Wireless Technology Assignment Example | Topics and Well Written Essays - 1000 words

Wireless Technology - Assignment Example According to Gattiker (2004), this is done by designing special software’s that can detect and connect the network fields from any corner of the world. This has enabled different industries to connect with their corresponding industries from other parts of the world. For instance, the various sectors under which wireless technology has been implemented are the financial information and services, healthcare applications and services, as well as, Education and community empowerment (Gattiker, 2004). In this case, the main focus will be on the impact of wireless technology in education and financial industries. Education and financial industry have seized this opportunity and expanded access and service delivery to students and customers respectively. Over the years, advancements of wireless technology in these industries have been immense. In education sector, wireless technology covers diverse areas of learning experiences such as access to information, teacher’s organizational tools, teaching whether inside and outside the classroom, as well as, assessment applications (Gattiker, 2004). There are various strategies that have been put in place to facilitate the advancement of wireless technology in this sector. The first one is installation of free Wi-Fi networks all learning institution with the aim of encouraging their students to have with them tablets, smart phones and laptops which are Wi-Fi enabled. The second one is that governments from all over the world have also taken measures to either provide tablet computers for free or sell at subsidize cost to students. For example, in Texas and Michigan the government has established mega computer laboratories, as well as, subsidizing the cost of laptops and tablets for students. The third one is encouraging the use of net books in schools as another alternative for hardcopy books. Net books are more efficient because they can access many free websites. They are also quite flexible, such that, students in all levels can easily use them. The use of these net books helps in diversifying the learner’s educational opportunities and learning experiences (Moore & Library of Congress, 2006). The four one is the fact that more publishers and writing companies have launched e-textbooks where students are able to upload and download contents, as well as, links where they can view videos, images and tutorials. Lastly, Mobile e-learning is also another great advancement in the education sector. Software and web designers have expanded their research and have been able to come with useful applications that have pro ved effective in disseminating knowledge anywhere in the world. Currently, people are able to have classes while traveling or in another lecture room and in another country different from the lecture’s. Researchers have also been able to devise methods of learning where learners can creatively engage their minds in recalling information, enhancing understanding, synthesizing, analyzing and evaluating critically all the information accessible to them on their mobile phones, tablets and laptops. For instance, educational games available online (Gratton, 2007). The use of wireless technology in schools is taking shape very fast and still poses great potential in the future. Powered by its ability to provide information anywhere without extra cables or adaptors, wireless technology has the ability to change around tables in the education sector. Greater student improvement is designed to take shape, improve efficiency in data communications and flexibility in implementation of te chnology in the curriculum. However, these advancements have not progressed without certain challenges, drawbacks, as well as,

French Culture vs American Culture Research Paper

French Culture vs American Culture - Research Paper Example As in playing a game of chess, knowing how to plan several moves ahead and anticipate what move your opponent could make accordingly, is essential to winning or the success of a goal. Culture, as defined by Brooks Peterson (2004), is a composition of several aspects of a people. â€Å"Culture is the relatively stable set of inner values and beliefs generally held by groups of people in countries or regions, and the noticeable impact these values and beliefs have on the peoples’ outward behaviors and environment (Peterson 17).† Understanding values of a society does not always mean that a person will act according to those values, given a certain set of circumstances. As Japanese children are trained early on to work together in a group and value this aspect of working, this may not actually occur in a business situation unless the right elements of understanding the goal and who does what, is precisely defined for them. Themes can be viewed as big themes such as famous actors, or little themes, such as the latest trend in android phones. In the United States, technology and new media are considered little themes and Angelina Jolie is a big theme. For the French, foreigners who can speak French while in their country, will fare much better than the Americans, who float from one town to the next, asking who can speak English. It is a certain type of snobbery that the French have about foreigners being in their country (Peterson 25). The ‘Big Five’ personality traits used in determining cultural intelligence, as proposed by both Peterson (2004) and in the work of Engle and Nehrt (2012), are neuroticism versus emotional stability, extraversion, openness to experiences, agreement versus antagonism, and conscientiousness versus undirectedness or lack of focus (Engle and Nehrt 36). In having these attributes, a person is able to adjust and assimilate with another culture without standing out as a sore thumb, thus providing a company the oppo rtunity to work with others on a global basis. Americans, however, in business situations, are more readily adaptable to other cultures than those who have cultures that are not so heavily integrated as is found in the United States (Earley and Mosakowski 139). As many Americans, particularly in large Northeastern cities, come from foreign countries or at least grew up in a family with a non-American background, it is easier to assimilate other cultures than those people who come from a predominantly one-culture world in their country. As global companies move their businesses to Southern states in the U.S., this trend is also growing here as well. Different styles of how to approach a joint project between two global countries, one, French and one, American, may show that Americans are ready to move ahead while the French prefer to have all the details worked out and the numbers in place before even taking the first step (Peterson 54). Some of this could be put down to the fact tha t governments work differently from one country to the next and therefore, have learned to work according to the criteria presented by regulations and government restrictions. Working this side out, takes a bit of doing, depending on which country the project will actually be implemented in (Earley and Mosakowski 140). In choosing those with cultural intelligence for positions of conducting projects with foreign companies, it is

Curriculum Guide Essay Example for Free

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

Mills Higher And Lower Pleasures Philosophy Essay

Mills Higher And Lower Pleasures Philosophy Essay Mill claims that pleasure, and freedom from pain, are the only things desirable as ends. (Mill, p. 187) A few paragraphs later, however, he says that it is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than a fool satisfied. (p. 187) Is Mill contradicting himself, or are these two claims consistent? Mill is rather enhancing instead of contradicting his point of view of utilitarianism by the two claims stated above in the topic. There are two types of pleasures that he introduces here. Pleasure, and freedom from pain imply the lower pleasures which involved purely body sensations (Mill, p.187). On the other hand, being a human or Socrates dissatisfied indicates higher pleasures associated with moral sentiments (Mill, p.187). While an animal could be fully happy with a life of lower pleasures, a human being could not fully be happy unless attention was paid to these higher pleasures. In this paper, I firstly intend to provide an explanation of Mills distinction of higher and lower pleasures regarding these claims. Secondly, I shall introduce the method of calculating overall utility (Mill refers as the only thing desirable as ends) considering both quantities and qualities involving these claims (Mill, p.187). Thirdly, I will interpret how these two claims stated in the top consis tent. Last but not least, I shall reply some objections rose from the discussion. What does Mills distinction between higher and lower pleasures suggest? When Mill introduces the notion of higher pleasures he is clearly discussing, among other things, intellectual pursuits and activities as well as pleasures of aesthetics and sympathy. An adequately satisfying human life must thus contain pleasures of the intellect, of the feelings and imagination, and of the moral sentiments, which have a much higher value as pleasures than those of mere sensation (Mill, p186). Mill delineates how to differentiate between higher and lower quality pleasures: A pleasure is of higher quality if people would choose it over a different pleasure even if it is accompanied by discomfort, and if they would not trade it for a greater amount of the other pleasure (Mill, p.187). Moreover, Mill contends, it is an unquestionable fact that, given equal access to all kinds of pleasures, people will prefer those that appeal to their higher faculties. A person will not choose to become an animal; an educated person will not choose to become ignorant, and so on. Even though a person who uses higher faculties often suffers more in life, he would never choose a lower existence, preferring instead to maintain his dignity. Arguing that pleasures of the intellect are of a higher nature whereas sensual pleasures or the animal appetites are of a lower nature, Mill claims that it is better to be a Socrates dissatisfied than a fool satisfied (Mill, p.187). Mill also attributes the nobility of higher pleasures as accounting for their higher value and believes that competent judges have a sense of dignity which has them prefer intellectual pleasures over sensual ones (Mill, p.187). How do we judge and calculate the overall utility of an action? The Greatest Happiness Principle holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure. (Mill, p.187) Pleasure and the absence of pain are, by this account, the only things desirable as ends in themselves, the only things inherently good. Thus, any other circumstance, event, or experience is desirable only insofar as it is a source for such pleasure; actions are good when they lead to a higher level of general happiness, and bad when they decrease that level. While Mill also argues that pleasure can differ in quality, and that pleasures that are rooted in ones higher faculties should be weighted more heavily than baser pleasures. Mill placed great importance in the type of pleasure one experiences. Once people are made aware of thei r higher faculties, they will never be happy to leave them uncultivated. When making a moral judgment on an action, utilitarianism thus takes into account the quality of the pleasures resulting from it. In addition, according to utilitarianism, it is not moral for people just simply to pursue what makes them personally happy. Rather, morality is dictated by the greatest happiness principle; moral action is that which increases the total amount of utility in the world. In other words, quantity also matters. Every human being tries to promote his or her own happiness, and avoid unhappiness. This is natural, not ethical. Promoting happiness becomes an ethical theory when it is applied to all human beings, not just ourselves. Mills utilitarian calculus thus figures out how many people are affected by an action, how they are affected, and therefore whether the action is right or wrong. Thus, the Greatest Happiness Principle tells us that an action is right in so far as it promotes happin ess in all people affected by that action, and wrong in so far as it brings unhappiness to the people affected by that action. In this particular case regarding the claims stated in the topic, it basically proposed the following experiment: one is a soul about to be allocated a life. He is offered either the choice of a great philosopher or that of a pig. The philosopher has a long, prolific career involving great success and enjoyment but the pig can only experience the most primitive sensual experiences possible. Should one choose the apparently insatiable yet intellectually active life of a philosopher or the voluptuous life of an ancient pig (Mill, p.187)?  In accordance with Mills utilitarianism, the choice to opt for would be that of the philosopher. Although the pigs life consists of far greater quantities of sensual pleasure, no amount of this lower pleasure, however prodigious, could compensate for ones existence devoid of inherent higher faculties and the ability to experience higher pleasures. Therefore, the total happiness one derives during their lifetime is not directly proportional to pleasu re. When one considers the maximum possible happiness they can derive from their existence, elements other than pleasure quantity must be considered.   Also, being a human being rather than a pig and being a philosopher rather than a fool brings more utility to the society, more people can benefit from these choices. Thus, quantities matter here as well. These choices are promoting more happiness, thus should be adopted. Some objections may rise from the above discussions. Some people may say that some higher pleasures are accompanied by discomfort, why people would choose it over the lower pleasures, would it bring less happiness? This objection here confuses the happiness with contentment. People who employ higher faculties are often less content, because they have a deeper sense of the limitations of the world. However, their pleasure is of a higher character than that of an animal or a base human. That is why Mill writes, It is better to be a human being dissatisfied than a pig satisfied; better to be Socrates dissatisfied than a fool satisfied (Mill. P.187). Thus the people best qualified to judge a pleasures quality are people who have experienced both the higher and the lower. There are different qualities of pleasure, and only people with a broad range of experiences can dictate which pleasures are of a higher quality. Furthermore, Mill observes that even if the possession of a noble characte r brought less happiness to the individual, society would still benefit. Thus, because the greatest happiness principle considers the total amount of happiness, a noble character, even if it is less desirable for the individual, is still desirable by a utilitarian standard. From all the reasons stated above, Mill does not contradict himself with the two statements made in the topic. While an animal could be fully happy with a life of lower pleasures, a human being could not fully be happy unless attention was paid to these higher pleasures. Purely sensation pleasures are good; however, higher sentiment pleasures are more profound as they promote more happiness both qualitatively and quantitatively.

Math Perceptions of Taiwanese and American children Essay -- essays re

Article Critique The objective of this article critique is to review and evaluate several empirical studies which have examined mathematics perception cross-culturally. The main study that focuses on examining mathematics perception cross-culturally is a study that was done in 2004 by Dr. Yea-Ling Tsao. In this study, researchers proved that Taiwanese students consistently score higher in cross-national studies of achievement than American students. Several other studies were done that also support this theory. Therefore, the main purpose of this article critique is to evaluate Tsao’s study in order to properly assess both the validity of Tsao’s design and the inferences drawn from the study. This critique will also show that, while different studies were done at different times, researchers still have come up with one consistent hypothesis: American students are constantly scoring below the national average in academic testing.   Ã‚  Ã‚  Ã‚  Ã‚  In order for Tsao to complete her study, she came up with specific research questions and hypotheses for her study. The study done in 2004 was to determine why is it that Chinese students are constantly amongst the top scorers in cross-national studies of achievement and American students are constantly below the national average. Dr. Yea-Ling Tsao gives an example early on in her article about how different studies have shown that American students are consistently performing poorly on tests of mathematics and science. She also gives an example of how in a recent national study of mathematics achievement, American students in the middle school grades were performing lower than the national average in problem solving, geometry, algebra, calculus, and other areas of mathematics. In contrast, Japanese students from the same grade level had significantly higher average scores.   Ã‚  Ã‚  Ã‚  Ã‚  In this study, Dr. Yea-Ling Tsao is trying to understand the reasons for the different perceptions of mathematics of Taiwanese children compared to American children. Tsao is concerned in taking a deeper look at the cross-cultural differences in mathematics perception and attitudes of younger children. Those tested were 21 students in Denver, Colorado, and 37 students in Taipei, Taiwan.   Ã‚  Ã‚  Ã‚  Ã‚  The researcher’s main concern in the study was to determine if attitudes and beliefs ... ... from. All of the studies that were analyzed were given to young subjects. While we do need the relevancy of young children, we also need to see the effect of the parent and care-givers of the young children. As we all know, most thoughts and perceptions of children stem from their parent’s thoughts and perceptions. That is why it is absolutely vital for researchers to first study how children are taught and who better to show this than their parents. Works Cited Stevenson, Harold W., Lee, Shin-ying & Stigler, James W. (1986). Mathematics Achievement of Chinese, Japanese, and American Children. Science, New Series, Vol. 231, No. 4739, 693-699. Stevenson, Harold W., Chen, Chuansheng & Lee, Shin-ying. (1993). Mathematics Achievement of Chinese, Japanese, and American Children: Ten Years Later. Science, New Series, Vol. 259, No. 5091, 53-58. Stigler, James W., Lee, Shin-Ying & Stevenson, Harold W. (1987). Mathematics Classrooms in Japan, Taiwan, and the United States. Child Development, 58, 1272-1285. Tsao, Y. (2004). A comparison of American and Taiwanese Students: Their Math Perception. Journal of Instructional Psychology, 31, 206-213.   Ã‚  Ã‚  Ã‚  Ã‚  

College Admissions Essay: Moving Beyond Pastry :: College Admissions Essays

Moving Beyond Pastry A few days ago, I innocently happened upon what, according to the bakery sign, was an almond croissant. Delighted, I ordered one, and dreamily handed over my two dollars as memories of bustling Parisian streets and morning bakery smells drifted back to me. However, as I took my first bite a record screeched in my head, violently thrusting me out of my daydream and landing me back into the reality that I was not in Paris, but in the middle of the USA, eating what amounted to a dry piece of wonder bread with two barely distinguishable almond bits on top. Ah, Paris! If you were to ask me why one should live, visit, or return to Paris my answer would undoubtedly be, "Pastry." But on a more serious note, as much as I love pastries and sweets, I didn't take out student loans, search for scholarships and cross the Atlantic Ocean so I could eat a crepe or a pain au chocolat as shamelessly thin, stylish people wearing black walked by. I thought I was going to France to study French. And this I certainly did. My classes were all in French, including a religious studies class at the graduate level (funny how no one mentioned this to me before it was too late to drop it!). But the true benefits of my studies abroad continue to become more and more apparent the longer I am home in the United States. In short, I understand that the world is great big place with all kinds of places and people not in an abstract sense, but as a result of experience. When I see the Mona Lisa on television I think of my first visit to the Louvre as I stared awestruck at her small, mischievous face. When I heard that 200,000 Germans gathered in solidarity at the Brandenburg Gate to express their sympathy for the US citizens in the aftermath of the recent terrorist attacks I think about the German people I met this summer and the day that I walked through that gate myself. And when I heard that the Paris traffic and metro stopped as a display of sympathy and grief, I felt my eyes sting with tears.

Poverty and the US Economy Essay

Today, there are developed, emerging and developing countries in the world. A larger percentage of people live under extreme poverty in most developing countries. In most developed countries poverty exist, but a lower proportion. Most developing countries formulate policies either monetary or fiscal to reduce the prevalence of poverty. However, there is no country without a policy options for elimination poverty. In a broader sense, poverty cannot be eradicated, but can be reduced to a certain level. This is why countries are pursuing various polices that could help reduce poverty in their region. Fiscal and monetary policies are the main tools used in formulating various strategies, actions that aim to reduce poverty. This issue leads us to poverty issue in the United States of America. Then, what are the various policies that can be used to eliminate poverty in the country. Should the policy makers make use of fiscal or monetary policy? Subsequently, what policy tools will be used, fiscal or monetary? In this write up there will be a comprehensive analysis on what policy option that should enacted to eliminate poverty in the USA. To begin with, understanding what fiscal and monetary policy entails is necessary. Then, what is fiscal policy? In a simple term, fiscal policy refers to an effort by the government to manage, influence and guide the tempo or direction of the economy by using its major tools taxation and its total spending. There are two major tools of fiscal policy, which are taxation and government spending. In addition, there could be contractionary or expansionary fiscal policy. Expansionary fiscal policy here means when there is increase in government spending or reduction in taxation. This normally leads to budget deficit and vice versa. While, monetary policy refers to an effort by the government to change the pace of the economy by influencing or controlling the money supply and interest rates. These various policies are pursued by government in other to achieve the basic economic objectives of full employment, stability in price level and growth of the economy. However, in the US the fiscal or monetary policies have to be enacted in other to reduce or eliminate poverty. In performing this task, different things have to be put in their rightful place. Even though, poverty cannot be eliminated from the country yet with a very good fiscal and monetary policies it proportion could be reduce. The reason why I believe poverty cannot be completely eliminated is because of the way economy and nation evolves. From time immemorial, there have been some certain classes of people in the economy. They range from upper, middle and lower classes. In any economy, there will always be the lower class and this comprises of the people living below the poverty line. In addition, there will always be those at the receiving end. Africa can be a very good example of this issue. Therefore, there is way how we would not have poverty in any nation. What can only be done is to reduce drastically the number. In country like the US, the poverty rate can be reduced to a small level if government pursues good monetary and fiscal policies. The government could enact fiscal, monetary policies and both together in the economy to reduce the poverty rate. These would be explained as follows: Firstly, we are going to consider the fiscal policy. Since, our main aim is to reduce the level of poverty. The government could pursue both the contractionary or expansionary fiscal policy. However, global financial crises have an overall effect on the nation’s economy. Moreover, the US government could enact contractionary policy to reduce the level of inflation. Since, the tools of fiscal policy are taxation and government spending. The government should reduce its spending and increase the tax of the elite and the upper class in the nation only. When this is done, the government will have more funds, which could be spent on increasing the aggregate demand of the lower class or people living below the poverty line. In a way the real income of the lower class will be increased through this policy, since the funds will be redistribute from the rich to the poor. In a way, there is the effect that fiscal policy has on the nation at large and on the individual as a whole. In as much as our focus relates to individual then, we pursue those action that will be beneficial to the individual rather than the whole nation. In addition, when government pursue budget deficit the economy is receiving less than what its expend. In this case, the government will have to finance this deficit using different approaches. They could borrow the populace or sell assets. Sale of asset may include the sale of bonds and treasury bills in other to offset the deficit. Treasury bills and bond are example of government tools use to reduce the money in circulation. Government sells these to the public in other to remove money in circulation. This money needed will be gotten from the upper class or the rich by increasing their tax. On the other hand, an expansionary fiscal policy could also be enacted. Here, the government should reduce the tax of the lower class and government should increase their spending on economic activities that could increase aggregate demand of this lower class and result in increased productivity. When government takes this action, the real income or the disposable income of this class of people would increase and thereby increasing their purchasing power. Given that, disposable income is the income that is left for spending when tax has been removed from income. In addition, when government increases their spending they pursue budget deficit. Here, they should incur these funds on economic activities that could increase the productivity and aggregate demand of the lower class. When there is increase in government spending, it means that the government is redistributing its asset to its populace. Thereby increasing total productivity in the economy and leading to increase in total income. This increase in total income will trickle down to the lower class and increase their disposable income. In essence, when government pursues the basic economic objective, they will be solving the issue of eliminating poverty indirectly. Therefore, the government could use fiscal policy in reducing the level of poverty in the nation However, the government in pursuing this objective of eliminating poverty can also use monetary policy. They could also use expansionary monetary policy. In a way, contractionary monetary policy will not be effective in achieving this objective. When they wish to use expansionary policy, the government should influence the interest rate by reducing it using its various tools. When this happens, investment will increase leading to increase in productivity that will trickle down to the lower class. Since, increasing productivity more labor effort would be require in achieving this. Then, there will be increase in employment that will trickle down to the lower class. In a way, more people will be employed and this will include the lower class. This situation will increase the real income of the lower class and will enable them live above the poverty line. However, the contractionary monetary policy will not be effective in this case. Since, under this policy there will be reduction in the rate of interest and consequently leading to decrease in productivity. When productivity is reduced, it means inventory is reducing and companies are sacking workers and this most times affects the lower class. Therefore, this will further worsen poverty situation in the country and contributing to increase in the level of unemployment. In another way, the government could combine both fiscal and monetary policies in other to achieve their objective of eliminating poverty in the country. What is needed is the right combination in other to guide against inflation. The government could influence the interest rate and at the same time enact policy that would make lower income earners pay reduce tax or used to offset the feedback from these policy option. The government could also combine expansionary monetary and fiscal contractionary policies in a way to offset any feedback from this policy options. In conclusion, there are ways the government of the United States of America could use to eliminate poverty. However, we should have it in mind that poverty cannot be eliminated permanently in the country. It could only be reduce to its barest minimum. In a way, the government actions are very vital. The two main policies to be enacted are the monetary and the fiscal policy. Finally, I think the global financial crises have a way of influencing the way these policies will work.