"Including that Strigoi, Sonya Karp.† Part of my tattoo's magic was to prevent Alchemists from revealing information about the vampire world to outsiders. We literally couldn't do it. The magic would kick in and prevent it if we tried. Since these guys seemed to already know about vampires, the tattoo wasn't going to censor my words. Instead, I chose to censor myself of my own free will. Something told me ignorance was the best tactic here. â€Å"Vampires aren't real,† I said. â€Å"Look, if this is some kind of a joke – â€Å" â€Å"We know what you do,† continued Blond Hair. â€Å"You don't like them any more than we do. So why are you helping them? How could your group have gotten so muddled and lost sight of our original vision? Centuries ago, we were one united group, determined to see all vampires wiped from the face of the earth in the name of the light. Your brethren betrayed that goal.† I had another protest ready, and then I noticed a glint of gold in Jeff's ear. He was wearing a tiny earring, a small golden sphere with a dark dot in the middle. I couldn't help myself. â€Å"Your earring,† I said. â€Å"It's the sun symbol – the symbol for gold.† And, I realized, it was exactly the same symbol that had been on the hilt of the sword we'd retrieved from the alley. He touched his earring and nodded. â€Å"We haven't forgotten the mission – or our original purpose. We serve the light. Not the darkness that hides vampires.† I still refused to acknowledge anything they said about vampires. â€Å"You're the ones who attacked my friend and me in the alley last week.† Neither one denied it. â€Å"Your ‘friend' is a creature of darkness,† said Blond Hair. â€Å"I don't know how she's managed this current enchantment – making herself look like one of the other vampires – but you can't be fooled. She's evil. She'll kill you and countless others.† â€Å"You guys are crazy,† I said. â€Å"None of this makes any sense.† â€Å"Just tell us where her main lair is,† said Jeff. â€Å"We know it's not that apartment on the other side of downtown. We've been watching it and she hasn't returned since our last attempt to destroy her. If you won't actively help us, that information will be all we need to rid the world of her evil.† We've been watching it. Adrian's apartment. Chills ran through me. How long had they been spying on his place? And to what extent? Had they simply sat outside in a car, stakeout style? Did they have high tech surveillance equipment? Wolfe had warned against being stalked in parking lots, not in homes. The small comfort I had here was that they obviously didn't know about Clarence's. Their surveillance couldn't have been that thorough if no one had followed her yet. But had they followed me? Did they know where I went to school? And with their own words, they were confirming the terrible reality I'd hardly dared speculate about. It was a reality that meant there were forces moving unseen beneath the Alchemists' seemingly all-knowing vision, forces working against our goals. Vampire hunters were real. With that realization came a hundred more terrifying questions. What did this mean for the Moroi? Was Jill in danger? Was Adrian? â€Å"The only thing I'm going to do is call the police,† I said. â€Å"I don't know who you guys are or why you're obsessed with my friend, but neither of us have done anything to you. You're even crazier than I first thought if you think I'm going to tell you where she is so that you can stalk her.† Then, by the sheerest luck, I saw a patrolling police officer walking down the street. The two guys at my table followed my gaze and undoubtedly could guess my thoughts. It would be very easy to call her over. We'd filed no report about the alley attack, but accusing these guys of a recent assault would certainly detain them. In sync, they both rose. â€Å"You're making a terrible mistake,† Jeff said. â€Å"We could have had this problem eradicated ages ago if our groups worked together. First the Strigoi, then the Moroi. Your misguided descent into their corruption has nearly ruined everything. Fortunately, we still walk the true path.† The fact that he'd just named the two groups was particularly alarming. These guys were scary, certainly, but less so if they were just talking about vampires in shadowy, vague terms. Using â€Å"Moroi† and â€Å"Strigoi† indicated extensive knowledge. Blond Hair tossed down a small, homemade pamphlet. â€Å"Read this, and maybe you'll see the light. We'll be in touch.† â€Å"I wouldn't if I were you,† I said. â€Å"Mess with me again, and I'll do a lot more than just have a pleasant chat.† My words came out more fiercely than I'd expected. Maybe Dimitri and Wolfe were rubbing off on me. Jeff laughed as the two of them began walking away. â€Å"Too bad you got so bogged down in books,† he said. â€Å"You've got the spirit of a hunter.†

Language Arts Lesson Essay

Allyssa Satin Capucilli’s Biscuit and the Nest (2008) which is part of the Biscuit Phonics Fun series will be used in this lesson to teach Language Arts to Grade 1 level students. This lesson aims to meet the Sunshine State Standards which are to make students: (1) identify the sounds of vowels in printed words; (2) apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context; (3) retell the main events and identify the characters and setting in a story; (4) edit for correct use of common spelling patterns and conventional spelling of high frequency words and for correct use of capital letters for the pronoun I and proper nouns; and (5) communicate effectively when relating experiences or retelling stories heard or read. After the teacher reads aloud the story to the class, the students will perform the succeeding activities. First, students will be paired off and each pair will complete a story frame which goes this way. The story takes place in ________. A character in the story is ________who ________Another character in the story is ________who ________. A problem occurs when ________. After that, ________and ________. The problem is solved when ________. The story ends with ________. Second, the students will complete a Word Sort. They will get and divide a sheet of paper into two columns. At the top of the first column, they write â€Å"vowel sound /e/† and at the second column, â€Å"not vowel sound /e/†. Then, students select words from the story and write these in the columns. Third, students will accomplish a Picture Match. They are to read the words below the picture and tell whether it is a pen or a pin, mien or men, leg or league, nit or net, rid or red, tin or ten, etc. Fourth, students will describe their pet or a pet they would like to have (if they do not have one yet) in writing. They need to write 3 to 5 sentences. Lastly, they will individually narrate to the class a story of their own pet or someone else’s pet. The students will be assessed through the following assessment tools: (1) Students’ writing development will be assessed through their use of capitalization and use of appropriate punctuation marks in their written output in the first and fourth activity. (2) Students’ grammar skills are evaluated when they are able to correctly write the correct setting, character, or event in the story frame and when they properly use subject-verb agreement in their descriptions in the fourth activity as well as in their stories in the last activity. (3) Students’ spelling skills will be assessed through a written spelling assessment to be given after the second and third activity. The teacher will read aloud ten words with the short vowel sound /e/ and ask the students to write them on a piece of paper. Another way to assess their spelling skills is through their written stories in the fourth activity. The spelling pattern that the students will be taught in relation to the story is the short vowel sound /e/. Word examples of the short vowel sound /e/ are egg, fell, nest, get, help, etc. Throughout the activities, the students will use three cueing systems in order to arrive at comprehension. These cueing systems are semantic, syntactic and graphophonic systems. The semantic system refers to language features that bring about meanings to the reader. This is used in the classroom to make students know and understand the correct meaning of a word. The syntactic system includes the interrelationship of the words in a sentence and the sentences in a text. When students are able to complete the story frame activity, they use the syntactic system. The graphophonic system includes the spelling and sound structure of the language and the relationship of these two. This will be taught to the students by demonstrating how words are pronounced based on their spelling or word patterns. References Capucilli, A. S. & Schories, P. (2008). I Can Read! Phonics: Biscuit and the Nest. New York: Harper Collins. Florida Center for Instructional Technology. (2009). Florida K-12 Reading and Language Arts Standards. Retrieved April 10, 2009, from http://etc. usf. edu/flstandards/la/new-pdfs/elp-1. pdf.

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.

Critique of a Qualitative Research Report Paper

Critique of a Qualitative Report - Research Paper Example Introduction The problem is well defined in the introduction and is based on empirical evidence. The problem stated is easy to understand as it is based not on assumptions but on statistical data. The problem taken in to consideration is of medication errors which, though, have been studied before, lack data on which the problem can be fixed of modified. The rationale for the research is based on solid empirical grounds since the gap between the review of the literature is clearly identified. The limitations of the previous researches are also clearly presented making the argument for the present research a strong one. The problem is a significant one for the nursing profession as it has been found that at least one medication error occurs every day for every hospitalized patient (Institute of Medicine, 2006). The characteristics of the nursing unit are explored in particular and so the findings of the research can be applied in the nursing profession improving nursing practices. Mor eover, the antecedents of both severe and non-severe medication errors and so the error prevention or modification models can be designed and applied based on priority of the errors. Hypotheses or Research Questions The purpose of the study is clearly stated in the beginning of the research, i.e. to investigate if differences in antecedents of severe and non-severe medication errors exist (Chang & Mark, 2009). Both these types of errors were investigated separately. Though the purpose of the research is stated clearly, it lacks research questions. The measures to be investigated are derived from previous researches and then data is collected on these measures. The data collecting method and procedure and the sample size is also explained under separate headings. However, the criterion used to select the sample size is not explained that well and is summarized in two brief paragraphs and does not explain why the selected data collection tools were used over other options. The indepen dent and dependent variables, on the other hand, are clearly specified under different headings. For instance, each independent variable is separately explained i.e., how it is defined and how data is collected for each variable, for e.g. the health status of the patients was defined as the perception of the patients of their health and the data for it was collected by asking patients to rate their health on a five point Likert scale (Chang & Mark, 2009). The literature review is also consistent with the research purpose as it provided the basis for variables that investigated in the research. Literature Review The literature review used for the research includes latest data that was available at the time of the research. Though older researches are also used, i.e. going back to 1979, these researches are only used as supporting evidence along with other recent researches. Moreover, the researches included in the literature review are based on primary data collected for specific pur poses. The review of the literature also provides a solid ground for a new study and the previous studies focus on medication errors as a whole in a retrospective manner and do not differentiate between non-severe errors that can be overlooked from severe errors that may result in severe physical and psychological injury, and even death at times. It is thus important to separate these factors from each other so appropriate actions can be taken. Conceptual/Theoretical Work The researchers have

Globalisation of Tesco Research Paper Example | Topics and Well Written Essays - 1250 words

Globalisation of Tesco - Research Paper Example The start of Tesco as a retailing business was not a glamorous one. They had started as a chain of market stalls, and then expanded by opening shops. Currently they are the biggest retailing store in England as they now consists of extra stores, hyper markets, metros, home plus and Tesco Express. If the current situation of Tesco is to be considered, they have dwindling profits. The main reason for that can be explained by some of their marketing strategies that backfired causing some serious controversies. The most prominent controversy involved the selling of halal meat and horse meat that was found in the burger patties being sold by Tesco. Despite these controversies when it comes to the global level, it can still be seen that Tesco leads ahead in comparison to Carrefour. Tesco is no more a departmental store, but has many other businesses under its wings. The basic reason behind the success of Tesco in the international market is its partnerships with local companies. The tactic used by Tesco involves establishing its business with local retailers so as to get access to the local masses easily without the need of creating their brand presence prior to establishment. Except for Japan, Tesco has been generating decent profits in the Asian region. Tesco however, sold its operations in Taiwan to Carrefour stating that they would concentrate in all those regions where they have a strong market. This marketing strategy would help Tesco establish a strong market presence. Another key factor that makes Tesco appealing to customers is that it sells its products under its own brand, rather than stocking products from different vendors. This makes it shopping at Tesco very appealing to the customers, for every necessity can be found at their stores (Zoratti & G allagher,