The Importance Of Verbal And Non Verbal Communication

1. Introduction With the globalization of market, there are an increasing number of international trades between two interlocutors that come from different cultural background. The business negotiation is an important part of trade cooperation and it can even determine the success of trade cooperation. Verbal communication is an essential and considerable part of the business negotiation; it is believe as the most crucial and direct means of communication. However, non-verbal communication, such as paralanguage, proxemics, kinesics, chronemics, oculesics, colorics and olfactics, can transfer information and emotion far more efficiency and actually. The study of nonverbal communication is very important, especially in cross-cultural background, maybe we couldn’t understand the language a foreigner saying, but we can know his intention by his non-verbal language, for instance, behavior. Failure to recognize important cultural different in business negotiation will cause misunderstanding and eve n lead to stagnation or dismissal. In the paper, I will explore the relative importance of verbal and non-verbal communication in the negotiation process. Part one of this article describes the definition of verbal and non-verbal communication and their kinds and expression forms. In Part two, I will take China companies as examples to discuss how to use verbal communication and non-verbal communication rationally in cross cultural negotiation and avoid making mistakes. The articleShow MoreRelatedThe Importance Of Verbal And Non Verbal Communication Essay1456 Words   |  6 PagesMy partner and I spent twenty minutes talking about our goals and fears, regarding this course. I found this process comfortable, a combination of factors are the reasons in which this process was comfortable including, the use of verbal and non-verbal communication. My partner and I recognized a number of objectives we had that were similar to each other’s, along with areas that we differed in. My goals for this course mainly revolve around improving my intervention knowledge and skills. While improvingRead MoreThe Importance of Non-Verbal Communicati on929 Words   |  4 PagesIntroduction Non-verbal communication has been a major factor contributing towards our day to day lives. In terms of design and workplace as well as cultural variations non-verbal communication plays an important role in these places. It includes the usage of the human’s subconscious mind to construct a series of facial expressions, hand gestures as well as the usage of the human’s vocal tones which indeed causes a form of effective communication if used in the right manner. For example, when parentsRead MoreThe Importance Of A Non Verbal Communication815 Words   |  4 Pagesour body gesture says more about us than words do. 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For the purpose of this assignment I will refer to this patient as Mrs C to maintain confidentiality and comply with the NMC code (200 8). It will discuss the importance of non-verbal communication when providing effective nursing care to the elderly. As a framework for this reflection I am going to use the Gibbs (1988) Reflective Cycle which uses 6 stages; description, thoughts and feelings, evaluation, analysis, conclusionRead MoreCommunication in Nursing1699 Words   |  7 PagesThe importance of communication is the essential foundation of nursing practise; it is primarily dependant upon verbal and non-verbal communication. Encompassing both speech and behavioural aspects, efficient delivery and receiving of the nurse-patient messages initiates advantageous relationships, or contrarily, generates significant repercussions if applied ineffectively, thus affecting the quality of the nurse-patient relationship. 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Also behavioural along with speech aspects, skilled transfer with receiving of the nurse-patient information starts productive relationships or defiantly, it develops significant repercussions if used in an improper way. This essay will converse the importance of verbal with non-verbal communication in establishing

Respryn and the Cornish Country-side Free Essays

It would be a normal day in the summer holidays when suddenly the phone would ring. My friends and I were off to Respryn. We’d all grab our bags, put our swimming shorts in along with a towel, and jump onto our bikes and go. We will write a custom essay sample on Respryn and the Cornish Country-side or any similar topic only for you Order Now We’d all somehow meet up and then ride along the busy Cornish town roads, which was full with cars at this time like an ant’s nest in the summer, up and along many steep hills, past our school and then out of Bodmin into the countryside of Lanhydrock. We’d go down a fairly steep hill which as we go down we see fields ahead of us that are laid out like the squares on a patch work quilt. Lots of different shapes and not all connected properly together like they should. At the bottom of the hill we turned right into a dimly lit small forest where the ground in autumn is filled with the vibrant colours of dead leaves. Every time our wheel rotated we herd the crackling of a bonfire as despatched twigs and branches crumbled beneath us. In the background we would hear the faint cry of an owl but the main sound was the rumbling and roaring of the cars passing by on the nearby main road. We left the forest and then mounted onto a newly built bridge that crossed the main road we herd from the forest. Myself and my Friends, Craig and Jamie like to stop here and look down on the passing cars. We like to play a game we call Emmett spotting, which is where we’d try and spot as many tourist or foreigners we can that aren’t from Cornwall. I found it amazing how so many cars enter my hometown and how so little leave; they all can’t be here to stay! Occasionally a passing lorry or truck would honk its horn at my friends as they try and provoke other drivers to do the same. Once we had a driver make a gesture at us, which included him making the middle finger on his hand stand up, we all stared at each other and laughed as we were out to enjoy ourselves and not let any body spoil our day. On we would go! We all rode along a crop filled fields where the power of the wind made an on going wave where the yield swept side to side. This effect was spoilt though by the sound and look of the nearby motorway, which was built straight through the middle of the farmland and beautiful scenery which makes me proud to call this tiny corner of England, I live in, home. As we exited the field we had the first site of the task ahead of us, a giant hill which took us to Richard’s house. On would go our serious faces as we normally treat this hill as a competition to see who can get the furthest up, without putting a foot down and that day wasn’t going to be an exception. I rode and rode; firstly Jamie regrettably put his foot to ground as the size of the hill overcame him. I fell back a bit just to keep him company as Craig pushed ahead because he doesn’t like to lose. The top was in our sight, one last right turning and we would be treated to the smell of cattle from the farm that was really close. Okay maybe treated isn’t the right word to use, but this would be the sent that would great the winner. Craig was the first to the top, but it ended in a draw, he wasn’t the only one who managed to get to the top without putting his foot down, I made it as well. I now couldn’t wait to get to Richards house to give my legs a rest. At the top of the hill we were able to look across all across Bodmin. From the highest point, where The Beacon stood to the industrial estate where most of the main work in Bodmin took place. The sky didn’t look like the sky, but a sea of nothing. It was cloudless with not even a patch of white to be seen. After I had stopped looking across Bodmin I was greeted by the undesirable smell of the farm animals which swept along the cobblestone roads that seemed to act like a funnel directing the scent directly towards us. Once we had overcome the smell we meandered along the mud layered roads. A farmer passed in his tractor as we turned our last corner and glided down the last hill. We did this is a childish manner trying to go as fast as we could and then suddenly turn into the driveway of Richards house. His house is set in a lovely location, a generous garden with a pond in the middle, ducks and geese in his back garden along with sheds where the pony’s and horses were kept. We couldn’t see much from his house but if we walked out into the road in front of his house, there are hills in all directions with popcorn like bails of hay scattered around like houses on a Monopoly board. Richard was waiting for us and as soon as he saw us came out into his front garden. We talked for a couple minutes, had a drink which was well earned after the hill we managed to climb earlier, and just before we left got showed the motorised three wheeled bike he and his twin brother had been working on for the past couple weeks. This was it, we were on the last leg in till we would arrive at our final destination, Respryn. We’d rumble down a small hill and then took our bikes up a narrow stinging nettle filled hidden lane, which turns into a woodland area. The woodland area was packed full of trees, with man made paths for us to struggle ahead on. We had to be careful because there were brambles spurting out in all direction and Jamie would some times squirm after seeing a spider in it’s water droplet filled web. I can remember coming through this woodland area before with Richard after a night full of rain. The paths weren’t any more than a stream of muddy water and swamps that would suck you into the ground at any chance possible. It was impossible for us to pass, without getting soaked to the skin. We would exit the forest, cross a main road that was deserted with no cars to be seen and then pass a small cottage that had ivy crawling up all the walls in all directions. â€Å"Straight ahead then!† Richard would yell at the top of his voice, just to make sure every one knew where to go. We would then act in the same childish manner as before and soar down the unstable country lane road as fast as possibly, just that time taking more care because there was more chance of us falling off. Coming down the hill we were able see Respryn in the distance. The river slowly running through the woods and One or two cars on the granite bridge, which had one meter slots in to let horses get out of the way of cars. At the bottom of the hill we’d slam our brakes to there full because of a red gate which stands in our way. I get off my bike and open it for the rest to pass and then struggle through myself. The excitement would start to generate as we got closer to Respryn and as we went through the field at the bottom of the hill, we passed a dog walker who smiled politely. We were there, as I looked around I saw a canopy of leaves above, which protect the ground from the sun like an umbrella protects a small child on a beach on a very hot day. This canopy was only disturbed by small gusts of wind or the occasional sparrow or blackbird flying from branch to tree and tree to branch. Even when it’s raining the ground remained dry because of the thick shelter created by the tree canopy. In some of the very rare gaps there is in the roof, I couldn’t see anything apart from a large streak of light that missiles to the ground like a laser streaking from a gun. There was no noise to be herd apart from a distant barking dog in the background and the nearby stream that runs straight through the woods. As we kept on riding I noticed some of the graffiti carved into the trees. One I saw had the date 1987 on, this was before I was born and made me realise that many children of our age have enjoyed these woods and the streams for many years before us. We rode beside the cascading river for a bit, which on one side has a sea of blue bells, daffodils and many other plants. On the other is a never ending wood, full of lots of different types of trees and hundreds of passages that had different explorations in each direction. Here we were, we all stood and stared at a huge island in front of surrounded by the river. Ankle deep on one side and on the over two and a half meters deep, but you have to jump one and a half meters first off the island to reach the water. â€Å"Last one in is a wimp,† I shout so we all ran into the forest in different directions and strip naked. We chucked on our swimming shorts and then ran back to the island leaving our belongings in a safe place apart from one person, Craig, who unsurprisingly, accidentally forgot his swimming shorts and towel. We weren’t going to let him stop us having fun so we sprinted into the water and got on top of the island. We stopped for a bit and then leaped forward off the island into the crystal clear deep water. The stream has a higher than average current but we still jumped in. As soon as we hit the water, we’d all swear and shout because of the shock about how cold the fast flowing river is. Even though it was the middle of summer the water was still freezing because of the canopy stopping the sun heating it up. We quickly swam out and catch our breath before doing it again. We went a bit higher up the island this time and then jump of again and again, in till we either get too cold or bored. Once we were this we grab our bags and hopped back onto our bikes. We then rode back through the forest we just came and crossed a small wooden bridge. As usual we stopped and played the classic game from the â€Å"Winnie the Poo† novel â€Å"Poo sticks† which I always win. We rode past some walkers who sounded like there tourists and who make a few unwanted comments about what were doing, we also passed some empty fishing platforms that I sometimes jumped of but today we didn’t so we exited the woods. I can remember a couple months before coming to these woods with another friend at night during the winter. It was totally silent and as black as the hot chocolate I was thinking of having when I got home. Every time there was a flutter in the trees we would look up immediately. We kept on trying to scare each other because at night the trees look like people and in pitch black in the middle of the woods, another person isn’t someone who you really wanted to see. The atmosphere could have been cut with something less than a knife a blunt pencil would have done the trick. I told my friends about this experience but they just laughed because they couldn’t imagine how something so beautiful during the day could become so scary at night. After we left the wood we went to another area of Respryn, it was still part of the woods but you had to go in a different direction to get to it. So we picked up our bikes and took them over a fence, rode through a field of cows and went through a gate. Like earlier we were meet with the same woods but something was different about this one. There was less of a canopy but still as elegant and pleasing. After riding on for a bit we came to another area where we going to go swimming. Of came our bags, onto the floor went our bikes and into the river we went. In the corner of my eye I saw a tree, which was drooping over the river so, I got out and climbed it. While I was doing this my friends had realised what I was about to do, I pushed off and plummeted into the water. My friends laughed and I tried to get them to have ago but they weren’t as mad as I was. Twenty minutes later we were starting to get cold and fed up of the small flies that came and landed on us, of which we wouldn’t notice until they starting biting. They starting arriving in ones and twos, giving us one byte every ten minutes or so but then they came to us like children go to their Grandma’s sweet bowl. Once we were all out and dry we slowly started walking back through the woods, which had all the shades of brown and green in one place at once. We came across a few strange bugs and insects that we never new existed. We left Respryn and then headed towards the ancient Lanhydrock house. Up the main driveway we went, which was some five hundred meters long. Its massive gardens where both sides of us, on the left was a giant field of which I crept into once to see a Jazz and Blues concert with Richard and On the right is another field but unlike the other has huge Oak trees and hedgerows in. At the top of the driveway is the actually house, we didn’t want to go in but to go to the court yard around the back where we could get a delicious proper Cornish dairy ice-cream. Our bikes were locked up in the designated area for the bikes, we quickly used the toilets and then walked over to the cafà ¯Ã‚ ¿Ã‚ ½ where the ice-cream shop was. We got our ice cream and then sat on a hill that looked over Respryn and into the surrounding countryside. Our minds were more focused on the French teenagers playing in the gardens and of course our ice creams. We played around with the French teenagers for a wile talking to them and trying to get them confused, at one point I think we told them â€Å"My dog gave birth to a herd of donkeys†. We finished our ice creams and then decided it was time to leave so we peddled up to another exit of the house and back onto the main road. Richard headed in one direction and had to master the hill that we had, on the way to his house in the morning wile Jamie, Craig and I travelled straight across the road into the Crop fields that we visited earlier in the day. We then retraced our steps home and said good bye to each other. It was the end! All I need to do now is wait for the phone to suddenly ring on a normal day in the summer holidays. My friends and I would then be off to Respryn. How to cite Respryn and the Cornish Country-side, Papers

Study On Etihad Airlines Aviation Essay Example For Students

Study On Etihad Airlines Aviation Essay Etihad Airways was recognized in 2003. It is the national or says the flag keeping bearer rider air service of Abu Dhabi, the capital of United Arab Emirates ( UAE ) . The air hose is headquartered in Abu Dhabi, the capital of UAE as mentioned earlier. In 2007, it passed extra than 6 million clients, contrasted with about 340,000 in its really 1st full clip procedure in the twelvemonth of 2004. The company has more than 8000 employees working in legion divisions like finance, selling, winging, gross revenues etc. Currently Etihad is runing its services in parts like Indian subcontinent, North America, Europe, Far East Middle East, Africa and Oceania. Its major base or platform is Abu Dhabi International Airport . ( Delfmann, 2005 ) Etihad Airways is the representative air bearer of Abu Dhabi, offers planned air transit for lading and clients. Company s exclusive stockholder is the authorities itself of Emirate of Abu Dhabi, was been extracted from its combined venture in Gulf Air in the twelvemonth 2005 and preserved its limelight on Etihad Airways. Outline1 Industry:2 ETIHAD S BUSINESS Description:3 VISION AND MISSION4 STRATEGIES AND VALUES:5 Business STRATEGIES FOR ETIHAD:6 Business SERVICES AND Customers:7 COMPETITIVE POSITION IN THE INDUSTRY:8 COMPETITOR S Analysis9 PESTLE Analysis:10 SWOT Analysis:11 FUTURE GROWTH PERSPECTIVE:12 Mentions: Industry: The air hoses concern of UAE is immense if we look at the measure of service suppliers. The sector is filled from figure of low cost air hoses. State air hoses of UAE other than Etihad include Gulf Air, Emirates and Air Arabia. Gulf air started operations in 1950. It provides a measure of installations to its clients. Initially it has provided many involved installations to childs below the age of 10. It besides provides spited booming for its riders. It is delectated as a standard nationalized flight for the bulk of the intents. Next, Emirates air hoses were initiated after Gulf Air in the twelvemonth 1985. ( Vedder, 2008 ) It is besides measured as a province flight. The air hose has won legion awards for its luxury services. This air hose comprises of many aircraft both for private and public issues. Etihad air hose is the most new one and was launched after Air Arabia in the really same twelvemonth. It had besides become reasonably recognized but could non conflict with Air Arabi a on concern of low cost. Kam air menu is excessively considered as 1 of the chunky cost air hoses in United Arab Emirate. Among all the bing national air services boulder clay day of the month, the Air Arabia is supposed to be the cheapest among all. It is non recognized to be an air hose with the finest ability on board but of class it presents a inexpensive menu to its clients. The installations offered by these public air hoses to their clients vary drastically from each other. All the mentioned air hoses have great part to the nationalized economic system of the UAE. ( Group, 2006 ) ETIHAD S BUSINESS Description: The Etihad air hose was started in the twelvemonth 2004 or state started runing in 2004, but was established earlier in grand 2003. The air hose carried over 4.5 million travellers, an encouragement of approximately 65.7 % over the figure of twelvemonth 2006 ; In add-on with this, Etihad besides gained 175,000 dozenss of lading in twelvemonth 2007, an augment of over 70 % from that of twelvemonth 2006. In 2008, the air hose placed a demand for over 190 planes, which would be of deserving AED157.9 billion or about USD 40 billion. The order is composed of about 95 Boeing aeroplanes and 100+ from Airbus. Tentative agenda for release of order is between 2011 and 2020. ( Vedder, 2008 ) Etihad Airways possess complete stocks is its 2 subordinates, Etihad Crystal Cargo , which offers lading managing installation and Etihad Holidays , a travel group and vehicle rental company. The Etihad Airline owned a group of 37 traveller and lading aeroplanes, as depicted by the information of January 2008 and it program is to increase its aircraft group to 300 by the twelvemonth 2020. The company is besides be aftering to wing with over 25 million travellers per twelvemonth by 2020 and to dual the figure of finishs served from 48 to do it shut to 100. The rule concern activity is to supply scheduled air conveyance services for client and cargo ; travel agents etc. VISION AND MISSION Mission: The mission of the Etihad air hose is to do the most of profitableness by using effective concern patterns for best output, maximal burden factors, minimal theodolite times, seamless and instant information to the winging community, direction and increase client s service. ( Delfmann, 2005 ) Vision: As the populace sector Airline of the United Arab Emirates, the company, Etihad seek to retroflex the best of state s cordial reception cultured, warm, considerate and generous in numbering to acquire better the position of Abu Dhabi, the capital Emirate as a centre of cordial reception between West and East . ( Delfmann, 2005 ) STRATEGIES AND VALUES: Norms: There are few norms popular in Etihad One is the frock of employees in the company. It is expected in the company that people will have on traditional UAE fabrics. In office, female employees are non allowed to have on short skirt or any other type of vesture considered un societal in the UAE civilization. Space Exploration EssayValuess:Few values predominating in the company are: No 1 here complains for other employee in the squad in the instance he or she fail to seasonably carry through the undertaking assign to him or her. His is a really nice pattern in footings of squad civilization as it stops any disunity in the squad and promotes integrity and working together. The 2nd one is particularly for foreign employees. The company usage to pay the tri annually labour licence required by the authorities to work in the state. Premises:There are few premises besides considered in the company. For illustration, the people here consider that the undertaking is assigned merely by the senior and they are required to work merely after the assignment of the work supplying a really mechanistic model of work in the company. Business STRATEGIES FOR ETIHAD: Some schemes of Etihad for future few old ages are as follows: †¢ Expanding its aircraft scope: One of import restraint in company s enlargement program is the limited figure of lading and rider planes available to the company. The company will put periodic orders for new aircrafts to back up its enlargements programs. †¢ To supply service on more figure of paths: The company would wish to function in European states and other untasted finishs in North and South America. The enlargement will give a huge increase in company s present market size. †¢ To heighten efficiency of operations: As a long term scheme, the company would wish to implement TQM schemes in its operations. †¢ Increase its gross keeping high and choice construction of epicurean aircraft industry: †¢ Another one is Emiritization and promotion of UAE people. The company has a figure of programs in this way with long term involvement which are mentioned as follows: UAE National Cadet Pilots Training or UNCPT The company invites aspirers who what to go a pilot with a statement like We are giving wings to your dreams . Its pilot preparation plan is one of the finest in the state. The company states that as the public Airline of the United Arab Emirate, it has a huge vision. To see farther Emiratis taking their right place as pilots in lone of the fastest mounting air hoses on the planet. ( Bilimoria, 2006 ) UAE National Graduate Entry Management Programme The public air hose of the UAE, Etihad, is puting in its mentality and would accordingly like to pass in people by giving them the opportunity to be 1 of the privileged pupils chosen to fall in its UNGEM plan. It states that by this plan, alumnuss will develop hardy leading abilities and organize a aggregation of professionals who are organized to run into rapidly spread outing and developing leading wants in assorted subdivisions within the company. ( Bilimoria, 2006 ) †¢ Enhancing the lading bearer s flights: As shown from the part of net income from the lading and client units, the lading unit contributes around 65 % of the company s turnover, which depict the clear laterality of lading unit over the client unit in footings of net income. The company would wish to use this religion of people in Etihad s lading unit to derive extra market portion. Therefore as an enlargement program for lading unit, the company is telling more portion of lading planes as compared to that of rider planes. Business SERVICES AND Customers: The company chiefly focuses on two watercourses of services: rider service and fright bearers. Few high spots are: International flight linking Abu Dhabi to more than 45 international finishs in USA, Indian subcontinent etc. Etihad carried over 4.6 million riders, an augment of about 65.8 % over in 2006. Along with this, it besides griped 175,000 dozenss of cargo in 2007, which is an addition of over 75 % than the twelvemonth 2006. ( Group, 2006 ) Etihad Airways owns complete portion is its two subordinates, Etihad Holidays, a travel group and vehicle rental company and Etihad Crystal Cargo , which provides cargo managing services. Etihad had a 24 hr aid line for its clients. Etihad besides provide cordial reception services by supplying impermanent adjustment in hotels. ( Group, 2006 ) The Etihad Airline owned a group of 37 traveller and lading aeroplanes, as depicted by the information of January 2008 and it program is to increase its aircraft group to 300 by the twelvemonth 2020. Etihad is besides be aftering to wing over 25 million clients per twelvemonth by 2020 and to twofold the figure of metropolitans served from 50 to do it near 100. Market Sections: The cardinal market sections been served by the company is the corporate lading and low and medium earning clients for rider bearers. COMPETITIVE POSITION IN THE INDUSTRY: COMPETITOR S Analysis THE MICRO ENVIRONMENTAL ANALYSIS The micro environment analysis is a construction for sketching selling schemes of a company and besides carry oning an industry reappraisal. It is governed by Porter s five force analysis. They are as follows: The menace of replacement merchandises:In instance of Etihad, the replacement merchandise is really similar services nowadays in the gulf. For illustration there are figure of companies supplying similar air power services like the company under consideration like Easy Jet, Air Arabia etc. The menace of entry of new rivals:The air power market in gulf is traveling through a roar. Many new investors including both domestic and foreign houses are seeking an chance to wing in this glooming air power market. ( Delfmann, 2005 ) The menace of competitory competition:Aviation is a field where competition does nt merely come from monetary value dimensions but besides from invention and advertizement. Etihad should recognize the figure of rivals it has and the diversenesss in which they exist. The bargaining power of clients:Etihad like other air hoses had a fixed cost service. The cost of any travel is predefined. However, due to costumer s reaction toward any peculiar monetary value frame, the company needs to convey fluctuation in the cost of going. The deal power of providers:Etihad is an air hose company, so it owes much of its pricing to its providers. The natural stuffs and little services that it uses, find the costs of its service. So, it is extremely good to hold providers who are good at dickering to maintain the cost of the service depression. Major consumption of air power industry of Etihad includes high quality fuel, baggers and movers, transit and cordial reception spouses. Rivals:There are figure of other air hose services which create market impregnation for Etihad. Easy Jet is an illustration of such service which provides competition to Etihad. ( Vedder, 2008 ) MAIN COMPETITORS OF THE ORGANIZATION: Air Arabia, Aerovista Airlines, Abu Dhabi Aviation, Air Cess, Kang Pacific Airlines, Falcon Aviation Services, RAK Airway, Flydubai, Dolphin Air, Palm Aviation, Emirates, Airlink, Dubai Air Wing and Eastern SkyJets etc. Selling ACTIVITIES OF COMPETITORS: Talking about Airlink, which is a major rival of Etihad, the figure of jets possessed by the company is much higher than Etihad. Airlink and similar air passages like Air Arabia believes in peep service providing and better market capturing. Etihad on the other manus believes in capturing luxury market sharing. Air Arabia has 5 times aircrafts than Etihad. It has more capacity aircrafts excessively. Palm air power is much concerned towards long distance comfy circuit bundles. For promotional activities, bigger houses like Air Arabia, Aerovista usage telecasting ads while smaller houses uses print media for advancing their services. Institutional selling and coaction with other houses is besides employed as a selling maneuver. ( Vedder, 2008 ) PESTLE Analysis: Political: Etihad, like other air power houses, has to follow rigorous authorities ordinances. Any little incident can ensue in heavy loads in footings of regulations and possessing aircrafts. Economic: Economic jobs are an obvious outside factors for Etihads. As the company is seeking to increase its span, viz. in Russia, it needs more Aircraft and investing. Sociable: The Company besides has some societal duties to follow. The company has to take serious stairss in order to run into the societal duty towards its people and towards the state s civilization. The ground is as Aviation carbon monoxide exists with state s cordial reception industry, it has to do certain that cordial reception industry does non acquire suffered. ( Delfmann, 2005 ) Technological: As the engineering alterations, the employees who can cover with new engineering are needed in every facets of work. Besides there arises a demand that the bing employees must besides be re engineered so that they can hook up with new manner of work. Legal: Aviation Torahs, labour Torahs, authoritiess regulations form the legal fringe for Etihads. SWOT Analysis: SWOT is an acronym of Strengths, Weaknesses, Opportunities and Threats. This is a selling analysis that helps a company understand its rivals. A brief treatment of SWOT analysis of Etihad is as follows: Strength:The Company has strong trade name image Cargo units. The company already has 12 jets including 5 Boeings other universe category luxury aircrafts like Learjet 35, Learjet 55, Avro RJ70 and Avro RJ80 etc to back up its luxury market. The company s clasp on this section is progressively turning excessively. ( Delfmann, 2005 ) Failing:Because of work in luxury sections and rider unit is down, the company s market range is limited, any new rival and launch of new luxury aircraft can coerce the company to drastically alter is market statistics. Besides the coveted costumier volume is besides limited. Opportunities:Recently the company is researching chances to put in Eastern Europe including Russia. The company is looking invariably for new markets apart from Gulf part. Menaces:the chief menaces to the company are form increasing figure of air power services in luxury category. Another menace is from economic crises that is indirectly impacting the terminal clients of Etihad. FUTURE GROWTH PERSPECTIVE: The company has huge growing chance in both its rider and cargo units. Few of these are mentioned as follows: New concern chances in Russian and European market. Acquisition of new and little concern possible in many countries including international markets. Buying of new aircrafts will ease the growing and increased figure of paths as planned by the company. Mentions: 1. Oxford Business Group ( 2006 ) , Emerging Abu Dhabi , Published by Oxford Business Group, ISBN: 1902339428, 9781902339429 2. Delfmann, Werner ( 2005 ) , Strategic direction in the air power industry , Published by Ashgate Publishing, ISBN: 0754645673, 9780754645672 3. Vedder, Hendrik ( 2008 ) , Strategic Alliances in the Aviation Industry: An Analysis of Past and Current Developments , Published by GRIN Verlag, ISBN: 364023037X, 9783640230372 4. Bilimori ; Sandy Kristin, Piderit ( 2006 ) . Handbook on adult females in concern and direction . Published by Edward Elgar Publishing. ISBN: 1845424328, 9781845424329

Ulrich Beck and his opinion

The author of the article The Cosmopolitan Society And Its Enemies Ulrich Beck defines the notions of cosmopolitan sociology and cosmopolitan society as well as discusses the enemies of cosmopolitan society.Advertising We will write a custom essay sample on Ulrich Beck and his opinion specifically for you for only $16.05 $11/page Learn More Along with the definition of the key terms â€Å"globalization†, â€Å"individualization† and â€Å"cosmopolitanisation†, which are studied by cosmopolitan sociology, Beck discusses methodological constructivism and nationalism. Moreover, in relation to social theory Ulrich Beck focuses on pluralization of borders and considers it to be dualism between national and international. Thus, the main idea of the analyzed subject is studying of cosmopolitanism and nationalism contradictions. In the course of presenting his ideas, Ulrich Beck sets forth a number of questions to answer and big quantity of bright examples to understand his view on the cosmopolitan society. In order to explain what cosmopolitan society is, the author outlines key aspects of the notion which are space-time, identity, production paradigm, class and power concept and dilemmas of cosmopolitanism. Dilemmas and paradoxes, which the author uses as examples, enable readers to understand the authors’ position clearly. Concerning the enemies of the cosmopolitan society, Beck examines them quite briefly and mostly pays attention at nationalism, globalism and democratic authoritarianism. The examples chosen by the author to support his research have been taken from the history and are based on different models of societies. This means that Ulrich Beck has made a fundamental research not only of the sociological studies, but also historical Summarizing the article, it has to be admitted that Beck’s article is mainly built on the questions and his answers to them on the ground of historical examples an d events. The author gives his own view on sociological processes in describing the aspects of globalization, cosmopolitanism and nationalization. Moreover, the article highlights the criticism of different scholars and philosophers who studied the issues of cosmopolitan society and globalization. Thus Ulrich Beck managed to combine his individual perception of cosmopolitanisation and different points of view and ideas on the analyzed subject. In the article, called The Cosmopolitan City and Its Other: the Ethnicizing of the Australian Superb, Graeme Turner investigates changes in the city and suburb which have recently taken place Australia on the ground of multiculturalism and economic globalization of the city suburbs. The research of the author begins with a short historical discourse of multiculturalism in Australia.Advertising Looking for essay on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Multicultural Australia has been based on the processes of gentrification, commercial redevelopment as well as on the fashionable cultural cosmopolitanization. Graeme argues economical and social disadvantages of multiculturalism for non-English speaking background communities. On the ground of Australian culture, the author discusses the process of globalization and its effect on the cultural and economical changes and differences of the globalization participants. He lists vivid and bright examples taken from real life to show the dramatic influence of government statements and methods of cosmopolitanism implementation to the reader. Thus the author managed to describe the situation of the Australian city suffering from cultural policy and its influence on the Australian citizens. To sum up, Graeme’s article deals with the acute sociological problem which Australia has recently faced. Cosmopolitanism which appeared in the result of economical and cultural changes in Australia was presented by the author on interesting and bright examples from real life of the country. All in all, the author succeeded in presenting his ideas concerning multiculturalism to the readers with the help of big quantity of interesting modern illustrations supporting his opinions. This essay on Ulrich Beck and his opinion was written and submitted by user Clinton Blevins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Crappy Side of Writing

The Crappy Side of Writing I’m staring at a screen, after an extremely frustrating, full day of writing and editing. Mostly editing. Without going into details, I fought with a full manuscript edit for almost eight hours one day this week. I edited an entire novel only for the edits not to save properly. There’s a long story about a corrupted file. Needless to say, I cursed and shed a few sloppy tears on my napkin beside the dinner hub On top of that, I learned my deadline was changing a little bit for Tidewater Murder, which really crimped my style pertaining to a certain speaking engagement. That change sucked the wind right out of my sails for a while. Maybe I shed a couple more tears. Hub So, once I reached a stopping place, and settled down, I made myself write this editorial. Why? Because I’m frustrated and wanted to know how I’d write in that frame of mind . . . and to show those of you who aren’t writing full time that writing for a living can have some seriously catastrophic days that make you want to throw up your hands and simply say â€Å"WHY DO I DO THIS?† I’ve sat at conferences watching the speaker smile, chuckle, and talk about how hard writing is, but then preach/lecture/instruct the audience to just stick it out. (finger snap) Just like that you’re supposed to decide that nothing will stop you. No emotion in the lesson. All tell and no show. I want to wipe that smile off that successful face and ask them to SHOW me. Quit TELLING. I want them to show me through detailed anecdotes. . . 1. How they almost quit one night over a rejection;2. How they wanted to strangle an editor;3. How they behaved when they lost an entire story on the computer;4. How, after ten chapters, they realized the story had no purpose. Or how about answering these questions: 1. How much money did they really make on that self-pubbed book? 2. Did they ever make a fool of themselves with an editor/agent?3. When did they make a bad decision on selling rights?4. After expenses, how much money do they really net after a traditional publisher kept 92% of the print proceeds and 75% of the ebook gross earnings?5. Was there ever a time he was a bad writer?6. How did that one-star review REALLY make him feel? Give me the dirt . . . all of it. Why? Because I need to know what’s coming at me. I need to understand that there will benights like this, where I doubt myself and crave an easier life. We write for the satisfaction. But no one tells us about the nights we feel like our writing sucks, or that the planets are aligned against us. Those are the times that define us in this profession. Coming out on the other side of those bad nights intact, with the shards of our wits swept up off the floor, with lessons painfully learned leaving deep scars behind, makes us decent writers. No pain, no glory. Okay. Big sigh. Excuse me while I return to beat up my keyboard.

Develop a Complete Student Code of Conduct

Develop a Complete Student Code of Conduct Many schools incorporate a student code of conduct that they expect their students to follow. It should mirror the overall mission and vision of the school. A well-written student code of conduct should be simple and cover basic expectations that each student should meet. It should entail the essential elements that if followed will lead to student success. In other words, it should serve as the blueprint that allows every student to succeed. A well-written student code of conduct is simple in nature including only the most critical expectations.   The needs and limiting factors in each school are different. As such, schools must develop and adopt a student code of conduct that is tailored to their specific needs.   Developing an authentic and meaningful student code of conduct should become a school-wide effort that involves school leaders, teachers, parents, students, and community members. Every stakeholder should have input as to what should be included in the student code of conduct. Providing others a voice leads to buy-in and gives the student code of conduct more authenticity. The student code of conduct should be evaluated every year and changed whenever it is necessary to fit the ever-shifting needs of the school community. Sample Student Code of Conduct While attending school during regular hours or during school-sponsored activities, students are expected to follow these basic rules, procedures, and expectations: Your first priority at school is to learn. Avoid distractions that interfere with or are counter-intuitive to that mission.Be in the assigned place with appropriate materials, ready to work at the designated time that class begins.Keep hands, feet, and objects to yourself and never intentionally harm another student.Use school appropriate language and behavior at all times while maintaining friendly and courteous behavior.Be polite and respectful to everyone including students, teachers, administrators, support staff, and visitors.Follow individual teacher instructions, class rules, and expectations at all times.Do not be a bully. If you see someone being bullied, intervene by telling them to stop or immediately report it to school personnel.Do not become a distraction for others. Give every other student the opportunity to maximize their potential. Encourage your fellow students. Never tear them down.School attendance and participation in class are an essential part of the education al process. Regular attendance at school is necessary for student success. Furthermore, it allows students to achieve the maximum possible benefits from their educational experience. All students are encouraged to be present and prompt. School attendance is the responsibility of both parents and students. Represent yourself in a manner that you will be proud of in ten years. You only get one opportunity to get life right. Take advantage of the opportunities you have at school. They will help you be successful throughout your life.

Develop the ability to minimize the risk of litigation Essay

Develop the ability to minimize the risk of litigation - Essay Example Fifthly, I will select individuals who have the skills to investigate all cases of fire reported by civilians to the department in order to find the causes of various fire. Sixthly, I will select reputable individuals who have the capacity of maintaining the department image. Lastly, I will select individuals who maintain and inspects all machineries and equipment used for firefighting. The essential elements of the job description will require selected individuals to attend various meetings and training sessions which will be conducted by the department. The individuals selected will also be expected to be clean of any felony charges or criminal histories. Thirdly, the selected individuals will also be required to obtain a drives license which should be clean from any suspension cases or revocations by the state for one reason or the other. Fourthly, the selected individuals are also expected to be available at their different work stations at all hours of the day without excuses or exceptions unless given permission by the persons in charge. Lastly, the selected individuals are expected to attend named associations and emergency meetings set up by the fire department. Successful candidates selected by the fire department will be required to pass the following tests. They will be required to pass the written assessment exam which will be a test of their basic skills. Secondly, they will be required to pass the candidate physical ability test will have three stages and the applicants will be required to pass all the three stages. The first stage will involve creating awareness among the applicants of what is expected in the actual test. The second stage will be a copycat of the real test and applicants who pass the stage will be considered eligible for the last stage and the last stage will be the final test which will determine the ability of

Discussion board Essay Example | Topics and Well Written Essays - 500 words - 2

Discussion board - Essay Example Apart from the Smallpox, there were other items involved in the Columbian exchange. The items included livestock and crops. The natives provided potatoes, sweet potatoes and maize. The Europeans brought to America crops such as Oranges, tomatoes and bananas. Horses, donkeys, sheep, goats, mules, dogs, cats, and pigs were brought from Europe to the New World. Other diseases included in the exchange were: measles, yellow fever and Syphilis. The natives gave the settlers syphilis in return. The Columbian Exchange was not a Pandora’s Box. The diseases and other items exchanged were just brought in or taken out by the settlers. The problems were caused by settlers. Even if the settlers had left, the continent was permanently changed by the settlers due to the introduction of the diseases and other exchange materials. In Bacon’s rebellion, Bacon led fight against Native Americans in order to defend the rights of the Englishmen. Bekerly, who was a governor, defended the Indians instead of colonists because the Indians were friendly to them, so they would act as buffers against hostile tribes. Edmund Morgan links the rebellion to American Freedom by using the role of slavery in American history. He argued that growing masses of alien slaves and freedom acted together as a way of bringing white settlers together and reducing racial differences. Indentured servants fitted into this picture by collaborating with freemen and small farmers in the Bacon rebellion to fight for freedom from the settlers. These immigrants served the settlers (planters) but they became freer each year. African Slave Trade became popular in the 17th century in United States. The slaves were taken to sugar colonies in the Caribbean and to Brazil. African slaves were taken to the colonies between 1519 and 1867. The middle passage was a stage in the triangular trade.

Costing Methods Paper Essay Example for Free

Costing Methods Paper Essay Variable and absorption costing methods are two different costing methods. Almost all successful companies in the world use both methods. Variable costing and absorption costing cannot be substituted for one another because both the systems have their own benefits and limitations (Accounting for management). This paper will complete and discuss exercise 19-17 in Wiley Plus: it will discuss the following questions: In this case, would it be better to use the variable or absorption costing method, and why? In this example Polk Company should use the absorption method, because the absorption only uses overhead that allocates to the 80,000 units sold. Whereas the variable method counts the fixed overhead as a period expense, the fixed overhead during this period is calculated on 95,000 units produced, when the absorption method is used. The variable method just calculates fixed overhead on 80,000 units sold. What are the benefits of the two methods? Both systems have their own benefits and limitations. The absorption method gives management information of product cost this is the main benefit of the absorption method. The benefit of the variable method is it gives an output the mimics the cash flow of the company. Which method would lead to the best decision when a competitor is submitting a lower bid for your product? The absorption method would be best although both methods are used, with variable costing expenses remains the same, and with the absorption method fixed production cost are period cost. Variable costing method helps with demand based pricing. References Accounting for management. (n.d.). Variable costing versus absorption costing. Retrieved from http://www.accountingformanagement.org/variable-vs-absorption-costing/

Proximity and Juxtaposition :: Essays Papers

Proximity and Juxtaposition In order to properly compare and contrast the similarities between juxtaposition and proximity a definition is surely needed of the two. Proximity for instance, refers to the relative nearness of forms, and how that effects the relationship between them. Juxtaposition on the other hand, refers to the way in which elements or forms are placed next to each other. Juxtaposition and proximity are two important aspects of design that are often used together and must be taken into account when creating a work of art. One similarity between juxtaposition and proximity is that they both have the ability to communicate what type of connection should be made between a grouping of elements or forms. For example, when referring to proximity, if the elements are placed closely together in a design, they relay to the viewer that they are a group, and they should be translated as one. The way 2 elements are placed together (juxtaposition) conveys a relationship as well. An example of this is in Gustav Klimt’s art work (see last 2 pages) titled, "The Kiss" (Gombridge 65). In Klimt’s painting a man and a woman are placed next to each other in an interesting way. The forms of their bodies are distorted and resemble the abstraction of melting and movement. There is an obvious relationship between the two forms which would not be as apparent if the forms were not juxtaposed the way that Klimt chose to. The bodies are vertically aligned, so that a oneness can be achieved. Had the man been upright and the woman horizontally placed across the ground, the two forms would communicate differently. The feeling of movement, melting, and oneness, would surely lose its’ intensity. Taking an even closer look at Gustav Klimt’s art work, the viewer may focus on the geometric shapes within the 2 forms. At first the viewer notices that rectangular shapes are juxtaposed within the male form, and a majority of the woman’s form is filled with circular shapes. However, towards the lower and upper parts of their bodies, juxtaposition and proximity are used to form a relationship between the rectangular and circular shapes. There are a few rectangles and circles placed so close to one another and in such a way that the onlooker can no longer distinguish between the man’s and the woman’s bodies.

Working More and Feeling Better – Journal Article Summary

Citation Schnittker, Jason. 2007. â€Å"Working More and Feeling Better: Women’s Health, Employment, and Family Life, 1974-2004. American Sociological Review 72(2):221-238. This study investigates the relationship between women’s employment and health unlike other studies, which have used mental health as the outcome. The research questions addressed in this study were: Has the health of women improved or declined? Has the gender gap in health altered and, if so, why?Does integrating long work hours with caring for a child diminish the relationship between employment and health and, if so, have current work-family patterns restrained any gains in health? Schnittker included changes in composition (e. g. , are more women suffering since more women are combining their jobs with raising a child) and changes in association (e. g. , do the marked improvements in health related to employment lesson with the birth of a child). The changes in composition and changes in associa tion were examined with cumulative trends in health.The independent variables in this study were women’s work hours, education and family income. The dependent variable was self-rated health. Reported work hours were separated into four categories and the reference category was â€Å"not working† for this study. Several control variables were, as well, that are related to understanding trends. Education was divided into four categories with â€Å"less than high school† as the reference category. Family income used a constant of $1, 986 dollars.Schnittker analyzed whether or not children were in the home instead of focusing how many children because of the various work-family adjustments and different levels of responsibility that come with children’s different ages. For this study, separate dummy variables were used having a child under the age of 6 and having a child between 6 and 17 years old with having no children under the age of 18 years old present ly in the home. The study used data from the cumulative General Social Survey (GSS) taken between 1974-2004. The GSS is represented nationally and uses an area-probability sample.The survey asked responders to self-rate their health as poor, fair, food, or excellent. Self-rated health predicts gender differences, is an indicator of morbidity and predictor of mortality. Findings from the GSS were checked using the National Health Interview Survey (NHIS) taken between 1997-2004. The NHIS also provided data concerning the current health trends. Data from the NHIS was produced by personal in-home interviews. The trends in the gender health gap in this study used controls for year, gender, interactions between gender and year, and age and age-squared.Age and age-squared were used to account for the aging population, which is vital for this study since there are sex differences in life expectancy. Findings suggest that the gender gap closed significantly during the 30-year period. Womenâ €™s self-health has significantly improved and men’s self-rated health slightly increased until 1990. Men’s self-rated health has been on a steady decline ever since then. These results suggest a relation between the trends in women’s improving self-rated health and the gender gap closing.Once Schnittker used controls for education in his analysis it showed that the improvements in women’s health can be attributable to education. When education was replaced with employment status and family income it showed that some of the improvements in women’s health can be attributed to the rise in women’s employment, but not near as much as education. The relationship between work-family patterns and health were examined when Schnittker introduced whether the responder had a child. His findings also show that work hours and having a young child are very related.He found that having a child under 6 causes a decline in employments positive impacts on health. Controls for income slightly reduced the negative relationship. Findings concerning the relationship between work hours and having a child in the home show that fathers report improved self-rated health when working full-time and mothers’ self-rated health drastically decreased. More notably, the findings show that both men and women report worse self-rated health when the combine work with raising children.Out of all independent variables, the one that impacted the diminishing of the gender gap was employment. Education, work hours, and having a child all affected the closing of the gender gap, but not as significantly as employment. Schnittker’s findings also suggest that self-rated health for women would improve even more if their average work hours were the very same as men’s average work hours. Another notable finding comes out of the inclusion of family income. His findings suggest that if the wages of women were the same as the wagers of men thei r self-rated health would improve significantly.He also found that the emergence of the time bind has suppressed women’s self-rated health, especially in recent years. (Schnittker 2007; 233). He also found that the time bind only slightly suppressed women’s self-rated health and that in the long term, more women working and achieving higher levels of education have had much more of an impact on their self-rated health. Schnittker’s results show that education and employment are largely impacting the gender gap. Schnittker’s study shows that women’s health on average was reported to be worse than men’s.The factors which he attributes the difference self-rated health are the trends related to women’s increased presence in the work force and the increase in the number of women a higher levels on education. Schnittker’s study is remarkable. His findings are strong reasons for change to take place with the employment terms of women today. Self-rated health is questionable since it is â€Å"self-rated†. Also, the term â€Å"health† in the study could be physical health or mental health. Schnittker attributes the His work proves that more research is needed in this area of study.

Report on the Analysis of Ineffective Communication in the Workplace Essay

This report will analyse and examine issues of interpersonal behaviour in the workplace. It will describe a scenario observed concerning communication and will include an analysis of the problems that occurred. A conclusion will be made which will lead to recommendations to prevent this situation from recurring. 2. 0 The scenario The main conflict in this scenario transpired between persons B and C (see appendix 1) on the shop floor of B & Q. Person B had previously spoken rudely about person C to person D. Persons D and C are good friends, therefore person D informed C about the incident. Person C then discussed the issue with Person A who had a one-to-one meeting with person B. The outcome of the meeting was that Person B should have an informal meeting with person C to resolve the issue. However, person B avoided holding this meeting and instead chose to speak to person C on the shop floor in the presence of customers. (See appendix 2 for the transcript of the scenario). 3. 0 Transactional Analysis and Effective Communication Transactional Analysis assists when evaluating this situation as the model is a popular way of explaining the dynamics of interpersonal communication. It was developed by Eric Berne in 1949 and has two fundamental assumptions; all the events and feelings people experience are stored within them and can be replayed, and that personality is made up of three ego states that manifest themselves in gesture, tone of voice and actions. The child ego state is described as the ‘feelings state’ and involves people behaving as they did when they were a child. This includes three sub-states which are the ‘free or natural child’, the ‘little professor’ and the ‘rebellious child’. The free or natural child state focuses on genuine feelings, acting on impulse and letting others know how we feel. The little professor state is creative, questioning and experimental. As the name suggests, the rebellious child state invokes rebellion, frustration and withdrawal. The adult ego state involves behaviour that concerns thought processes and can be defined as ‘the thoughtful’ state. This state focuses on data collection, reality testing and objectiveness. The parent state is described as the ‘taught’ state and consists of two sub-states; the nurturing and the critical parent. In this state, people take responsibility and tend to behave in ways learnt from parental figures. The nurturing parent state involves caring for other people, whereas in the critical or controlling parent state people have a tendency to lay down rules and boundaries and insist on their own method of getting the job done. Exclusions of ego states occur when someone is permanently using one ego state and cuts off the others (see appendix 7). There are three types of transactions in communication; complementary, crossed and ulterior (see appendix 3). When both parties’ ego states match, this is a complementary transaction and communication can continue. Crossed transactions occur when one party addresses a different ego state to the one the other party is currently in. The communication in crossed transactions disintegrates and can result in bad feelings. Ulterior transactions involve a crossed transaction on a psychological level, however on the surface the ego states seem to match leading to people playing games with one another. Strokes are units of recognition and are given and received via the five senses. Positive strokes are life and growth encouraging, whereas negative strokes are the opposite and cause the recipient to feel dejected. Transactional analysis assumes that our characteristic ways of feeling and behaving derive from the way we feel about ourselves in relation to other people. These are referred to as the four life positions and consist of â€Å"I’m not OK, You’re OK†, â€Å"I’m not OK, You’re not OK†, â€Å"I’m OK, You’re not OK† and â€Å"I’m OK, You’re OK† (see appendix 4). Body language is another method used to communicate and can assist when deciphering an underlying message that someone is trying to purvey. According to Pivcevic, â€Å"it is commonly agreed that 80 per cent of communication is non-verbal† (Mullins, L. J, 2010, pp 235). Effective communication is achieved by attending, reflecting and following (see appendix 5). This benefits both the listener and the speaker as it aids the listener in thoroughly understanding what the speaker is saying. Attending is non-verbal communication that signifies someone is paying careful attention to the person talking. Attending includes body posture, gestures, eye contact and an environment free of distractions. Following skills require the listener to offer openers and encouragements. Openers are non-coercive invitations for the speaker to talk and include judgemental, reassuring and advice statements. Opening questions and silence can be used as they encourage and concentrate on the concerns of the speaker rather than the listener. Reflecting skills avoid both speaker and listener problems. Words are perceived differently to people and listeners can often become distracted. Reflective responses are non-judgmental and help the listener to grasp the feelings of the speaker. Guirdham’s cycle of perception and behaviour can also aid in analysing communication as perceptions can alter the way in which we behave, thus having an effect on communication (see appendix 8). 4. 0 Analysis of the scenario By applying the Transactional analysis model, it is evident that when person B approached C, she was speaking from her critical parent ego state. This state is condescending and admonishing and can cause the addressee to feel discouraged. When replying, person C speaks from her adult ego state which is objective and rational, presenting a crossed transaction as B was addressing a different ego state to that of which C is currently in (see appendix 3). Person B should have shifted to an adult ego state to ensure that the states matched, amending it to a complementary transaction. However, B replies she has no time denoting that she is speaking from her critical parent ego state and sending out negative strokes. Her abrupt and loud tone insinuates she is defensive and angry. Her body language also gives an implication of her underlying message as she is walking away from the situation with her arms crossed, suggesting she is uninterested. Person C is rational and relaxed with her body language, making constant eye contact and positioning herself closely to person B, signifying she is listening intently. C’s ego state shifts to a rebellious child state when B’s body language and attitude is perceived as rude, abrupt and unconcerned. This subliminal communication causes an argument to break out and C begins to speak vociferously. The clenching of her fists and words spoken infer this shift in ego state. A change in behaviour occurs due to C’s perceptions of B’s behaviour (see appendix 8). Person A then interrupts the conversation and speaks from a nurturing parent ego state; this is presumed as he interjects with a question, â€Å"are you okay guys? † He places a hand on person C’s shoulder, signalling a display of power over her. At this point, person B begins to fiddle with her pen, suggesting a transition out of her comfort zone and showing she is uncomfortable in the situation. By this point, person C is very distressed and is deep in a rebellious child ego state. Her body language conveys feelings of anger and frustration as she is frantically waving her arms. Person B is reluctant to apologise or be sympathetic throughout the incident, indicating her ego state has not changed. This implies that she is currently in an arrogant life position as she feels she is not in the wrong (see appendix 4). She walks away, with her arms crossed expressing hostility and disregard to the situation. Person C reverts back to an adult ego state towards the end of the conversation and realises that she needs to calm down and clear her head. She also displays anxiety as she begins to bite her lip. Person A has maintained a nurturing parent ego state throughout as he is caring and tries to control and pacify the situation. 5. 0 Conclusion In conclusion, person B has inadequate communication skills. The crossed transaction, exclusion of other ego states and current life position (see appendix 4) of person B combine together to make her appear arrogant and uninterested, leading to conflict between the two parties. Attending, following and reflecting skills (see appendix 5) should have been applied to the conversation on B’s part to ensure effective communication took place. Person B’s disregard to instructions given to her by A could be due to the age gap between the two. According to Hart (Mullins, L. J, 2010, pp 101), age gaps can lead to conflict in the workplace as there is a dispute between age and experience. 6. 0 Recommendations To avoid this situation recurring, person B should receive training on interpersonal skills (see appendix 6), attending, following and listening (see appendix 5), enabling her to understand her own behaviour, other points of view and improve communication skills. Person A should hold an informal, one-to-one meeting with B and discuss possible outcomes of the meeting, such as training. Person A should identify whether B is in a constant ‘arrogant or cosmetic’ life position as she could have been having a bad day when the argument broke out. If it is found that her constant life position is ‘I’m OK, you’re not OK’ then an attempt should be made to modify this as it has a negative effect on communication. Person A should ensure this is carried out in a conscientious manner to prevent another conflicting situation from occurring. Person A should avoid singling out B as this could demotivate her from joining work shop training, so should offer the opportunity to every employee. This informal, fun atmosphere may help to improve person B’s opinions of others and alter her current life position. Another method of altering person B’s life position is to offer counselling but should be suggested at a later date if workshops fail.

State Sanctioned Intimacy

State Sanctioned Intimacy Introduction The state plays a major role in defining the lives of people based on formulated legislature. As such, our general behavior and character is to some extent detected by the state in order to avoid contradiction of the existing law. This is quite important in ensuring that citizens adopt norms that are not only acceptable but also which are enshrined and supported by the state regulations.Advertising We will write a custom essay sample on State Sanctioned Intimacy specifically for you for only $16.05 $11/page Learn More However, in addressing this issue, the epicenter of the discussion has always tried to understand the boundaries within which state operations ought to operate. The essay begins by defining intimacy and seeks answer as to whether our intimate relationships be controlled by the state? Is private life part of a state affair? Can sanctions be imposed based on one’s intimate associations? These are examples of issues addressed i n this paper which analytically expounds on some of the consequences of state sanctioned intimacy. Public Life Intimacy is understood as a flimsy form of communication, it can be defined as the close and the warm relationship and which in most circumstance is private and personal and belongs to an individual’s deepest nature. Intimacy is conventionally applied in romantic coexistence and it is defined in terms of feelings and emotions. Intimacy varies based on the degree of the relationship. Intimacy is expressed in both heterosexual and homosexual relationship. Intimate relationships are viewed by majority of people as private engagements which solely affects the lives of the parties which are directly involved. On the other hand, it has been arguably noted that sometimes whatever is perceived to be private may find its way into the public with considerable impact. An understanding of public affairs and what legally falls outside the jurisdiction of our private lives is esse ntial and consequential. In explaining this concept, Warner argued that public refers to a sense of social totality within the society. It may refer to people organized in states, commonwealth or some form of community with a wide variation of differences (Warner, 2002, p. 49). It therefore includes all individuals within the organized space of discussion. Warner further noted that a group of people may have its own organized structures independent of existing state institution, citizen frameworks and law. Similarly, it may be considered sovereign with regard to the functioning of the state.Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his 2002 survey, Warner further echoed that common interests exist in the public domain, an element that is profound significant in formation of associations and relationships. What of intimate interests? Do they form part of the public? Private Li fe and the State Throughout human history, there have existed laws which criminalize intimate relationships among people of either same or opposite sex orientation. Extreme cases of such ideologies have led to brutal persecution and discrimination. According to Dominica Central Newspaper articles published mid this year, there are countless laws which criminalize private lives of people in the world with double emphasis being put on their sexuality. Such laws whether public or private undermine development progress towards democracy, peace and security (Dominica Central Newspaper, 2011). Criminalizing Same Sex Intimacy Same sex relationships are intimate in a manner that they emanate from strong affection and attraction between two parties. There have been bans imposed on these relationships in most parts of the world thus leaving victims in a state of societal seclusion.In addition, sanctioning of intimate relationship significantly affects the relationship of the affected people w ith the rest of the society (Dominica Central Newspaper, 2011). How many employers would be willing to hire a person who is known to be a lesbian or gay when the government has outlawed such relationships? Queer Minority According to Gregg’s argument, discrimination of the queer minorities in Australia affects the lives of many. Together with the black communities, they face widespread segregation form the state making them susceptible (Gregg, 2007, par. 3). She concurred with Berlant who affirmed that the conservative nature of the American people had played a major role in shaping the mind and attitude of people towards the minorities. According to Berlant, the intimacy of people is sacred, proper and is only meant for family members (Berlant, 1997, p. 2). The main consequence of such a notion is that it transforms the primary role of politics as a conservation tool to a judgment mechanism that targets the private life of the society.Advertising We will write a cust om essay sample on State Sanctioned Intimacy specifically for you for only $16.05 $11/page Learn More It is therefore clear that the state which represents heteronormative culture may use crude and inhuman strategies to enhance change of culture that denies both federal and judicial support as they are viewed unethically fit for their existing citizenship (Gregg, 2007, par. 4). In addition, segregation of people with different sexual orientation continues to undermine hundreds if not thousands of Australians who lack state recognition and support. In her 2007 research, Gregg identified a list of ways in which same sex couples are discriminated in the contemporary society. Among these included but not limited to social security, compensation, children bearing and work and taxation (Gregg, 2007, par.11). These contribute to the continuous mundane treatment of people engaged in state-sanctioned intimacy. Furthermore, encounters with gays indicate that their fight agai nst discrimination does not target making them special in the society but equal with the rest of the population (Gregg, 2007, par.12). They believe that that they are hated not because of being in love but because of their sexuality and whom they have chosen to share intimacy with contrary to the state’s wish. It is however important to double emphasize the fact that individual’s sexual relationships determine their intimate decisions. Among the facts generated by debates on sexuality and intimate relationships is the fact that feelings tend to be natural and an artificial intention to eliminate such feelings would contravene human rights. In this perspective many authors and researchers have tried to explain marriage structures within the context of monogamy and polygamy. Is polygamy unethical or should the campaign against monogamy be intensified? Why do people cheat in marriage? The question of the state’s intervention in such cases has always triggered contr oversial stances within the public domain. In her 2010 analysis, Wood focused on the issue of infidelity and why millions of married couples sign up for online dating sites. Love and intimacy are personal decisions and the choice to move out of a relationship could arise when such affection dies (Wood, 2007, par. 19).Advertising Looking for essay on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to the founder of ashleymadison.com, the tendency of people having extramarital affairs is so common that running a dating website alone would not promote the spread of the behavior. This questions the legality of having state-sanctioned intimacy as it contradicts natural feelings of humanity which are expressed through loving others (The Marriage Debate, 2007). Monogamy and Intimacy According to Rosa (1994), compulsory heterosexual relationships do not represent a complete package of addressing sexuality in a contemporary society. Monogamy requires that both lesbians and heterosexuals have to consider adopting a lifestyle that is far beyond sexual relationships (Rosa, 1994, p. 106). She argued that the push for anti-monogamy aims at addressing the rights of people like gays and lesbians who may have not subscribed to heterosexuality. If the theory of family only recognizes mothering women and child bearing, then it does not appreciate the existence of childless women and lesbians who live among us. It is possible to live a complete life without necessarily having to bear children as perceived by the society today. As analyzed by Rosa, love is independent of any social interference or state sanctions since it emanates from individualized feelings towards others. Nevertheless, the society does not recognize those who express their intimacy outside the context of heterosexual relationships. She further noted that love exists in variations mainly depending on whom the feelings are being directed to. This ranges from family members to non biological friends. As such, romantic love between women simply signifies strong affection and intimacy as experienced by those in monogamous relationships. In a general perspective, enjoying intimacy has been perceived to be unlawful resulting into sanctions by the state or negative attitude from the public. However, intimacy can equally be enjoyed without cheating. How possible can this be? Through relationships and p artnerships, men and women share romantic feelings. Singlehood can also be enjoyable in allowing individuals to derive comfort from their inner being. Additionally, serial monogamy illustrates how intimate partnerships form important components of individual lives and deserve no state-sanction (Easton Liszt, 1997, p. 50). As deduced from above segments, sexual persecutions exist in various ways in not only Australia but in most parts of the world. In fighting for the rights of asylum refugees, discrimination of people based on their sexual orientation dominates the issue. It explains how refugees experience intimate relationship through queer practices defining their individual sexuality. Gay Marriages Gay unions which fall in the category of same sex marriages invoke reactions across the plane. Although many states have gone ahead to ban these relationships, some analysts approach the issues differently. Lindenberger argued that the definition of marriage does not consider the rig hts of gays in recognizing their existence and rights. To realize equality between the gays and straight, both need to be recognized as civil unions (Lindenberger, 2010). According to Bernstein and Schaffner (2005), gay marriages which have been sanctioned by several states can provide room for those involved to assume gender roles as they share their intimacy. Protection of these marriages does not primarily target the existence of equal rights but guards an institution which promises nothing but intimacy in life (Bernstein Schaffner, 2005, p. 240). Consequences of State Sanctioned Intimacy State sanctioned intimacy has several consequences. These consequences may be positive or negative. The consequences of state sanctioned intimacy can have adverse effect individually and society wise. All these are explained in the following subsequent sub-sections. Positive Consequences The society generally views homosexuals as unfit to not only offer their professional services but also to i nteract with other people. As a result, they become inactive in the society and eventually unproductive to a level of not being able to meet their needs. Moreover, there exists no category of persecution based on the sexuality of a person regardless of their origin (Raj, 2010). Australia recognizes sexuality as a form of persecution although this has been met with the challenge of defining a social group within which this recognition applies. Negative Consequences Criminalization and debates on homophobic societies have triggered discrepancies with most people including leaders making statements which completely undermine and belittle the rights of these people as human beings (Herzfeld, 2005, p. 50). How does this affect the society? When the state or states agents fail to consider the wider space to exercise one’s sexuality, the ultimate effect is predominantly felt by the victims. This may also apply when the state prohibits certain aspects of human sexuality say, lesbiani sm or gay marriages. Although ignored by some people, researchers do concur that there are millions of people who silently suffer as a result of such inflammatory statements and regulatory approaches towards sexuality and intimate relationships. Because of existing attitudes, women have continuously been forced into heterosexuality unions making them vulnerable to sexual abuse and inability to experience their intimacy with those they love. In discussing the issue of lesbianism and heterosexual relationships, Rosa reiterated that friendships among women have received negative press. This has led to the neglecting of the sexual rights of women as bounded by intimacy. It therefore means that having intimate feelings among women does not insinuate promiscuity and casual sex behavior but a response towards natural feelings of love (Rosa, 1994, p. 106). As a direct impact of sanctioned intimacy, many people find themselves poor and dependent. This does not originate from the fact that em ployers ignore them. Rejection from family members is common rendering them homeless and desolate. Similarly, medical care and food may become a major problem leading to starvation and inability to live a normal life. Encompassed with denial of employment and homelessness, victims of state-sanctioned intimacy become vulnerable to countless risky situations including drug abuse and irresponsible sexual behavior that may lead contraction of HIV and other related infections (Dominica Central Newspaper, 2011). Conclusion It is evident from the above discussion that intimate relationships play a pivotal role in the society. Intimacy is believed to be away of sharing love which is a major ingredient in social bonding and partnerships. As a matter of fact, love has been used as a marketing strategy by several organizations resulting into improved performance (Gregg, 2011, par. 3). Nevertheless, the political power of love remains threatened by states, families and corporations which do not appreciate it. In harnessing singularities, love gives identity which forms the basis of social relationships. The immense support and emphasis which is put on marriage illustrates change in discourses under capitalistic politics (Povinelli, 2006, p. 190). Intimate relationships mean deflection from material possessions. In general, intimacy is not only a complex concept but important in determining social unions. It is founded on principles of natural strong affection. As a result, sanctions by the state undermine citizens’ sexuality rights. References Berlant, G. L. (1997) The queen of America goes to Washington city: essays on sex and citizenship. Durham, North Carolina: Duke University Press. Bernstein, E Schaffner, L. (2005) Regulating sex: the politics of intimacy and identity. London, UK: Routledge. Dominica Central Newspaper. (2011) State Sanctioned Homophobia Undermines Citizenship Security. Web. Easton, D. Liszt, C. (1997) The Ethical Slut: A Guide to Infinite Se xual Possibilities. Emeryville, California: Greenery Press. Gregg, M. (2007) Normal Homes. Web. Gregg, M. (2011) The Break-Up: Hardt and Negri’s Politics of Love. Journal of Communication Inquiry. University of Sydney, Sydney, Australia. Web. Herzfeld, M. (2005) Cultural intimacy: social poetics in the nation-state. London, UK: Routledge. Lindenberger, M. A. (2009) A Gay-Marriage Solution: End Marriage? Web. Povinelli, E. A. (2006) The empire of love: toward a theory of intimacy, genealogy, and carnality. Durham, North Carolina: Duke University Press. Raj, S. (2010) Displaced subjectivities: the queer refugee body in law. Web. Rosa, B. (1994) Anti-monogamy: Radical Challenge to Compulsory Heterosexuality. Challenges for Feminism. London, UK: Taylor Francis. The Marriage Debate. (2007) Should State-Sanctioned Marriage Exist at All? Web. Warner, M. (2002) â€Å"Public and Private†. Public Culture Winter 14(1): 49-90. Web.

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