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

Islam Term Paper Example | Topics and Well Written Essays - 1500 words

Islam - Term Paper Example Muhammad (Khalil Lecture 1). However, the rebirth of the Ottoman Empire has significantly contributed to varied changes including the social, political impacts and also military issues throughout history. One of the significant turning points is the birth of the Ottoman, which took place after 1800s following the death of Mohammed; thereby, contributing to emergence of new military and political powers (Khalil Lecture 2). After the death of Muhammad, Islam quickly spread over three continents including the Arab world, which became dominated by Muslim ideologies and religious practices. Mohammed is the greatest Muslim prophet and he was born in Mecca, which is declared a religious sanctuary and this is where Muslims are supposed to make pilgrims while facing this place (Khalil Lecturer 3). The Islam experienced a golden age after the rebirth of the Ottoman Empire and they preserved the Muslim faith, as well as, blended the cultures of classical Rome, Greece and India (Khalil Lecturer 6). The Ottoman Empire is one of the dominant Muslim states, which led to major development changes in the Muslim world. The empire is often regarded as a typical European multicultural empire whose only aim was viewed as promoting the interests of the Arab world. This empire led to varied changes including the evolution of Islamic law especially the Shariah and other ideas laid the foundation of the society, law and political government. Ottoman rulers saw themselves as the protector of the world; therefore, the emphasis of Islam was laid as a protection of religion under this empire something that contributed to conflicting issues with Christianity in Europe. The most crucial obligation for a Muslim leader, under the Muslim law (Shariah) was to uphold the Islamic law; the judges, who are recognized as qadis became the judges of the empire and they oversaw all the necessary laws of the Ottoman Empire, as well as, presided over criminal cases. Esposito (34) attempts to trace the eme rgence and developmental activities that took place due to this dynamic faith, as well as, is impact on the political and historical world (Esposito 34). Esposito attempts to offer historical perspectives to the Islam mysticism, Muslim laws and political ideologies. The great Muslim philosophers provided ideas that explains the basic interpretations of the Muslim dogmatic, as well as, varied movements including Sufism and Shiism. These movements contributed to varied development in the Muslim community for the past centuries including new movements in the political and economic world. The Islamic was laid a strong foundation during the rebirth of Islam but this has not only contributed to significant development but also contributed to varied consequences. The Muslims have struggled to define and adhere to their Islamic way of life beginning from the colonialism to the modern historical world. However, the political issues and construction of dynasties especially the Ottoman Empire led to varied developments changes in areas of law, politics and theology. Moreover, the death of Sultan Suleyman had an immense impact on the historical course of the Ottoman monarchy. The magnificent rule of Suleyman led to transformation of the Muslim world including the significant economic and political changes. For example, many structural designs were constructed including the mosques, fortresses and the splendid architectures.

Leadership applied to Human Resource Management Essay

Leadership applied to Human Resource Management - Essay Example This paper discusses different leadership styles along the concept of change management. Throughout human history there have been individuals who have stepped up and accomplish great things by leading people. In the 1960’s Martin Luther King was an inspirational leader that was instrumental in the civil rights movement. Organization such as Microsoft which was founded in 1984 started as small start-up companies, but thanks to the efforts and commitment of its leader Bill Gates Microsoft become the world largest software company. People that become leaders achieve such abilities through their efforts, self-study, formal education, training, and experiences (Clark, 2008). Leadership in itself is an organizational behavior topic that is taught at all major universities. There are different theories, concepts and styles associated with topic of leadership. Three theories that attempt to explain how leadership is developed are trait, behavioral and contingency theories. It is also important to know that leadership can manifest itself in formal and informal ways. Managers are typically the employees who job description requires them to display leadership shills, but sometimes a employee within a company may exert informal leadership by methods such as leading by example. The trait leadership perspective assumes that traits play a central role in differentiating between leaders and non-leaders or in predicting leader or organizational outcomes (Schermerhorn, et al., p.287). Some of these traits include self-confidence, energetic personality, tenacity, high intellectual and emotional intelligence among others. The behavioral theory perspective places a high level of importance on the impact leadership has on the performance of a company. The theory deals with the capability of a person to manipulate others by understanding human