An Analytical Report on the Factors Influencing Consumer Behavior in A

Questions: The Consumer Journal Report requires to investigate the inside and outer components affecting the buyer dynamic procedure for a significant buy for example a vehicle or an occasion. The examination MUST be founded on the real world and inside Australian market. The task ought to be in report group. It is essential to be diagnostic and NOT expressive, showing a comprehension of which speculations were having an effect on everything in this buy circumstance. Stamping Criteria. Depiction of Internal Influences (Perception, Learning, Motivation, Personality Attitude). Depiction of External Influences (Group Influence, Culture). Investigation and show of comprehension. Answers: Official rundown Purchaser conduct is pivotal for the endurance of a business, henceforth the motivation behind why the factor affecting client acquisition of specific merchandise ought to be explored on. This report intends to dive into and investigate the different impacting factors (both inner and outside) that lead up to the creation of a basically important choice by people. It attempts to bring an explanatory point of view into these elements especially in the Australian setting or rather consumership. These examination targets clarifying that not just the money related factor ought to be consider as the one influencing the buyer conduct yet a great deal of things as well. It further clarify how these inward and outer variables influence the buyer when buying a loft in Australia. Presentation The idea of customer conduct is about the investigation of people and the different subjective just as non-intellectual procedures that purchasers connect with themselves into before going to a choice of purchasing a specific item or administration. The human inclination that makes us edged towards compulsiveness and fulfillment in whatever we do has it that sharp and well however through choices are practically important at whatever point we need to purchase anything particularly is the said item or administration costs a significantly high measure of cash. Mentally we know that such choices dont simply happen however rather are driven by various impacts that simultaneously gone through our heads at whatever point we need to purchase something. This considerations and pre-famous conditions are chiefly answerable for whatever ultimate conclusion we end up with. The run of the mill procedure of purchaser dynamic, or rather what goes into account during the dynamic procedure starts with the need acknowledgment and mindfulness that as a shopper you have to have a specific item or be rendered a given assistance. Various both interior just as outer impacts that well break down later in this report assume a job into the excitement of these requirements in the midst of our internal identities. The improvement of intrigue comes in as the second step in the process where we really gain enthusiasm into what we need to purchase and start to accumulate applicable data, for example, the amount it would cost us and even where we would discover whatever we are searching for. The following stage in the process would appear as elective assessment where we attempt to assess what different choices are in our removal before pushing forward to buy the ideal item or administration. The last advance in the purchaser dynamic procedure I would contend is the motivation behind why the vast majority of us take unmistakable fascination and put a great deal of speculation before making our next buy. I state this since this is the place purchasers make their own self assessment into the choice they simply made it is the place shoppers can check their fulfillment into the item or administration and in this way their choices. The different impacts that come to ploy The Australian economy I would ask to contend has prompted the ascent of the moral shopper. This can be chiefly ascribed to the way that the economy hasnt been that cordial to the buyers and now and then theyve needed to settle on some intense decisions and wind up being somewhat vigilant in regards to their own monetary health. A typical situation that I might want to use as a case model that Australian purchasers are probably going to confront now and then is that of settling on the choice on the responsibility for own homes or lofts particularly in a dynamic city, for example, Sydney. Euro screen (2016) reports that Australian customers recently have needed to manage heightening house costs which imply that shoppers should invest progressively insightful exertion before going to a choice. An Australian buyer hoping to claiming a home during such hostile financial occasions would be affected by two principle powers; the inward impacts and the outer impacts. In these situation we ta ke a gander at shopper dynamic when buying a condo. The shopper choice when buying the loft is impact by both the inward and the outside variables as talked about beneath. Inside variables A purchasers character quality is one of the inner impacts that foreordain the people drive towards taking enthusiasm on a specific item for this situation a loft. It is the musings, feelings, expectations and conduct that we express as we travel through our condition (marketingteacher.com .2016). In the event that the people character takes care of into the need to purchase a home, at that point almost certainly, the individual will make up their brain about purchasing and attempt to counter whatever will in general restrict what is lined up with their character. The consistency hypothesis of dynamic contends that individuals (for this situation our home purchaser) look for comfort from their interior arrangement and the inward arrangement it is alluding to is the arrangement to our inside characters (our considerations, feelings and expectations about something we need) and thusly it has a major of an impact with regards to customer dynamic. Observation is one more inner factor impacting how choices turn out. On account of our home purchaser in Sydney, it is difficult to perceive how he/she can wind up with the choice of purchasing the loft yet they never had a positive discernment towards the thought in the first place.it is tied in with seeing something and doling out significance to it and the side of the scale (be it positive or negative) that it falls under decides if it very well may be given any consideration in the psyche of a person. It would in this way appear this factor and the hypothesis of illustrative intelligibility can be integrated dependent on the way that the two of them relate what we need to a basic reasonable theory like a straightforward positive observation towards something. Everyday communications with others makes a propensity of receiving new thoughts and standards or attitudes from those whom we connect with and it winds up being a learning procedure that influences how we see things and by and large shape our dynamic procedures. On account of the home purchaser, in the event that he/she through the different collaborations with companions progressively discovered that it is an essential need and an unquestionable requirement have to claim a loft or a house in Sydney then its presumably obvious that the individual will go for the house. I would contend this is resolved to a huge stretch out by prominent attitude among those we collaborate with and would hence make it proper on the off chance that I attached it with the association hypothesis of dynamic which sets that communications prompts age of standards. At the point when an individual is settling on a choice to purchase a house in Sydney, individual inspiration assumes a basic job in guaranteeing the destiny of an official choice. It is inspiration that goes about as the stimulating power that drives conduct and demeanor. Maslows chain of importance of necessities places that for whatever we think about a need, there are positives picked up and simultaneously negatives diminished. This hence implies the desire to satisfy or accomplish something we consider as a need will go about as a help that above all else drives us towards an adjusted choice. Since lodging is considered as one of the essential human needs, it is generous to take note of that an individual expecting to purchase a house in Sydney is probably going to be persuaded by the sheer certainty this is a fundamental need and subsequently an absolute necessity have. As the remainder of the inside impacts, demeanor of a person towards may appear to be an outside impact however in genuine sense it is about an inner assessment essentially communicated ostensibly about a thought nearby. Mentality kind of pre-decides the destiny of a choice to an enormous degree since it doesnt just influence how we settle on choices yet in addition the communications with whom we make particularly for our instance of a house purchaser in Sydney. We cannot anticipate that he/she will oversee the thought with a negative demeanor towards purchasing a house in Sydney. A hypothesis that is in real life in this specific occasion is the consistency hypothesis of dynamic on the grounds that basically somebody with a negative disposition towards the thought will in general shut it out totally despite the fact that it would be seen by others as a splendid move. Outside impacts Gathering impact follows a regularizing approach of associations among and inside gatherings. It is through these gathering collaborations that bunch standards and qualities are made and step by step assemble unmistakable quality among the individuals. The social impact hypothesis of is one of the key speculations that strike a chord in this setting concerning the instance of an individual picking to purchase a house in Sydney since the hypothesis spins around bunch think and impact. This consequently intimates a choice is probably going to be gigantically influenced by bunch impact. Societies gangs particular standards and basic beliefs that are profoundly held by separate people and along these lines here and there or another they portray the sorts of choices we make. For example a Muslim would handily select hamburger meat instead of pork on account of his/her way of life. The hypothesis of responsibility contends that individuals feel obliged to fall set up to their social standards or to the dominant part standards and accordingly an individual generally brought up in the outback would in all probability settle on the choice to do without purchasing a house in Sydney for greetings

Marriage and Family Life Experience

Presentation Marriage is gotten from affection in spite of its material need. Be that as it may, the United States relationships have been decorated by sexual want which frames the reason for achieving love. While marriage appeared to be dictated by couples, numerous variables including accepted practices for the most part become possibly the most important factor. Promoting We will compose a custom paper test on Marriage and Family: Life Experience explicitly for you for just $16.05 $11/page Learn More Basically, love is the sole planner of the glorification and support of relationships. Because of relationships, the most heavenly and helpful foundation named as family is inserted. Families fill in as the focal and fundamental training columns. This suggests mating is simply the main route propagate in marriage and it is exposed to degrees of individual extravagance. Along these lines, home structure through marriage is to a great extent a self upkeep matter inferring cultural devel opment. The cultural gatherings radiate to be a cosmetics of the whole mutual family substance. The people found inside the general public are viewed as planetary passing elements. Subsequently, families fill in as mediums through which surges of comprehension and customs are pouring from an offered creation to the next. This paper basically examines individual beneficial encounters with respect to issues going up against families and relationships in the USA. Progress in our family life and marriage Due to expressive and physical associations between a female and her descendants, a spouse will undoubtedly depend on a man or her significant other. This drives her into the wedding home or haven security. Thirty years prior, it was not the inclination of warmth which constrained man to be engaged in a wedding issue, however the craving for staple that at first assimilated male partners to ladies and the place of refuge they imparted to the children (Duncan Goddard, 2010). A basic USA family develops when the affiliations between the mother and the children are acknowledged. For example, in each family it is clear that the relationship between a youngster and a mother is innate, solid and characteristic. These have clearly restrained ladies from experiencing through untold difficulties and give up to different abnormal conditions. The convincing nurturing love goes about as the impeding feeling that regularly situated the USA family ladies into awesome downsides as they battle with their spouses (Bethmann Kvasnicka, 2011). In circumstances where both maternal and fatherly instincts are overruling, it is incredibly difficult to hear that the family is let somewhere near consecrated fixations, pretention and aspirations.Advertising Looking for paper on sociologies? How about we check whether we can support you! Get your first paper with 15% OFF Learn More When a cheerfully hitched US family attempts to stay away from any threats, the affiliation gets undaunted. Wit hout a doubt, a teaming up family man and lady give off an impression of being uncommonly superior to three USA women or three respectable men in arranged manners. In any case, in the US family, a spouse is known to improve and cultivate the prosperity of her relatives. Apparently the USA women may be constrained into marital residences by the parenthood driving forces. This suggests the standard laws and the higher may of a man urge a woman to dynamically wait in her marriage (Matheson Rosen, 2012). This contention begins from my marriage encounters where it was exceptionally elusive a spouse offering the house errands to wife. For the most part, a spouse was forgotten about to convey most obligations including dealing with the youngsters and achieving individual assignments. While it may be contended that the spouse was the US family head, the situation of the wife was not really perceived when we previously got hitched. This is the place the general public has turned out badly. T his conviction is inborn in us, and that the individuals who appear to conflict with this standard are regarded to be degenerate in the US. Most US families are remaining together and living joyfully. In such families, a spouse, a wife and kids plainly comprehend each other. Not so much as a solitary individual is viewed as with neither peculiar mixes of restless intrigue and doubts nor with mocking and hesitation. This issue of child bearing isn't any progressively seen by observing the mother of the baby sullied and risky. In spite of being joyfully hitched to their dear spouses, the American ladies wedded almost thirty years prior had no voices and opportunities in the families since families were constrained by men (Duncan Goddard, 2010). Truth be told, female sidekicks could barely challenge picturing abnormal or more advantageous styles of resource. Family and marriage life in USA For more than thirty years in our conjugal organization, my significant other has been the princi ple wellspring of work at a decided disservice. Be that as it may, in self propagation, we are a cheerfully hitched couple with three children. Promoting We will compose a custom article test on Marriage and Family: Life Experience explicitly for you for just $16.05 $11/page Learn More The overarching lifestyle in the United States has guaranteed that the spouses are decently compensated for being in a compulsory maternity. Marriage and family establishments in the USA perceive sexual equity which is normally barely acknowledged in different pieces of the world. For instance, a spouse has ever attempted to practice her marriage rights however she does that at the watchfulness of the family. From my own understanding, when a spouse in the USA milieu seeks after her conjugal rights with no alerts, the family is probably going to separation. The USA have laws that guarantee ladies and children’s rights are secured. At the point when your significant other needs to separate and t he court warrants it, the weighty result is that the marriage will not exist anymore. All things considered, the spouse needs to deal with the kids’ needs while a wife takes care of the kids until they are eighteen years (Liu Heiland, 2012). To avoid such an event all through our marriage life, we have continually strived to comprehend ourselves through ordinary and brave interviews. In the USA, the contingent changes presently saw have freed ladies from any sort of residential subjections. Much the same as their marriage male partners, American ladies are presently freed to decide their propagation capacities and make the most of their conjugal statuses. As a family we needed to plunk down and concur that we will bring forth three kids as it were. The choice was at our attentiveness. While occurrences of family and marriage life mistreatments are as yet present, our marriage and family life has significantly won the unintended and oblivious battle against financial and socia l persecution that other USA couples face in their relationships (Ramisch, 2012). During these thirty years of marriage, we have become illuminated people with remarkable family beneficial experience yet we continually respond against the unjust mores overseeing the two of us and our situation in cultural relationships. On occasion, we had to experience critical family tests as we kept on living. Family and conjugal life has impressively changed in the USA. At the point when we got hitched, a man was seen to be the leader of the family, and in his nonappearance the spouse was relied upon to manage the family. This has achieved the conviction that married couples are equivalent race multiplication accomplices (Osborne, Berger Magnuson, 2012). In this manner, like the USA family man, a spouse perpetually battles to encourage her privileges while in marriage. Notwithstanding this, inside our family, the two of us include interminably kept up matchless quality inside own areas. This has been the establishing stone for our cheerful conjunction and a 30-years marriage. We have shared obligations of bringing up our three children.Advertising Searching for exposition on sociologies? How about we check whether we can support you! Get your first paper with 15% OFF Find out More The sort of marriage organization that exists between USA spouses and husbands Just like some other marriage, the regenerative desire used to unite us to self-propagate. Besides, this empowered us to stay one thing in joint help to frame a family and subsequently a home. All things considered, in our family, we generally grasp our own advantages. Regardless of conjugal hindrances in the USA, we changed in accordance with work in congruity to guarantee that our house is made. In any case, to set up a happy house, we saw marriage as a center establishment. It appeared as a contradicted cooperation and articulation that is routinely indicated by ceaseless mutual and deep rooted joins. We have not had the option to avoid any resulting clashes. We have never gone to a degree of isolating our three children or looking for a court separate. Our issues are tackled in-house. From an individual educational encounter, relationships among the USA families are sociological and not really natural (Ramisch, 2011). Accordingly, the energy existed between us that guaranteed we met up. In our family, we value that we are considered as two separate gatherings from comparable species. Truth be told, as long as we can remember reactions and points of view result to be absolutely different. For example, in the beginning times of our marriage, we were totally incapable to truly and completely grasp each other. While a wedded USA lady may have additional instinct in contrast with her better half, in a family circumstance the spouse is fairly less sound. Be that as it may, in our nuclear family, the spouse steadily seemed, by all accounts, to be the head of strict exercises and a decent chief just as standard holder. This suggests in our marriage and family life, the hands which shook the home structure quietly partnered with fortune (Wood et al., 2012). Fundamentally, the distinctions in deduction, perspectives, responses and nature in the midst of us have been viewed as entirely sign ificant. In our marriage and nuclear family, we really extravagant each other be it in bodily, principled just as in coronial life venture. Ordinarily, as a wedded couple, our kids and other relatives we all in all depend on the arrangements offe

GOOGLE STRATEGIC MANAGEMENT Essay Example | Topics and Well Written Essays - 2000 words

GOOGLE STRATEGIC MANAGEMENT - Essay Example In any case, in accordance with this determination, a far reaching instrument vested in the utilization of a VIRO investigation is actualized in basically assessing the validity of the chose alternative for the organization. The VIRO investigation will be disentangled in a way that takes four significant free factors, which are tried against four other ward factors. The free factors are given as budgetary assets, HR, material assets, and nonmaterial assets. Every one of these will be tried against esteem, rareness, imitability, and association set up at Google Inc. The cost Leadership Option Generally, the cost initiative alternative is set up to guarantee that the organization increases upper hand by removing customers from contenders and carrying them to the side of Google Inc. To viably do this, there are two significant methodologies for the organization to follow. In the main occurrence, there is the need to build piece of the overall industry by decreasing costs (Horkheimer and Theodor, 2007). This may sound as an incongruity as a couple of targets that can't be accomplished connected at the hip. However, from a specialized perspective, it is conceivable to both lessen costs and increment piece of the overall industry by utilizing the cost authority choice (Lessig, 2009). ... This is on the grounds that it has just been set up that when there is increment in income, there must be a relating decrease in use to make gainfulness conceivable. In the mean time, the expense of creation represents perhaps the most noteworthy wellspring of consumption for most organizations, of which Google Inc. isn't special case (Barthes, 2008). Since 2004, Google’s cost of creation has been supposed to be going up consistently particularly as the organization began participating in various divestitures that are planned for expanding the income pool of the organization. To successfully utilize the cost initiative choice, the organization must be set up to concentrate consideration on the need to lessen the greater part of its distinguished cost, particularly inward costs that realize cost sharing circumstances (Althusser, 2011). Along these lines, it will be conceivable to create products and enterprises at a much scaled down cost, which will guarantee that regardless of whether costs are charged at unsurpassed low, piece of the pie won't be influenced. Utilizing VIRO Analysis to investigate the Cost Leadership Option Having recognized the cost initiative alternative as the most reasonable choice for Google, this segment of the paper utilizes the VIRO examination to fundamentally separate the choice into four significant business constituents of Google Inc. these four constituents are budgetary assets, material assets, nonmaterial assets and HR. Every one of these four constituents will be broke down utilizing the four abbreviations of VIRO, which are esteem, impersonation, rareness and association. Money related Resources As far as the estimation of Google’s monetary assets are concerned, one significant inquiry is presented. This is the topic of how costly the monetary asset is (Gramsci, 2007). It would be built up that Google is one of the most lucky worldwide IT organizations that has a

Mattel Toy Company Essay Example | Topics and Well Written Essays - 500 words

Mattel Toy Company - Essay Example In August 2007, the U.S. Customer Product Safety Commission requested that the buyers quit purchasing 967,000 bits of a specific toy made by Fisher Price which is an auxiliary of Mattel Company (U.S. Shopper Product Safety Commission, 2008). These toys were reviewed in light of the fact that the lead in paints utilized in toys was180 times more than the amount permitted by law (ODonnell, 2007). This amount of this poisonous was obviously over the top and could make a lot of damage the youngsters who utilized it (U.S. Buyer Product Safety Commission, 2008). Other than this, a couple of Products created by Mattel Company were likewise said to contain little magnets which were exceptionally hazardous for the small kids who played with those toys on account of the mischief to gulping them. How did Mattel Toy Company react to this circumstance? Any organization that needs to remain in the market, be it a mammoth and a main organization like Mattel Toy Company would guarantee the general public that the organization is worried about them. The initial step that it took was to check their items quickly and view itself as responsible. It recognized that the lead in their paints was 0.11 percent while just 0.06 percent was permitted (ODonnell, 2007). Mattel Toy Company additionally perceived its obligation and promptly distinguished and reviewed about 1.5 Million items that were risky. As per one source, the organization gave the shoppers the advantage to restore the items that were declared to contain inordinate measure of lead in the paint (U.S. Customer Product Safety Commission, 2008). Other than this, it additionally reviewed all its toys that were said to contain little magnets. This was the consequence of passings and medical procedures of little youngsters on account of ingesting these little parts. The toys that were reviewed due to magnets added up to 18 Million (Mattel, 2007). All the review data was posted on the web and all the buyers were made mindful

Reapplying to Medical School Secondaries, Interviews, School Selection Timing

With the multi-staged admissions process, applicants can make an impact at each step – or be weeded out. Your assessment continues by looking at other ways you communicated with the admissions committee, and whether or not they helped you past the next hurdle. Secondaries Your  secondary essays  go beyond the initial introduction and flesh out your application. The questions asked will generally give you a good indication of what the program values. In your review, you need to determine how well the information you provided demonstrates your fit with the values and offerings at that particular program. Did you answer the particular questions asked?  (This seems obvious, but you’d be surprised by how many essays miss the point.) Did your secondary essays offer a new or deeper look at your activities or did they regurgitate your personal statement? Viewed alongside your initial application, do they create a consistent but broader profile or is there a significant divergence from what was presented before? Did you research each school to see what made it unique? Did you bring this information into your answers, even if it was not specifically asked? If you recycled secondary essays from another program, did you tailor it to fit the new program? And did you make sure to use the right school name? Did you integrate their particular strengths and offerings into your skill set and interests? Did you return the secondaries in a timely manner? Were your secondaries free of typos and grammatical errors? Register for our webinar:  Medical School Reapplicant Advice: 6 Tips for Success! If you can answer â€Å"yes† to these questions, your secondary essays are probably not the source of your rejection. But if you aren’t confident of your answers, this is an area that you should note for your reapplication. Another sign of a problem is being invited to fill out a secondary essay, but not being invited to interview. This is a natural â€Å"weeding out† process that happens throughout the season, but it indicates that your secondary essays need more punch to move to the next stage. Interviews If you were invited to  interview  at a number of schools, but didn’t receive any acceptances, it’s a pretty good signal that your interview skills need a polish.  Let’s jump into our next batch of questions (and remember – you want to be able to answer â€Å"yes† to each of these the next time around): Do you think you practiced enough? Were you comfortable talking about yourself? Were you exceptionally nervous at the interview or did you feel at ease? If you were nervous, was it your first interview? If not, was there anything in particular that triggered your nervousness? Could you speak credibly about each program and did you know what made each one unique? Were you able to explain why you wanted to attend each program? If you had a multiple mini-interview, were you prepared for the format? Were there any questions that stumped you? Did you address these either in your thank you notes or in later communications with the program? If you didn’t get any interviews, you should examine the issues in the sections above – you’re likely to find clues that explain your rejection there. Finally, there are two remaining issues that can significantly affect your application success: Timing Applying late might not be the only concern in your application, but your chance of admission declines as the season goes on. Those who  start the process  early tend to have much better results.  Some questions to ask yourself include: Did you register with the AAMC and/or the AACOM in May and submit your application in June? Did you line up your recommenders early? Did you follow up to make sure they sent their recommendations in a timely manner? Did you take the MCAT early? Were your scores available when you submitted? Did you return your secondary essays in a timely manner? After an interview, did you promptly send thank you notes expressing your interest? Answering â€Å"no† to any of these questions could signal a serious problem. Although some extremely competitive applicants do manage to secure acceptances late in the season, many more are put on â€Å"hold,† wait-listed, or just rejected. Those who do apply later face a larger applicant pool competing for fewer interview slots and, in many cases, fewer seats in medical school. School choice It should go without saying that you need to make sure you  meet each program’s admission requirements. But there are other issues to examine, such as: How many medical schools did you select? Did you choose a spread of schools, including programs both above and below where you think you might be competitive? Were your state’s medical schools included in your list? Above all, did you consider your fit at these programs or did you just choose schools out of the blue? The average med school applicant submits applications to 15 programs. Some submit fewer applications – if, for instance, they will only consider a particular geographic area – while some submit 30+. Highly competitive applicants can target fewer schools, but if your profile is less competitive, the number of schools should be higher. Determining where you are competitive How do you know where you’re competitive? Your basic stats are a good indication. Being close to a program’s mean indicates that you are a strong contender for that program – in other words, if a school’s mean GPA is 3.5, a 3.2 GPA with a strong MCAT score can be competitive. I like to make sure that you’re at or above the lowest numbers the program accepted.  While it’s fine to deviate with a few â€Å"reach† schools, these should not make up the majority of your choices. Also take a look at the percentage of applications accepted. Arkansas COM accepts one in every 4 applications; Mayo accepts one in 50. If all your chosen schools have a low acceptance rate, your profile will have to be much better than average. Beyond your chosen program’s requirements, it’s also important to look at their admission preferences. Did you choose a lot of public programs in other states? Many state schools accept only a handful of out-of-state applicants. (And if your state’s medical schools aren’t on your list, this is a serious omission.) Finally, take a good, hard look at your list of schools. Do you know something about each of them? Are these places you’d really like to attend? If you’ve completed the secondaries for each school and still can’t answer â€Å"yes† to these questions, that is a problem – one you can rectify when you reapply. One more point on application timing By now, you should have a pretty good idea of any missteps in your application. Unfortunately, addressing them is rarely a fast process. Often it takes years. Many people, fearing the time is ticking away, get impatient and reapply before they’re ready. Nine out of ten times, this backfires. Instead, reapply when you are at your strongest. This will take time, but now that you have a good idea of where you went wrong, you’ll be able to focus your energies, enhance your profile, and ultimately submit a successful application. â€Å"Presenting Yourself to Medical Schools: Secondaries, Interviews, School Selection Application Timing† is the third  post in our series:  Medical School Reapplicant Advice: 6 Tips for Success. In the next post, I’ll show you how to enhance your profile. If you want to improve your chances even more, take advantage of Accepted’s  application  review service  to get a tailored assessment of your strengths and weaknesses. Feedback from a reapplicant client â€Å"I sincerely appreciate your support! Im  so  excited about Western Michigan, and still trying to soak in  the news!† We look forward to helping you too! ; A former fellowship admissions committee member and administrator at the University of Washington School of Medicine, Cydney Foote has successfully advised healthcare applicants, including those applying to medical school, dental school, nursing and PA programs, veterinary school, public health and hospital administration programs, post-baccalaureate medical programs, residencies and fellowships. Since 2001, she has brought her marketing and writing expertise to help science-focused students communicate their strengths. Want Cyd to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  5 Fatal Flaws to Avoid in Your AMCAS and Secondary Essays, a free guide †¢Ã‚  5-Step Checklist Before Submitting Your Applications †¢Ã‚  Secondary Strategy: Why Do You Want To Go Here? Reapplying to Medical School Secondaries, Interviews, School Selection Timing With the multi-staged admissions process, applicants can make an impact at each step – or be weeded out. Your assessment continues by looking at other ways you communicated with the admissions committee, and whether or not they helped you past the next hurdle. Secondaries Your  secondary essays  go beyond the initial introduction and flesh out your application. The questions asked will generally give you a good indication of what the program values. In your review, you need to determine how well the information you provided demonstrates your fit with the values and offerings at that particular program. Did you answer the particular questions asked?  (This seems obvious, but you’d be surprised by how many essays miss the point.) Did your secondary essays offer a new or deeper look at your activities or did they regurgitate your personal statement? Viewed alongside your initial application, do they create a consistent but broader profile or is there a significant divergence from what was presented before? Did you research each school to see what made it unique? Did you bring this information into your answers, even if it was not specifically asked? If you recycled secondary essays from another program, did you tailor it to fit the new program? And did you make sure to use the right school name? Did you integrate their particular strengths and offerings into your skill set and interests? Did you return the secondaries in a timely manner? Were your secondaries free of typos and grammatical errors? Register for our webinar:  Medical School Reapplicant Advice: 6 Tips for Success! If you can answer â€Å"yes† to these questions, your secondary essays are probably not the source of your rejection. But if you aren’t confident of your answers, this is an area that you should note for your reapplication. Another sign of a problem is being invited to fill out a secondary essay, but not being invited to interview. This is a natural â€Å"weeding out† process that happens throughout the season, but it indicates that your secondary essays need more punch to move to the next stage. Interviews If you were invited to  interview  at a number of schools, but didn’t receive any acceptances, it’s a pretty good signal that your interview skills need a polish.  Let’s jump into our next batch of questions (and remember – you want to be able to answer â€Å"yes† to each of these the next time around): Do you think you practiced enough? Were you comfortable talking about yourself? Were you exceptionally nervous at the interview or did you feel at ease? If you were nervous, was it your first interview? If not, was there anything in particular that triggered your nervousness? Could you speak credibly about each program and did you know what made each one unique? Were you able to explain why you wanted to attend each program? If you had a multiple mini-interview, were you prepared for the format? Were there any questions that stumped you? Did you address these either in your thank you notes or in later communications with the program? If you didn’t get any interviews, you should examine the issues in the sections above – you’re likely to find clues that explain your rejection there. Finally, there are two remaining issues that can significantly affect your application success: Timing Applying late might not be the only concern in your application, but your chance of admission declines as the season goes on. Those who  start the process  early tend to have much better results.  Some questions to ask yourself include: Did you register with the AAMC and/or the AACOM in May and submit your application in June? Did you line up your recommenders early? Did you follow up to make sure they sent their recommendations in a timely manner? Did you take the MCAT early? Were your scores available when you submitted? Did you return your secondary essays in a timely manner? After an interview, did you promptly send thank you notes expressing your interest? Answering â€Å"no† to any of these questions could signal a serious problem. Although some extremely competitive applicants do manage to secure acceptances late in the season, many more are put on â€Å"hold,† wait-listed, or just rejected. Those who do apply later face a larger applicant pool competing for fewer interview slots and, in many cases, fewer seats in medical school. School choice It should go without saying that you need to make sure you  meet each program’s admission requirements. But there are other issues to examine, such as: How many medical schools did you select? Did you choose a spread of schools, including programs both above and below where you think you might be competitive? Were your state’s medical schools included in your list? Above all, did you consider your fit at these programs or did you just choose schools out of the blue? The average med school applicant submits applications to 15 programs. Some submit fewer applications – if, for instance, they will only consider a particular geographic area – while some submit 30+. Highly competitive applicants can target fewer schools, but if your profile is less competitive, the number of schools should be higher. Determining where you are competitive How do you know where you’re competitive? Your basic stats are a good indication. Being close to a program’s mean indicates that you are a strong contender for that program – in other words, if a school’s mean GPA is 3.5, a 3.2 GPA with a strong MCAT score can be competitive. I like to make sure that you’re at or above the lowest numbers the program accepted.  While it’s fine to deviate with a few â€Å"reach† schools, these should not make up the majority of your choices. Also take a look at the percentage of applications accepted. Arkansas COM accepts one in every 4 applications; Mayo accepts one in 50. If all your chosen schools have a low acceptance rate, your profile will have to be much better than average. Beyond your chosen program’s requirements, it’s also important to look at their admission preferences. Did you choose a lot of public programs in other states? Many state schools accept only a handful of out-of-state applicants. (And if your state’s medical schools aren’t on your list, this is a serious omission.) Finally, take a good, hard look at your list of schools. Do you know something about each of them? Are these places you’d really like to attend? If you’ve completed the secondaries for each school and still can’t answer â€Å"yes† to these questions, that is a problem – one you can rectify when you reapply. One more point on application timing By now, you should have a pretty good idea of any missteps in your application. Unfortunately, addressing them is rarely a fast process. Often it takes years. Many people, fearing the time is ticking away, get impatient and reapply before they’re ready. Nine out of ten times, this backfires. Instead, reapply when you are at your strongest. This will take time, but now that you have a good idea of where you went wrong, you’ll be able to focus your energies, enhance your profile, and ultimately submit a successful application. â€Å"Presenting Yourself to Medical Schools: Secondaries, Interviews, School Selection Application Timing† is the third  post in our series:  Medical School Reapplicant Advice: 6 Tips for Success. In the next post, I’ll show you how to enhance your profile. If you want to improve your chances even more, take advantage of Accepted’s  application  review service  to get a tailored assessment of your strengths and weaknesses. Feedback from a reapplicant client â€Å"I sincerely appreciate your support! Im  so  excited about Western Michigan, and still trying to soak in  the news!† We look forward to helping you too! ; A former fellowship admissions committee member and administrator at the University of Washington School of Medicine, Cydney Foote has successfully advised healthcare applicants, including those applying to medical school, dental school, nursing and PA programs, veterinary school, public health and hospital administration programs, post-baccalaureate medical programs, residencies and fellowships. Since 2001, she has brought her marketing and writing expertise to help science-focused students communicate their strengths. Want Cyd to help you get Accepted? Click here to get in touch! Related Resources: †¢Ã‚  5 Fatal Flaws to Avoid in Your AMCAS and Secondary Essays, a free guide †¢Ã‚  5-Step Checklist Before Submitting Your Applications †¢Ã‚  Secondary Strategy: Why Do You Want To Go Here?

Symbolism of Trains in Anna Karenina - Literature Essay Samples

Throughout the course of Leo Tolstoy’s iconic tragedy Anna Karenina, the presence of trains is essential both in terms of symbolic resonance and as a way to communicate social commentary and setting. Tolstoy employs train imagery as a way to talk about movement in terms of the fast-paced course of life, foreshadowing the desperate saga of Anna and Vronsky’s romantic relationship. In general, the existence of the railroad is meant to be viewed as a destructive force in the context of the novel, something that initiates death and devastation from its first mention in the text. This symbolic relationship is primarily evident during Anna and Vronsky’s initial meeting, their rendezvous on the train, and at the time of and following Anna’s suicide, using the significance of trains to trace the course of their relationship throughout the text as a sort of timeline, navigating the tumultuous end that eventually becomes inevitable for both. The initial mention of the fated train, Anna’s arrival to Moscow, begins the culmination of her relationship with Vronsky, ironically also the first time he is mentioned to her in the text. As he first enters the carriage to meet his mother, his attraction to Anna is obvious- so begins their fated alliance. However, this encounter is pursued by the gruesome death of a rail worker, leaving his mangled body under the train, a precursor to Anna’s death, and what she calls â€Å"an omen of evil† (Tolstoy, 63). This commentary is reflected not only in the fate of the man, but in herself; â€Å"her own personality was to be split in two in the next railroad scene, while she is reading a book. The tragedy was already in the making. The man ‘cut in two’ can become a symbol.† (Stenbock-Fermor, 69). Thus, Anna and Vronsky’s encounter is made dark with the presence of death, hinting at Anna’s imminent demise in the same way, as â€Å"the a ccidental death of a man at the time of their first meeting suggests†¦the manner in which to punish Vronsky and free herself† (Stenbock-Fermor, 65). The scene is also made eerie with the mention of â€Å"a peasant with a sack over his shoulder† (Tolstoy, 58), the same haunting image that will appear throughout the course of the text. What’s more, the reader is left in suspense to whether or not the death was a suicide or not, as the voices in the crowd at the station are heard saying â€Å"What?What?..Where?..Flung himself!..Crushed!..† (Tolstoy, 62), a definite premonition of Anna’s coming end. Furthermore, this beginning scene is also made important because â€Å"Anna’s first appearance is at a railway station, as is her last†¦[making] it possible to argue persuasively that the major railway scenes are the ‘pillars’ supporting the structure of the novel as a whole† (Jahn, 2). Aside from the development of the c entral romantic relationship in the text, the presence of the railroad here, in this crucial scene, can also act as Tolstoy’s particular social commentary on the all-powerful and destructive nature of the railroad, as this â€Å"expressed Tolstoy’s belief that the railroad served only to pander to and further inflame the already monstrous appetite of the idle and privileged† (Jahn, 1). Following this first encounter, Anna and Vronsky’s next confrontation is pivotal in terms of the development of their relationship. As she escapes from his advances in Moscow, Anna flees back to her role as Madame Karenina in St. Petersburg, a literal migration of emotion as she yearns to rid herself from Vronsky’s advances and her own gnawing feeling of self-doubt. When the train stops midway and Anna finds Vronsky waiting for at the platform to confess his love, she is â€Å"seized by a feeling of joyful pride† (Tolstoy, 96). Again, the railroad has expedited her relationship with Vronsky, culminating in a new transition as their romance travels not unlike the ever mobile train. In addition, Tolstoy’s inclusion of â€Å"the bent shadow of a man glided by at her feet, and she heard sounds of a hammer upon iron† (Tolstoy, 96) also draws us back to the first railroad scene, highlighting the similarities between their first encounter and the present o ne in the imagery of the maimed worker trapped under the rails. However, this sentence is more literally translated from its native Russian to â€Å" ‘slid under her legs’†¦more clearly suggesting a foreboding of violence in sexual union† (Browning, 527). Moreover, this image is prevalent throughout the text, particularly a striking image in Anna’s repeated dreams of the bearded peasant. Strongly reminiscent of her reminder of sin and the likelihood of death, she tells Vronsky that she learns in the dream that she will die in childbirth. Although Vronsky too has a similar dream, he better â€Å"embodies the shadow† (Browning, 527) stooping under Anna and catalyzing her self-destruction. In the mention of this discrepancy, we can suggest that the image of the train is Vronsky himself, both a sexual innuendo and a description of the moral evil of modern society. As previously discussed, the inclusion of the railroad can be interpreted as a mechan ism of the pitfalls and industrialization of Russia. Vronsky, with his new-age and elitist attitude of adultery and distaste of marriage exemplifies this, a symbol of the havoc and disruption of the structure of Russian society brought by the integration of the train into upper-class life. To supplement this, it can be noted that although the train that Anna travels in posh and warm, she finds it stifling rather than a comfort, electing the bitter cold of the outside instead. Thus, she casts off the comfort and luxury of elite society that chokes, rather than nurtures her, choosing to partake in a taboo affair with her lover. As she exits the train, she visibly leaves the grasp of society, picking the radical and sentimental over what social structure has wrought for her. Following the preliminary meetings of Anna and Vronsky at the railroad, we are brought to the conclusion of their love at and following the point of her suicide, the full circle of her predestined fate ending as she encounters self-annihilation. As she is crushed under the sharp metal of the train, â€Å"logic leads to the conclusion that Anna was killed by (or, more accurately, made herself the victim of) upper-class society† (Jahn, 3). Again, she sees â€Å"a misshapen-looking peasant covered with dirt, in a cap from which his tangled hair stuck out all around†¦stooping down to the carriage wheels† (Tolstoy, 704), the continuous reminder of her guilt and of the burden she is forced to bear, initiating her suicide. Furthermore, the scene following Anna’s death is also set on a railway, as the Vronsky’s meet with Stiva on a train full of soldiers headed to fight in the Russo-Turkish war. Despite Anna’s death, Tolstoy’s mention of the war , especially on the backdrop of the train, indicates the overlying notion that regardless of death and tragedy, life continues to go on and to progress. Anna’s death has not halted the motion of life; it has only resulted in the greater suffering of others. This is seen on behalf of Vronsky, who like Anna, seeks to end his life in the war to which he is carried to by train. Here, both halves of the illicit pair have reached the peak of ultimate self-obliteration, further fostering the image of the train as supremely caustic and harmful. It is evident that the inclusion of the railway in Anna Karenina is meant to act as a general symbol of destruction and death, as seen through Anna and Vronsky’s initial encounter, their confrontation as Anna flees to St. Petersburg, and at the time of and following her suicide. In general, Tolstoy includes these components as a way to map the pair’s storyline as their relationship progresses, the train both a symbol for Russia’s rapid industrialization and the course of their liaison. The railroad was something that the author viewed as ugly and unnecessary, and so portrayed the interactions between Anna and Vronsky as such, posing a negative connotation of both adultery and the existence of the train. With this in mind, it is possible to say that the railway effects the ultimate demise of this heroine, exerting all of its brutal force and condemning her to suicide, the unfortunate end to her short love. Works Cited Browning, Gary. Peasant Dreams in Anna Karenina. The Slavic and East European Journal 44.4 (2000): 525-36. JSTOR. Web. 21 Jan. 2015. Jahn, Gary R. The Image of the Railroad in Anna Karenina. The Slavic and East European Journal 25.2 (1981): 1-10. JSTOR. Web. 21 Jan. 2015. Stenbock-Fermor, Elisabeth. The Architecture of Anna Karenina: A History of Its Writing, Structure, and Message. Vol. 1. Lisse: Peter De Ridder, 1975. Print. Tolstoy, Leo, and Constance Garnett. Anna Karenina. New York: Barnes Noble Classics, 2003. Print.

George Orwell s The Slaughter House Five - 1302 Words

Views on War in Vonnegut s Slaughter House Five Many people returned from World War II with disturbing images forever stuck in their heads. Others returned and went crazy and terrors faced. The protagonist in Slaughter-House Five, Billy Pilgrim, has to deal with some of these things along with many other complications in his life. Slaughter House Five (1968), by Kurt Vonnegut, Jr., is an anti-war novel about a man’s life before, after and during the time he spent fighting in World War II. While Billy is trying to escape from behind enemy lines, he is captured and imprisoned in a German slaughterhouse. The author tells of Billy’s terrible experiences there. After the war, Billy marries and goes to school to become an optometrist. During†¦show more content†¦There is an old general there who was a teacher before joining in the war efforts. One day, in a conversation with Billy and another older man in the hospital, the general starts to talk about what he thinks of the war. He says, You know-- we’ve had to imagine the war here, and we have imagined that it was being fought by aging men like ourselves. We had forgotten that wars were fought by babies. When I saw those freshly shaved faces, it was a shock. ‘My God, my God----’ I said to myself, ‘It’s the Children’s Crusade’ (p. 106). This general feels that war is nothing but babies being murdered by one another. He is disturbed by the thought of war and the fact that so many young people are dying for its cause. Billy, the protagonist of this novel, also has bitter feelings about war. While he is in the zoo on the planet of Tralfamadore, he is able to communicate with the aliens. In a conversation with them, he says that he is from a planet that has been engaged in senseless slaughter since the beginning of time (p. 116). This senseless slaughter that he is referring to is war. Billly himself was in the war, but obviously thinks that there is no reason for it and by no means should it ever be necessary. In the same conversation with the aliens, Billy goes on to explain some of the most disturbing images he had seen in the war. He says, I myself have seen the bodies of school girls who were boiled alive in a water tower by my own countrymenShow MoreRelatedHow Does Read Literature Like A Professor1814 Words   |  8 PagesHow To Read Literature Like a Professor By Thomas C. Foster 1. Chapter 1- Every Trip Is A Quest (Except When It’s Not) a. The five aspects of the quest are the quester, a place to go, a stated reason to go there, challenges and trials on the way, and the real reason to go there. When I read The Secret Life Of the Bees the quester was Lily, she was looking to go to Tiburon to find out more information about her mother and the past. On her journey she runs away from her father, falls in love, and

William Shakespeare s Othello And Othello - 932 Words

The relationships in Shakespeare’s plays are never simple and even less so when one narrows the field to his tragedies. In the case of Iago and Othello this complicated relationship is made more so by the interwoven theme of appearance verses reality. The idea of Iago, the wolf in sheep’s clothing, fighting both for and against his master that permeates the play. Othello, however, a seasoned warrior being unable to see through the guise is a flaw his companion takes advantage of. Iago’s hatred is the biggest mystery of this play, making the reader wish Shakespeare had written a prequel. That prequel would defiantly clear up the currently unexplainable hatred Iago feels for Othello, who trusts his companion to his own fall. Iago does not wish for Othello, or anyone but Roderigo, to know of his involvement on Brabantio finding out about the marriage, telling Roderigo â€Å"I must show out a flag and sign of love, / Which is indeed but a sign.†(559). Iago goes on to defend his master against his confidant drawing swords. Iago’s hatred is hard to question, but the motives are, like many things concerning Iago, notoriously masked. To Roderigo he makes it clear the hate comes from Cassio being promoted over himself in the first scene of the first act even before the reader knows of whom he is speaking. Then in the closing of the first act Iago spills out to the fourth wall that rumour has it â€Å"’twixt my sheets/ has done my office.†(572) and though he has no proof that Othello sleptShow MoreRelatedOthello : William Shakespeare s Othello2542 Words   |  11 Pages3 March 2015 Othello Introduction Shakespeare is the second most quoted writer in the English language – after the various writers of the Bible. Many of Shakespeare’s ideas for the play Othello came from a collection of tales written by Giraldi Cinthio. In Othello the character of Iago acts as the prominent main character throughout the play, even though he plays the role of the antagonist to the other central characters in the comedy Iago is the tragic hero. Shakespeare’s Othello was not justRead MoreOthello By William Shakespeare s Othello Essay1230 Words   |  5 Pages Previously, in Act 3.4, Othello begins to suspect Desdemona’s loyalty, as he continuously asks Desdemona for the handkerchief, yet she keeps on changing the topic. In Act 4.1, Iago continues to convince Othello of Desdemona’s faithfulness. In Act 3.4, Othello defended Desdemona when Iago accused her; but in Act 4.1, their position is switched. Othello becomes more aware of what Iago is saying and the anger t hat he has towards Iago has significantly reduced, while he begins to doubt Desdemona.Read MoreWilliam Shakespeare s Othello And Othello1720 Words   |  7 PagesDejenara Williams Ms.Milliner EES21QH-04 January ,18,2017 In this world there are two different types of people. There are those with a fixed mindset and others with a growth mindset . Each of these mindset involve different personality and characteristics. This may create a different outlook on life, meaning different morals and actions. Which happens to come into play while reading shakespeare s Othello. Most of the characters , maybe even all fit into either categories. CharactersRead MoreOthello By William Shakespeare s Othello Essay977 Words   |  4 Pages In William Shakespeare s Othello, Iago s character is perhaps the most appalling scalawag. 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Impact Of Financial Leverage On Stock Return Volatility

Introduction to Leverage Leverage is the ability to influence a system, or an environment, in a way that multiplies the outcome of one s efforts without a corresponding increase in the consumption of resources. In different words, leverage is the advantageous condition of having a relatively small amount of cost yield a relatively high level of returns. Indeed, it is extremely important to quantify the effect of financial leverage on stock return volatility in a dynamic general equilibrium economy with debt and equity claims. The effect of financial leverage is studied both at a market and a firm level where the firm is exposed to both idiosyncratic and market risk. In a benchmark economy with both a constant interest rate and constant price of risk, financial leverage generates little variation in stock return volatility at the market level but significant variation at the individual firm level. In an economy that generates time-variation in interest rates and the price of risk, there is significant variati on in stock return volatility at the market and firm level. In such an economy, financial leverage has little effect on the dynamics of stock return volatility at the market level. Financial leverage contributes more to the dynamics of stock return volatility for a small firm. Advantages of Leverage Leveraging business carries some specific benefits that don t escort different ways of business finance. First, leveraging a business carries some risks, however theShow MoreRelatedThe Vanguard Equity Income Fund Investor Essay1136 Words   |  5 Pagesdollars). Its inception date is 21st March, 1988, and its ticker symbol is VEIPX. VEIF-Inv has used the spliced benchmark index: Russell 1000 Value Index through July 31, 2007; FTSE High Dividend Yield Index thereafter. 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Prevalence Of High Blood Pressure Essay - 1610 Words

1. My preliminary thoughts about the data that I have found for this indicator Prevalence of high blood pressure has increased over time According to the data collected, diagnosed high blood pressure increased from 2010 to 2014. This rise in diagnosed hypertension can be attributed to varying combinations of genetic, environmental, and sociological factors (Blais, 2014). Specifically, dramatic increases in the prevalence of obesity and aging population demographics can account for a significant amount of reported high blood pressure. In Canada, severe obesity has increased 4-fold over the past 3 decades (Padwal, 2016). Particularly in industrialized populations, weight gain has been shown to yield several risk factors of hypertension, such as metabolic abnormalities and excess adipose tissue (Padwal, 2016). In addition to obesity, vascular stiffness is a primary physiological driver of hypertension in the elderly (Blais, 2014). Within the past five years, the aging population in Canada has steadily increased and is expected to grow exponentially within the next few decades (Padwal, 2016). Further potential triggers associated with the increase in hypertension include: chronic stress, sedentary behavior, elevated sodium intake, and alcohol consumption, among others (Blais, 2014). Trend towards seeking high blood pressure diagnosis The rise in high blood pressure diagnosis could also be attributed to a general growth of hypertension awareness in the CanadianShow MoreRelatedPrevalence Of High Blood Pressure Essay1596 Words   |  7 PagesPrevalence of high blood pressure has increased over time According to the data collected, diagnosed high blood pressure increased from 2010 to 2014. This rise in diagnosed hypertension can be attributed to varying combinations of genetic, environmental, and sociological factors (Blais, 2014). Specifically, dramatic increases in the prevalence of obesity and aging population demographics can account for a significant amount of reported high blood pressure. In Canada, severe obesity has increasedRead More High Blood Pressure Essay1374 Words   |  6 PagesData from World health organization (2002), estimated that high blood pressure was the cause of death for more than 7 million individuals every year, affecting 972 million of world population which accounts for 26.4% in total, 26.6% of those are men and 26.1% are women. In addition 333 million of those in developed countries and 639 million in developing countries and responsible for 11% of all diseases burden in industrial countries, it also estimated to be the case of death for more th an 20% inRead MoreHypertension : Risk Factor For Cardiovascular Disease1560 Words   |  7 PagesDr. Zuzana Bic I. Public Health Problem Hypertension, also known as high blood pressure, has become a major risk factor for several types of heart disease across the globe. In the United States alone, nearly 70 million adults have been diagnosed with this condition [1]. Hypertension is a condition in which arterial walls experience extreme force from blood flowing through; long-term force against artery walls will lead to more serious health problems such as strokeRead MoreRisk Factors For Developing Cardiovascular Disease896 Words   |  4 PagesIn today’s world, it seems there are a plethora of ailments. Diseases such as obesity, dyslipidemia, high blood pressure, and high blood glucose levels are a real concern for individuals. According to Prasanna Kumar (2011), the previously listed ailments are a cluster of individual illnesses that make up Metabolic Syndrome (MetS). Therefore, MetS is not accepted as a disease, rather a syndrome with numerous risk factors for developing cardiovascular disease (CVD) or diabet es. Lawrence LawrenceRead MoreRisk Factors For Developing Cardiovascular Disease895 Words   |  4 PagesIn today’s world, there is a plethora of ailments. Diseases such as obesity, dyslipidemia, high blood pressure, and high blood glucose levels are a real concern for individuals. According to Prasanna Kumar (2011), the previously listed ailments are a cluster of individual illnesses that make up Metabolic Syndrome (MetS). Therefore, MetS is not accepted as a disease, rather a syndrome with numerous risk factors for developing cardiovascular disease (CVD) or diabetes. Lawrence Lawrence (2013) stateRead MoreHealth Literacy Interventions And Its Impact On Diabetic Patient Health1454 Words   |  6 PagesLiterature Review Diabetes mellitus is a major public health problem in the US. High diabetic prevalence rates and negative health outcomes were linked with lack of health literacy among the population. Health literacy is necessary to create awareness and improve self management skills among the patients. This will help prevent diabetes and delay the complications associated with it through educated care choices and self management ability. This research focuses on health literacy interventionsRead MoreSchema of The Process of Studies1133 Words   |  4 Pagesabout prevalence and knowledge of physicians were clear as following: Hypertension prevalence increased ever more with age, with the exception of the oldest age group (≠¥75 years). In the youngest age group, hypertension was present in 7.8% of the population. The prevalence rate was 59.4% in the 65-74 age group[1]. The weighted national prevalence estimates suggest that 26.3% of all Egyptian adults 25 years of age and older were hypertensive [1]. Just (53.2%) had achieved controlled blood pressureRead MoreThe Causes Of Non-Communicable Diseases ( NCD )1117 Words   |  5 Pagescompared to high-income countries. With about three quarters of the global burden NCD deaths occur in LMICs (WHO, 2017). Cancers, cardiovascular diseases (such as stroke and heart attacks), diabetes, and chronic respiratory diseases (like asthma and chronic obstructive disease) are the main and most common types of NCDs affecting the global population (WHO, 2017). Hypertension is one type of NCD that also contributes to the burden of other NCDs like heart disease and stroke. Also called high or raisedRead MoreNational Health And Nutrition Examination Survey940 Words   |  4 Pagescardiovascular disease. Different surveillance methods are used to obtain reporting information regarding CVD. This information is beneficial to physicians, health care providers, and people in the community. It provides data that can be used to establish prevalence in different categories. It provides evidence and allows for issues to be prioritized. This is extremely important because different nations, states, counties, and cities are able to factors pertinent to their areas. The United States uses the NationalRead MoreCardiovascular Disease ( Cvd ), High Blood Pressure, Congestive Heart Failure1662 Words   |  7 PagesThis literature review will cover 20 different articles and journals pertaining to cardiovascular disease (CVD), high blood pressure, congestiv e heart failure, hypertension and other coronary heart disease among the Muslim community. Cardiovascular disease (CVD) is the decreasing of blood flow due to condensing and toughening of the arteries that supply blood to the heart muscles. A recent study found that every 33 seconds, there are death from CVD in the United States (ARA, 2004). The main problems

Lev Vygotsky Essay Example For Students

Lev Vygotsky Essay Lev Vygotsky was known as the creator of an original branch of psychology in the Soviet union. He is also known for writing many books on psychology. In the first part of my paper, I will begin telling you how young Vygotsky got into psychology for thge first time. Second, I will talk about his theories and thesiss that change the psychological world forever. Last, I will tell you how you can use his methods in your own classroom. Since Vygotsky is not that well known, many people pass on his information for Piagets information in theis field. Lev Vygotsky was born on November 5, 1896 in Beyelorussia, Soviet Union. As a young boy, he began to realize that he wanted to have something to do with psychology. Not too much is known about his childhood not even where he went to school at. Until, he received his first job a schoolteacher, teachingf science to higfh school students 9n Moscow. YThen in 1924 when bygotsky was twenty eight he was accepted into a psychological institute. This is where many young psychologists began their psychological career. While there, he wrote many brilliant articles. In 1926, he wrote his first book, The Psychology of Teaching. This is when Vygotskys career began to go up. Throughtout his years he also came up with many theories and thesiss. The most well known is the zone of proximal development. Another was his distinction between lower and higher mental functions in infant cognitive development. He was also known for later in his life analyping Peagets Developmental theory.Words/ Pages : 275 / 24

Should Australia introduce any tax or GST changes Essay Example For Students

Should Australia introduce any tax or GST changes? Essay Why do we need taxes?Taxation makes up majority of our governments income. With this income the government can provide us with proper infrastructure and social services for little, if no cost at all. These include Medicare, social security and education. (These facilities are known as recurrent expenditures because it is needed time after time.) Other expenditures include transportation, lighting, recreation etc. These services are granted to us at no costs. In many 3rd world countries where taxation is low or doesnt exist, all of these services are to come out of ones own pocket. Over the many centuries, in which taxation was existent, people have cheated and avoided paying these taxes. Nowadays people with high-income put their money into trusts, superannuation, or incorporate it into businesses. Businesses would try and receive more cash transactions. This has led to a decrease in our governments revenues, thus leading to a tax reform in hope of a more effective result. What makes a good tax system?There are four elements in a successful tax system. They are effectiveness, efficiency, equitability, and simplicity. 1) Effectiveness: is the performance compared to the desired effect. E.g. the number of people who pays tax, how much tax is received. 2) Efficiency: is the cost of running the system. The system may be very effective with a million tax officers, but it would cost millions to hire so many people. 3) Equitability: is the fairness of the system. This is an impossible goal to achieve. From different peoples point of views, the system will always be unfair to them in some way. Not to mention the tax cheats. The best solution is to broaden the number of people who pay the tax, which is only fair. 4) Simplicity: A tax system should never be too complexed, it is otherwise not efficient neither understandable. The income tax Act that just started off at just 120 pages in 1936 is now over 3300 pages and has doubled in size over the last 7 years. A complex system means that those who can afford expensive tax advice minimize their tax. But those that cant, pay the full share. It is impossible to have a system where all four elements are satisfactory. Where a system may be effective and efficient it will not be equitable or simple. It is impossible to fit the whole population all under one roof. Under these circumstances the government proposed a new way of taxation- GST. What is GST?GST is a tax on the goods and services that each and everyday households consume. Tax is collected at each stage of production and distribution, but a credit is given for the GST on inputs. Refunds are given for GST on exports. Therefore, only households bear this tax. Australia currently has a WST in p lace of a GST. WST is whole sales tax this tax is levied on the whole sale price and is collected by wholesalers. A GST is in fact a VAT-value added tax. Meaning it is levied at each stage of production and distribution. Over one hundred countries in the world have a GST/VAT, but only six nations including Australia have a WST. The advantages and disadvantages of a GSTIt is hard to say whether the GST is favorable or adverse because the government hasnt yet proposed the whole system, the exemptions and the exact figures of taxation. The following is only speculation by the many supporters and those who disapprove. ADVANTAGES1) Lower taxes means business can buy and sell more competitively overseas. 2) The higher cost of prices will slow down inflation. 3) At each level of production and sale, except sale to a consumer, a rebate is claimable. The paperwork for these claims helps to enforce compliance. This would also stop tax evasion. 4) It will hit the black economy because the money earned will be used for consumption. 5) Replace existing distortional indirect taxes6) Prices on some good and services will fall instead of rising. E.g. petrol7) Less income tax gives people more incentive to work. 8) The reduction in many taxes that were of a heavy burden to businesses will be abolished thus giving the businesses more power to employ extra workers. These taxes include the WST and many other excise duties such as the taxes on many house hold goods. 10) The GST will be able to with stand tomorrows many challenges which the current system will not be able to handle. E.g. an aging population. 11) Current indirect taxes are levied on a limited array of goods, which are a declining proportion of household budgets. This problem can be solved only with a broad-based tax system such as the GST. Social Issues Essaythere should be no increase in the overall tax burdenany new taxation system should involve major reductions in personal income tax with special regard to the taxation treatment of familiesconsideration should be given to broad-based indirect tax to replace some or all of the existing indirect taxesThere should be appropriate compensation for those deserving of special consideration andReform of Commonwealth/State financial relations must be addressed. The Prime minister has indicated that before the next election, the Australian public will have a clear idea of the governments plans for modernization and reform of Australias taxation system. In all, people believe Australia should have a tax reform. The current system does have too many loopholes for cheats to fit in. A GST may be an idealistic idea but not realistic for the time being. Through the 1992 election between Mr. Keating and Dr. Hewson, it is clear that the public fears the GST. It could be that most are not sure what it really is. There is need for time and education about GST, allowing voters to understand it. Until then, its going to be a long harsh process planning and considering all the aspects of a healthy and fair taxation system.

The Good Evil Transformation Hamlet Essay Example For Students

The Good Evil Transformation Hamlet Essay Hamlet’s transforms from good to evil in the play Hamlet by Shakespeare. Hamlet experiences a lot of pain and becomes very anger because of his father’s death, his mother’s bad remarriage, and the loss of his only love, Ophelia. The losses that Hamlet has to deal with are the anger and lack of forgiveness build in himself. This allows Hamlet’s true thoughts and character to be revealed through his soliloquies. First, Hamlet reveals his wishes that he could just melt away and be gone; because if he dies, he would be free from the world. Hamlet thinks about how is father was a leader and went from a noble king to a king that does not desire to help his people and serve his country. Hamlet loves the power and the fame that is comes with being a king. Hamlet also shows his anger and disbelief with women in general â€Å" Frailty, thy name is women† like his mother and her bad marriage with Clauduis. Hamlet says he is â€Å"sick at heart† over his father’s death and his mother’s remarriage. Hamlet finds out that his uncle Clauduis has killed the King, Hamlet’s father. We will write a custom essay on The Good Evil Transformation Hamlet specifically for you for only $16.38 $13.9/page Order now The ghost of Hamlet’s father tells him to try and seek evenge against Clauduis who was responsible for the king’s murder. So, Hamlet needs to kill Clauduis to avenge his father’s death. Hamlet must kill his uncle and get his innocent hands full of blood, so he can avenge his father’s death. Hamlet now turns into a deceitful person. He now tries to come up with a plan to kill Clauduis for his crime. Hamlet starts to question his ability to get revenge for his father’s death. He wonders if he is too much of a coward. Hamlet starts to think if it is better to live life with the pain of his father’s murder or try o get revenge by killing his uncle Clauduis. Hamlet believes that death is the same as going to sleep, forever. Hamlet thinks if he could go into a deep sleep that would stop all the pain and suffering plus all his sorrow and he would be happy to do it. Hamlet hesitates about taking his own life and falling asleep forever because, he thinks that when he is asleep he will have dreams and the dreams he will be very disturbing to him. For the first time, Hamlet meets his mother in privacy. At least that is what he thinks. He starts to discuss his feelings of his mother, but he vows that e will speak daggers, but he will never actually use one. While Hamlet speaks with his mother, someone else is listening to their every word. Polonius has devised a plan to hide himself behind a curtain in the room and listen in on Hamlet and his mother’s conversation to find out if Hamlet has gone mad. Hamlet discovers that there is something behind the curtain. He thinks that it is Clauduis hiding behind the curtains and that he will finally get revenge like the ghost asked him to. Hamlet thinks his quest to avenge his father’s death is about to end. But, he is going to find out that it is not true. His ambition gets the best of him, and he does not think correctly. Hamlet kills the great Polonius. Before this event, Hamlet is known to use his intelligence before he commits a task, but this one action seemed to change his fate. He later blames his madness as being responsible for the death of Polonius. Hamlet is now starting to lose his mind. Hamlet now takes time to think of all the events that have just occurred. Everything is not going his way, makes his revenge for his father’s murder very difficult. .u5c72a1b41c61f297fdd2caf4e77f2a55 , .u5c72a1b41c61f297fdd2caf4e77f2a55 .postImageUrl , .u5c72a1b41c61f297fdd2caf4e77f2a55 .centered-text-area { min-height: 80px; position: relative; } .u5c72a1b41c61f297fdd2caf4e77f2a55 , .u5c72a1b41c61f297fdd2caf4e77f2a55:hover , .u5c72a1b41c61f297fdd2caf4e77f2a55:visited , .u5c72a1b41c61f297fdd2caf4e77f2a55:active { border:0!important; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .clearfix:after { content: ""; display: table; clear: both; } .u5c72a1b41c61f297fdd2caf4e77f2a55 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5c72a1b41c61f297fdd2caf4e77f2a55:active , .u5c72a1b41c61f297fdd2caf4e77f2a55:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .centered-text-area { width: 100%; position: relative ; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5c72a1b41c61f297fdd2caf4e77f2a55:hover .ctaButton { background-color: #34495E!important; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5c72a1b41c61f297fdd2caf4e77f2a55 .u5c72a1b41c61f297fdd2caf4e77f2a55-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5c72a1b41c61f297fdd2caf4e77f2a55:after { content: ""; display: block; clear: both; } READ: Andrew Coleman 10K Wednesday, 02 April 2003 EssayHe that hath made us with arge discourse and the incapability of making godlike reason, made us only contain one part wisdom and three parts coward. † With this, he questions why he still lives to say these words. â€Å"Witness this army of such mass and charge, led by a delicate and tender prince, whose spirit, with divine ambition puff’d. † Hamlet emphasizes how a righteous and pure spirit becomes crushed by ambition, the aspiration of becoming renowned and accepted. â€Å"My thoughts be bloody or be nothing worth. † Hamlet has now revealed his own crisis. A righteous and pure spirit that has bee n crushed by his longing revenge towards Claudius. In Hamlet by Williams Shakespeare, Hamlet’s character is perceived at the beginning of the play as one of virtue and integrity. He becomes a victim of evil and corruptness because he never forgives Claudius for murdering his father and also never forgives his own mother for marrying Claudius. Hamlet’s character transformation is very plain to see in the last line of his last soliloquy â€Å"my thoughts be bloody or be nothing worth. † He allows himself to become someone that prospers off the thought of revenge, and this, ultimately, gets him killed.

How to Write a Financial Need Essay

How to Write a Financial Need EssayA financial need sample essay can be used to start the conversation on student loans. This essay is used to determine what it is that is desired in a school loan. Students will then get to know what type of school loan they are interested in. They will need to know the exact amount that they are going to receive before they apply for anything.Financial need essays are written as a way to determine a student's current money situation. The student will need to identify exactly what type of financial situation they currently are. The type of money situation will affect which type of school loan they will receive.Students who have unsecured credit card debt will likely not qualify for a loan from a private lender. The major types of loans that the government provides are subsidized and unsubsidized. Unsecured loans will require the student to place collateral. If the student has no collateral, they may not qualify for the subsidized loan.In order to get a personal loan, a student must go through a financial need essay. This type of essay is also used to find out exactly what type of financial situation a student is in right now. This will help the lender to determine if the student can be approved for a specific loan.It is important to know what you want before you apply for any kind of financial need. The lender will examine your situation and evaluate what you are looking for in a school loan. The best thing a student can do is to work out all of their payments.If a student is only able to pay for their school loan with their personal credit cards, they may not be eligible for a loan. Students will need to consider all of their expenses to determine what their personal budget looks like. This is a good time to talk with parents about what type of loan will fit their needs.It is important to work out all of your payments before you apply for any type of loan. The financial need essay is a good place to start this process. Student s should make sure that they know what they want in a school loan before they make an application.Once a student finds out what type of financial need they are in, the financial need essay is a good way to ensure that they can receive the type of loan that they want. The financial need essay will help to determine what type of school loan the student will receive. Financial need essays will also help the lender decide if a student is eligible for a certain type of loan.

gattaca essays

gattaca essays Genetically, Vincent is supposed to be weak, yet his strength of character is the key to the story. DISCUSS The film Gattaca portrays the not to distant future, where a society has become overwhelmed by a new form of discrimination, genoism. Individuals entire futures are determined by their genetic makeup. Those who have been conceived naturally are labelled as faith births, invalids and looked down upon by society. Whereas those who are genetically engineered to perfection before birth become the elite class who are termed valid in which success is almost guaranteed. However, Vincent refuses to accept the limitations society has placed on his life. He refuses to give in to the inevitable. Vincent wages his own personal fight against societys mores to achieve his dream and show that anything is possible. From a young age Vincent is conveyed as weak and almost chronically ill. Conceived in love has a greater chance of happiness. They dont say that anymore. Those who are not manufactured by IVF but made through love are subjected to a second class life from birth. Invalids, as they are known, belong to a new under class. My destiny was mapped out before meall my flaws, predispositions and susceptibilities - most untreatable to this day. Only minutes old, the date and cause of my death was already known. Throughout Vincents early years we are shown the discrimination he sarcomas to from his own family as well as society. Vincents own father Antonio sees Vincent as weak and unworthy of his name Anton so instead calls him Vincent. Gates and opportunities are continuously slammed shut in Vincents face. There is constant favouritism shown towards Vincents genetically superior brother Anton. Vincents parents see him as a failure and give up on him. ...

Bec Curriculum

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