Analysis Of Homer s The Odyssey - 1240 Words

Odyssey Character List 1) Agamemnon - (ag-uh-men-non) In Greek legend, he was the king of Mycenae or Argos. When paris (Alexandros), son of King Priam of Troy, carried off Helen , Agamemnon called on the princes of the country to unite in a war of revenge against the Trojans. 2) Alcinous- (Al- KIN-oh-us) In the Odyssey, he was the king of Phaeacians. He offered Odysseus hospitality in his island kingdom of Scheria. Alcinous hears the story of Odysseus wanderings and provides him with safe passage back to Ithaca. 3) Amphinomus-(am-fin-uh-muh-s) The only decent man seeking Penelope’s hand in marriage. Amphinomus sometimes speaks up for Odysseus and Telemachus, but he is killed like the rest of the suitors in the final fight. 4)†¦show more content†¦Calypso holds him prisoner for seven years until Hermes persuades her to let him go. 8) Circe - (sur-see) Circe is a beautiful witch/goddess who transforms Odysseus’s crew into swine when he lands on her island. Odysseus resist Circe’s powers and then became her lover, and lived in luxury by her side for a year. 9) Eumaeus -(yoo-mee-uh s) The loyal shepherd who, along with the cowherd Philoetius, helped Odysseus reclaim his throne after he returned to Ithaca. Eumaeus gives the vagabond who appears at his hut food and shelter. 10) Eurycleia- (yoo r-i-klee-uh) Eurycleia is a loyal servant who nursed Odysseus and his son Telemachus when they were babies. Eurycleia is well informed about the palace intrigues and also serves as confidante to her masters . 11) Eurymachus - ( yoo-rim-uh-kuh s) Eurymachus is son of Polybus , an Ithacan nobleman , and one of the two leading suitors of Penelope. Eurymachus is arrogant, disrespectful, and he consumes food and drinks without the slightest reciprocation. 12) Helen- (hel-uh n) Helen is the Wife of Menelaus and is the queen of Sparta. Helen was abducted from Sparta by the Trojans during the Trojan War. 13) Laertes- ( ley-ur-teez ) Odysseus’s aging father, who resides on a farm in Ithaca. Laertes regains his spirit when Odysseus returns and eventually kills Antinous’s father. 14) Melanthius- ( meh-lan-thee-os) Melanthius is a treacherous and opportunistic goatherd who supports the suitors. He

The Success Of George Eastman - 1498 Words

People define success differently. Some define success by the ability to build a profitable, global business. Others define success in terms of having enough wealth to live well and give back to the community is ways that impact future generations. Still others believe that success can be defined by the persistence and dedication it takes to overcome great adversity and build a better life. George Eastman embodied these definitions of success and much more. Through triumph over financial adversity, an inventive spirit, and principles of purpose, George Eastman became a successful entrepreneur and guided Eastman Kodak Company to the forefront of American industry. George Washington Eastman was born July 12, 1854 in Waterville, New York.†¦show more content†¦When Eastman was twenty-four years old he was planning a trip to Santo Domingo, and taking advice form a friend decided he would document his trip with photographs. There was one flaw in that plan, the photography equipment of the time was bulky and expensive. He did buy all the equipment, but instead of taking the trip to Santo Domingo he began researching how to make photography more accessible to the masses (Biography). He would accomplish his goal. The ability to photograph want you wanted and when you wanted it was not a possibility until George Eastman began producing his rolls of film. These rolls where much more portable and less expensive than the glass plates use in earlier cameras. The use of a roll of film also allowed the photographer to take many pictures in quick succession. Eastman use these rolls as the main selling point of his first Kodak camera. His first camera was a small 100 exposure model that customers would use and then send the film to Kodak to have developed. These cameras were much easier for people to use, Eastman knew this and used it to advertise his cameras by saying, â€Å"You press the button, we do the rest† (History). Although his first cameras did not produce the best pictures the ability to take the pictures on your on attracted many consumers to Eastman’s Kodak camera’s. While Eastman was a hardworking man, and his early life and career exhibit that point, he was not has consumed in work as one might think. Eastman enjoyed his offShow MoreRelatedKodak1177 Words   |  5 PagesKodak The Eastman Kodak Company was founded by John Eastman in 1889. Since then, the company has been providing â€Å"imaging technology products and related services to the photographic and graphic communications markets† (Eastman Kodak SWOT Analysis, 2012). The Eastman Kodak Company â€Å"focuses only on digital cameras, photographic equipment, films, printers, and other related accessories† (Eastman Kodak SWOT Analysis, 2012). Headquartered in the state of New York, the Eastman Kodak Company has manufacturingRead MoreKodak vs. Fujifilm1115 Words   |  5 PagesBusiness of Kodak and Fujifilm Eastman Kodak which, is headquartered in Rochester, NY was founded in by George Eastman, who patented photographic film which were stored into a roll in 1884. The first roll film cameras that this company produced were called Kodak. The cameras became so successful the â€Å"Kodak† word was incorporated into the name in 1892. By 1900 he had perfected the first camera which was called the â€Å"Brownie† to take advantage of his invention. George Eastman, coined the famous slogan â€Å"YouRead MoreEssay about BUS 302 Assignment 1 Kodak and Fujifilm1547 Words   |  7 Pagespaths. Though they shared similar products their management direction and company direction differed. The differences led one company to be successful and the other to struggle. The founder of Kodak, George Eastman, was a photography enthusiast and wanted to simplify the process of creating photos. Eastman established what was to evolve into the Kodak Company in 1880. The Kodak Company was built on four basic principles: mass production at low cost, international distribution, widespread advertisingRead MoreThe Rise and Fall of Kodak Company1655 Words   |  7 Pages 2 The Kodak Company was founded by George Eastman, an America who was so attracted to still photography and cameras. He saw the Still camera as a fabulous invention, though with reservation that it does need to be modify. According to Eastman, the cameras at his time was bulky, heavy, and not user friendly to the average person; in 1879 he left the United States for London to establish aRead MoreAssignment 1: Kodak and Fujifilm1300 Words   |  6 PagesHistory and Core Business The Eastman Kodak Company, known to many simply as Kodak was created in April 1880 by George Eastman in Rochester NY. Manufacturing dry plates for sale to various to the common consumer was where Kodak found its niche early on. George Eastman was a leader in the field of photography and was devoted to making photography available to everyone, he has been quoted to say that he wanted to make the camera as â€Å"convenient as the pencil† (Kodak Eastman, 2013). In 2012 Kodak dividedRead MoreKodak Fujifilm Essays2015 Words   |  9 Pagesthat moment captured on the photo. George Eastman was born in 1854 in Utica, New York. At the age of 5 Eastman’s father died suddenly, leaving his family financially distraught. George dropped out of school at the tender age of 14 to assist with easing the family financial situation. By age 24 Eastman was introduced to the camera. Eastman was perplexed at how big this contraption was, and amazed at how complicated the process was for one picture. Eastman had discovered a new passion, a loveRead MoreThe Eastman Kodak company was founded in 1888 by George Eastman in the United States. The Eastman1600 Words   |  7 PagesThe Eastman Kodak company was founded in 1888 by George Eastman in the United States. The Eastman Kodak Company held the majority share of the U.S. market for several years. The main factor to the early success of the company was that they offered best quality of cameras wit h very affordable for most of the common peoples as price was affordable and quality was awesome as compare to the other cameras which were expensive and professional. Eastman Kodak Company was the first to develop a digitalRead MoreKodak vs. Fujifilm1834 Words   |  8 PagesFujifilm What causes a company to declare bankruptcy? This is what most business entrepreneurs fear the most something they work so hard for to fail. There are ways to mitigate the risk of starting a business and ways to save one that is failing. Eastman Kodak Company is a large multinational company that has recently filed for bankruptcy. Exploring what has gone wrong with their business plan and how their competitor Fuji Films has gotten that equation right can help larger corporations like themRead MoreKodak And The Eastman Kodak Company1542 Words   |  7 Pagesmissed opportunities that occurred under a myopic bureaucratic leadership; the Eastman Kodak Company filed for protections from their credits, and began what will be a slow journey back to financial health. But, the decent into this failure started more than thirty-five years ago, when the company failed to develop the technology that Kodak s Research and Development had invented. In the year 1901, the Eastman Kodak Company was incorporated; the company mass-produced dry photographic platesRead MoreTechnology And Design Of The Kodak Camera1346 Words   |  6 Pageshelp protect them from related environmental penalties. Kodak Company Kodak or Eastman Kodak Company based in Rochester, New York is a technology company that deals with imaging products. Since its founding in 1988, the company has produced a range of products with special emphasis on photography. At the moment, the company employs about 2300 employees. In 2014, the company made a net profit of $19 million (Eastman Kodak Company, 2015). According to Morozov and Morris (2009), this company has faced

Organizational Governance and Leadership Power and Influence

Question: Discuss about the Organizational Governance and Leadership Power and Influence. Answer: Introduction: The management team is the second eye of any company/ organization. In the ESCI (Emotional Intelligence) Situational Leadership Questionnaires the following questions were raised regarding management as key to running a successful company: What are the role of the management team? What are the key responsibilities of the management team towards employees? What are the essential duties of the management team in a company? And what are the importance of having a strong management team? This research was done with intentions to offer students, experienced executives, new managers and aspiring managers knowledge of how an effective management team can boost the performance of employees and increase success in production performance. A scenario was created where students formed groups to argue out the duties, functions and importance of the management team in a company/ organization. All the ideas in this essay were collected to quench the enthusiasms of students, to knowing the operation al function of an effective management team in a company. In the research paper below, were are going to analyze a self-analysis reflection, a literature review of roles and functions of the management team and conduct a future study of skills needed by the management team to run a successful business. Self-analysis/-reflection On December 11th, 2016, my colleagues and I went to catch up at the Bridgeview Hotel for a business meeting. We had booked one week of accommodation in the hotel and paid for breakfast, lunch, and dinner to cater for our visit of one week. We enjoyed our visit to the Bridgeview Hotel. The staff team gave us high-quality services, and I would recommend anyone to visit that place to enjoy the thrilling atmosphere they offer to their guests. Everything well as we had planned, however, on the last day of our visit to the hotel, we developed issues with the administration block. The room attendant woke me up with a notice that I had exhausted my accommodation for stay at the hotel. I explained to her that we had one more day to complete our stay vacation at Bridgeview Hotel, but she persisted that their records indicated that personally, I had exhausted the number of days issued for my accommodation in their system. I did not panic because I was pretty sure that our company had sponsored us for with one-week full accommodation in the hotel. I contacted my colleagues to ask them if they were facing the same problem as me, but most of them had not incurred that challenge yet. I communicated to the room attendant, to give me time to make a follow-up with the General Manager regarding that issue. I recorded her name in my notebook and went to the General Managers office to report that issue. I knew well that since I was the first one to be affected by that issue, my colleagues were yet to be bugged with a similar issue. Since I was the team leader of our colleagues, I made that step to solving out that issue. Luckily, when I entered into the General Managers office, I found him on his desk. I explained to him my current situation, and he took a step to find out where the error occurred. I accompanied him to the finance department where they made investigations regarding payment they received from our company and related it to my issue. The manager found out that we had made all our payments, however, the clerk entered incorrect details in the companys system. Instead of entering seven days of accommodation, he recorded six days. Thats where the error developed. By that time, my team was at the coffee shop trying to get their breakfast, but they were declined to get access to food because the system of the company indicated that their accommodation in the hotel had expired. They called me when I was the manager at the reception and the manager told me to communicate to them and tell them to have a seat the issue was being sorted out. The manager instructed the receptionist to adjust our stay in the hotel with one extra day, and he apologized for that inconvenience. Ones the correction was made, the manager accompanied me to the coffee shop and communicated to the waiters to serve us with breakfast. The manager also communicated to the Chef in the Kitchen department to offer our team a buffet of lunch on his bill as compensation for that incident. Since it was our last day in Bridgeview Hotel and we had cleared all out meetings, we had fun all day in the place of interacting and enjoying the services the place had to offer us. From the scenario above, we can see that the general manager has power and influence to command things and they happen in a company/ organization. The management team also organizes and ensure that all activities within a given workstation run smoothly. This fact is achieved by an initial step where the managers step out to recruit best employees who can handle specific tasks allocated to them by supervisors. The management team has the mandate to command things, and they happen within a company/ organization without asking anyone for help. The management team uses their power and authority to improve process and quality of production within a company by giving orders employees to meet consumers needs. The management team is expected to be in a position to solve all the problems that arise in a company/ organization professionally without involving a third party. Literature Review Some major functions of the management team that increases the success in productivity of a company/ organization are Managers; Set objectives/ goals at work, Organizes tasks, manage resources, establish a target, develop people, improve process and quality, offer self-development, Motivate and communicate effectively to employees. It is the responsibility of the management team to set weekly, monthly and annual objectives for a company or institution. By setting objectives to employees, the management team has more chances to meet the companys targets and goals. This strategy helps to improve the productivity of performance from employees. Setting organization objectives for employees gives them the direction of what to expect regarding production goals established by the managers. Motivation and communication are another factors that the management team embraces with a lot of passion. This fact is the key role of the management team. Communication is the key towards running a successful company. The manager excesses his power and influence by communicating to their team and directing them towards satisfying customer needs. (My Top Business Ideas, 2013). The ESCI (Emotional Intelligence) Situational Leadership Questionnaires also elaborates why the management team should deploy the right individuals at work. By choosing the right people to work in any department, the management team will spend little time and money in the training of potential employees. Choosing the right people to do a specific job at work not only increase the productivity within the company but also creates an opportunity for future development and innovation within a specific department at work. Individuals with the right skills to perform duties assigned to their job description are better off in identifying possible problems and solutions at their workstation. A good management team knows how to manage the company/ organization's resources. Proper management of resources in any company/ organization enables the management and production team to cut the cost of buying excessive raw product/ services at work. This fact can be achieved through embracing good structural and organization planning. Proper resource management enables employers to ensure that employees do not waste resources or over spend the companys infrastructure. The management team in any business will ensure that all process operates smoothly without major breakdown at work. A good management team also ensures that planning and utilization of resources within the company/ organization is effective. An effective management team gives a business credibility and great cooperate reputation. Challenges arising within the company and organization are also handled professionally with the aid of a good management team. The management team can exercise their Power, Influence, Visibility, Credibility and Self-confidence when addressing the following issues within a company/ organization: Raising Capital Taking advantage of existing/ new opportunities Strategic business advancement Rapid growth and expansion Leadership development Business Leverage Strategic inventive thinking Analytical problem-solving Raising capital The management team knows all the operational procedures of a firm/ company. The managerial team thus knows all the requirements needed to enhance productivity within a given company/ firm. The management team works in hand with the finance department to plan for expenditure and cost of to run a business. The moment the managers have all details of what is expected from the administration to make production effective it is easier for the management team to exercise their power in raising funds to run production within a company/ organization. The administration department of any company relies on credibility/ visibility of the management team to get all details required to create success in their business. Ones they have data for operational costs, it is easier to address the chairman to raise capital for production cost in a company/ organization. Taking advantage of existing/ new opportunities The management team is the eye of any business. The management team exercises its power by coordinating with a team of directors within a company/ organization to know the available opportunities within every department. Ones the management team identifies business opportunities within the company/ organization, the management team exercises its power to empower its employees to work on any departmental innovations introduced in a company/ organization. In any instance when the management team discusses work progress by directors and realizes that there are challenges affecting growth and development within any department, it is the obligation for the management team to discuss a possible solution to solve problems incurred at work. If there is a loophole to create a new business opportunity to address any challenge faced at work, the management team has the power to create new work opportunity and deploy an extra casual or employee to tackle any challenge faced in any department. Strategic business advancement Strategic business advancement creates an opportunity for businesses to grow from inside. It also plays a prominent role to strengthen the bottom line of businesses. Strategic business adjustments can be achieved through embracing appropriate staff motivation schedule, employee performance, and operational excellence strategies. The management team is expected to use their visibility and intellectual ability to research and initiate strategic business ideas that will increase the productivity of employees at their workstations. Any success in business relies on adoption of effective strategic business innovation plan towards meeting organizational goal and target. Rapid growth and expansion According to (Haywards Associates, 2011), A good management team has its ears and eyes open towards any growth and expansion ideas. By recruiting intelligent staffs in every department, the managerial team has better opportunities to getting innovative ideas from employees regarding growth and expansion towards increasing productivity of the company/ organization. Managers are expected to exercise their power to enable by enabling employees to contribute to seminars and discussions regarding any developmental ideas they feel that can be effective in their department to improve productivity and performance of employees. A good work environment enables employees to express their point of interest regarding the operational requirement toward achieving departmental goals and target. This idea projects a business towards achieving exponential growth and expansion of productivity of opportunities within the company/ organization. Leadership development Leadership development can be practiced within or by recruiting new staff into a business (Houghton Mifflin Harcourt, 2016). The most effective leadership development goals can be achieved through appraisals of existing employees. Existing employees have high learning ability within a firm because they know all the operational procedures embraced within the system of the company. The managerial team should identify hard working/ intelligent employees who have high-performance abilities. Ones a future leader is identified in any department, it is the responsibility of the management team to work in hand with supervisors to nature and train them towards becoming a successor to another leader. A succession plan is a key strategic plan towards enabling longevity of any business. Business Leverage The key towards achieving the most out of business is to offer business leverages to employees. A good management team can filter out candidates applying for jobs in their firm/ organization and recruit the most intelligent potential employees to their system. Having a team of intelligent employees will enable the management team to be in a better position to manage their resources professionally. Business leverages within any department in a company/ organization projects the company to the improvement of production and adjustment in the quality of services at work. Analytical problem-solving Effective critical problem solving in a firm enables the company to survive the recession. When there is a drought in the market, analytical problem-solving strategies enables the company to survive the fierce market. Analytical strategic solving also have a significant influence towards solving issues arising from work. The managerial team plays a significant role in analyzing and coming up with problem-solving strategies at work. When the company/ firm is facing an internal/ external challenge that might affect the productivity of employees, the manager can use their power to enable employees brainstorm on possible solutions to addressing any problem they incur at work. This fact can be achieved when they organize meetings, find out challenges that employees face at work and address any issue raised professionally by exercising their power to solve queries. Conclusion From the discussion above, we have learned the role of the management team towards companies/ organizations, responsibilities of the management team towards addressing needs of employees, essential duties, and the importance of having a strong management team in any business or organization. A clear overview of managerial function in a company towards achieving goals and production targets have also been elaborated in details. Thus, we can provide summaries that the management team is a key department that creates success within companies and organization. It is essential for new business/ small business owners to build a strong management team as their business is growing. Experience matters in creating success in a company/ firm. As a business is growing, it is important to nature intelligent employees with talent and train them to become better organization leaders. This simple fact helps to create a legacy regarding running a successful business for a long term. Some companies that are doing well as a result of having a good management team includes Nestle, Mc Donalds holdings, Wal-Mar, Cadbury, etc. Lastly, we have also learned that creating a team of intelligent employees will improve the overall performance of productivity and utilization of the companys resources. The managerial team should, therefore, exercise power in critical thinking while conducting interviews to recruit new staff in the compa ny by only deploying competitive employees in the system. A recommended action plan for students to undertake in the next six moths is visiting a well reputable company and study how the management team carries on their daily activity to create excellence in employee performance and productivity. Students can arrange with their lecturer for an outdoor learning service to witness how the points discussed above are implemented practically in well-established business. Other than the information discussed in the essay above, students are also expected to do their personal research about effective managerial activities embraced by managers who run the most successful business globally. More information regarding the topic of study can be retrieved from the school library, online and in journals. According to the research done on the ESCI (Emotional Intelligence) Situational Leadership Questionnaires, students came to a conclusion at the end of the study to find out that the main function of the management team is to make a company/organization productive. Reference About, Inc. (2017). Business Management and Leadership: The Essential Roles of a Manager. (Online) Retrieved from: https://www.thebalance.com/the-10-essential-roles-of-a-manager-2275949 Retrieval date: 5th01/2017. My Top Business Ideas, (2013). 13+ Advantages of Having a Strong Management Team. (Online) Retrieved from: https://www.mytopbusinessideas.com/advantages-management-team/ Retrieval date: 5th01/2017. My Top Business Ideas, (2013). 10 Strategic Reasons Why You Need a Management Team. (Online) Retrieved from: https://www.mytopbusinessideas.com/why-need-management-team/ Retrieval date: 5th01/2017. Mind Tools Ltd. (2016). Mintzberg's Management Roles: Identifying the Roles Managers Play. (Online) Retrieved from: https://www.mindtools.com/pages/article/management-roles.htm Retrieval date: 5th01/2017. Boundless. (2016). the Role of the Manager in an Evolving Organization: Boundless Management Boundless. (Online) Retrieved from: https://www.boundless.com/management/textbooks/boundless-management-textbook/organizational-theory-3/evolving-organizations-32/the-role-of-the-manager-in-an-evolving-organization-184-5510/ Retrieval date: 5th01/2017. IAC Publishing, LLC. (2017). What are some of the roles of managers? (Online) Retrieved from: https://www.reference.com/business-finance/roles-managers-f96de09c2ad8bde2 Retrieval date: 5th01/2017. The Open University. (2017). Managing and managing people. (Online) Retrieved from: https://www.open.edu/openlearn/money-management/management/leadership-and-management/managing-and-managing-people/content-section-4.3 Retrieval date: 5th01/2017. Houghton Mifflin Harcourt. (2016). Functions of Managers. (Online) Retrieved from: https://www.cliffsnotes.com/study-guides/principles-of-management/the-nature-of-management/functions-of-managers Retrieval date: 5th01/2017. Business Case Studies LLP. (2016). Recruiting, selecting and training entrepreneurial managers. (Online) Retrieved from: https://businesscasestudies.co.uk/arcadia/recruiting-selecting-and-training-entrepreneurial-managers/the-importance-of-good-management.html#axzz4UrLXOZNu Retrieval date: 5th01/2017. Associated Banc-Corp. (2017). The importance of effective teams. (Online) Retrieved from: https://www.associatedbrc.com/Resource-Library/Resource-Library-Article/ArtMID/666/ArticleID/59/The-importance-of-effective-teams Retrieval date: 5th01/2017. Haywards Associates. (2011). The importance of a strong management team for SMEs and how to fill in any gaps. (Online) Retrieved from: https://www.hayward-associates.com/2012/01/the-importance-of-a-strong-management-team-for-smes-and-how-to-fill-in-any-gaps/ Retrieval date: 5th01/2017. Done P. 2015. The importance of a strong management team. https://www.peninsulagrouplimited.com/blog/the-importance-of-a-strong-management-team/ Retrieval date: 5th01/2017.

The Negative Effects of Chewing Tobacco free essay sample

Every year in America, there are approximately 146,023 people who chew tobacco that end up with cancer, according to mylastdip. com, a website committed to informing people of chewing tobacco. Those cancers include lip, mouth, throat, stomach, esophagus, pancreas, lung, trachea, and lastly, cancer of the bronchus. Chewing tobacco, also known as smokeless tobacco, is a term used to describe tobacco that is not burned or smoked. â€Å"Chewing tobacco is cut-leaf tobacco that must be chewed in order to get the flavor and nicotine. Chewing tobacco is sold loose in foil pouches or as plugs or twists,† says a reporter from mylastdip. com. Chewing tobacco includes the following ingredients: Nicotine — addictive drug, insecticide Formaldehyde — embalming fluid Polonium 210 — nuclear waste Lead — nerve poison Hydrocarbons — car exhaust Cadmium — battery chemical Coumarin — a rat poison These all are harmful to the human body and There are two types of chewing tobacco, snuff and snus. Snuff is a finely grounded tobacco that is placed in the mouth between the cheek and the gum. We will write a custom essay sample on The Negative Effects of Chewing Tobacco or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Snus is a tobacco powder that is moist and is placed on the upper or lower lip. Both snuff and snus are placed in the mouth. â€Å"Smokeless tobacco has been around for over four hundred years, and was first used by American Indians and was used as a medicine for sickness’, such as a headache or cough,† reported www. tobacco. com. â€Å"By the early 1700’s, chewing tobacco had been growing all over the world, especially in the Americas. † By the 1800’s, smokeless tobacco was the most used form of tobacco used in America, until the 1900’s when the mass production of cigarettes came around. Who uses tobacco? It’s a reported 3. 3% (8. 6 million) of people in the United States aged twelve and older use smokeless tobacco. There is an estimated 8% of American high school students that use smokeless tobacco. More men use smokeless tobacco than women. â€Å"Smokeless tobacco use is highest among young white males, American Indians/Alaskan Natives, people living in rural areas, and people living in the southern and north central states,† reported from cancer. gov. When I asked a sixty year old former smokeless tobacco user how old he was when he he took his first â€Å"dip† (the act in which you put chewing tobacco in your mouth) he replied, â€Å"I was about sixteen years old. I only chewed for around four years. † I then asked him how he quit after four years. His reply, â€Å"I swallowed so much of the sh*t it made me sick. † Overall, chewing tobacco has effected over 100,000 people in the United States and has given them cancer. No matter where the smokeless tobacco is placed on the body, it can cause cancer on any part of the body. Most of all, it doesn’t matter your age, race or even color of hair, tobacco is highly addictive to everyone. Anyone can become addicted, don’t be the next.

How Priestley presents Inpector Goole as unusual in Act One free essay sample

?How Does Priestley Present the Inspector as an Unusual Policeman in Act One? The inspector is presented as unusual by his personality, conduct and expressed views. Throughout the act, Priestley makes the Inspector say and do things that an audience would not expect of a conventional policeman. A conventional policeman would be polite and professional. We would expect an Inspector to be discrete in his work as to avoid causing problems or drawing undue attention at the case and wrongdoings of the Birlings. He should be sensitive so he doesn’t offend anyone. A normal inspector would take suspects to the station and follow more conventional policing methods. The Inspector is not like the one described above. His personality is judgemental and he expresses opinions on the acts of others. When Sheila bursts out about the girls being people and not just â€Å"cheap labour†, the Inspector shows his agreement as he says â€Å"I’ve had that notion from time to time†. We will write a custom essay sample on How Priestley presents Inpector Goole as unusual in Act One or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Here he passes judgement on the way Birling treats his workers by suggesting that they are described as objects so often that he only remembers that they are people some of the time. In this way, the Inspector criticizes Mr Birling’s firing of Eva and makes his feel guilty. This is not the role of an inspector. He should be finding things out by asking questions and taking answers relevant to the case, not speaking his mind on social matters and making suspects regret their actions by telling them they’ve done wrong. The Inspector’s aggression makes him unusual. Rather than conducting the investigation in a respectful way, he takes the household by surprise and intimidates them with a vivid description of Eva’s death – â€Å"burnt her inside out†. He shocks them with this description to get their attention and make the suspect understand the severity of events. This is successful as he makes Eric exclaim involuntarily, showing how the Inspector wields the power of knowledge which he can use over them. Knowing things that one or none of the other characters know does not make the Inspector unusual but the way in which he uses the information he is privy to does. The example of making Eric exclaim, for instance, is not a normal course of action. A normal police officer would tone it down – at least to begin with – but this Inspector wants the suspects to understand the pain they caused Eva so he can make them feel emotions as a consequence of their actions. The Inspector is not afraid to question Mr Birling, despite being in his house and knowing he is a contender for a knighthood, about the way in which he runs his business. This isn’t normal police protocol and Priestley makes him do so to contradict Mr Birling’s earlier speeches. The Inspector also interrupts people with force, â€Å"you heard what I said before Mr Croft† is an example in which the Inspector stamps his authority on Gerald, using intimidation that one wouldn’t expect from a police officer. There is a dramatic example of this interruption which is the Inspector ringing the doorbell and making a noise which cuts Mr Birling off mid-speech. Priestley lets on that the Inspector is not a normal policeman through Mr Birling who says that he is a man-about-town and friend of the Chief Constable so he knows the Brumley Police Force, yet makes it clear that he does not know the inspector either by face or name. Birling â€Å"warn(s)† the Inspector that he is a friend of the Constable, a warming that may be a threat to the Inspector that he could get Goole fired. However, unlike a normal policeman, the possibility of losing his job does not deter the Inspector and he carries on as before. Priestley runs a supernatural theme through the Inspector. He gives the Inspector apparent omniscience and with that, huge swathes of power. The Inspector’s name is Goole, which sounds like ghoul – as in a supernatural being. When Birling asks the Inspector to repeat his name, the Inspector says it and then spells it out. This draws attention to it and suggests that he is not a normal policeman. Aspects of the Inspector’s language and behaviour mark him out as unusual. 24/30 A* (80’%)

12 Quotations on Learning to Write by Reading

12 Quotations on Learning to Write by Reading Read! Read! Read! And then read some more. When you find something that thrills you, take it apart paragraph by paragraph, line by line, word by word, to see what made it so wonderful. Then use those tricks the next time you write. That charge to young writers happens to come from novelist W.P. Kinsella, but in fact hes echoing centuries of good advice. Heres how 12 other authors, past and present, have stressed the importance of reading to a writers development. Read, Observe, and PracticeFor a man to write well, there are required three necessaries: to read the best authors, observe the best speakers, and much exercise of his own style.(Ben Jonson, Timber, or Discoveries, 1640)Exercise the MindReading is to the mind what exercise is to the body.(Richard Steele, The Tatler, 1710)Read the BestRead the best books first, or you may not have a chance to read them at all.(Henry David Thoreau, A Week on the Concord and Merrimack Rivers, 1849)Imitate, Then DestroyWriting is a difficult trade which must be learned slowly by reading great authors; by trying at the outset to imitate them; by daring then to be original and by destroying ones first productions.(Attributed to Andrà © Maurois, 1885-1967)Read CriticallyWhen I was teaching writing -   and I still say it -   I taught that the best way to learn to write is by reading. Reading critically, noticing paragraphs that get the job done, how your favorite writers use verbs, all the useful techni ques. A scene catches you? Go back and study it. Find out how it works.(Tony Hillerman, quoted by G. Miki Hayden in Writing the Mystery: A Start-to-Finish Guide for Both Novice and Professional, 2nd ed. Intrigue Press, 2004) Read EverythingRead everything -   trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the master. Read! Youll absorb it. Then write. If it is good, youll find out.(William Faulkner, interviewed by Lavon Rascoe for The Western Review, Summer 1951)Read Bad Stuff, TooIf you are going to learn from other writers dont only read the great ones, because if you do that youll get so filled with despair and the fear that youll never be able to do anywhere near as well as they did that youll stop writing. I recommend that you read a lot of bad stuff, too. Its very encouraging. Hey, I can do so much better than this. Read the greatest stuff but read the stuff that isnt so great, too. Great stuff is very discouraging.(Edward Albee, quoted by Jon Winokur in Advice to Writers, 1999)Be a Voracious, Loving ReaderWhen you start reading in a certain way, thats already the beginning of your writing. Youre learning what you admire and you re learning to love other writers. The love of other writers is an important first step. To be a voracious, loving reader.(Tess Gallagher, quoted by Nicholas OConnell in At the Fields End: Interviews With 22 Pacific Northwest Writers, rev. ed., 1998) Tap Into the World ConsciousnessToo many writers are trying to write with too shallow an education. Whether they go to college or not is immaterial. Ive met many self-educated people who are much better read than I am. The point is that a writer needs a sense of the history of literature to be successful as a writer, and you need to read some Dickens, some Dostoyevsky, some Melville, and other great classics -   because they are part of our world consciousness, and the good writers tap into the world consciousness when they write.(James Kisner, quoted by William Safire and Leonard Safir in Good Advice on Writing, 1992)Listen, Read, and WriteIf you read good books, when you write, good books will come out of you. Maybe its not quite that easy, but if you want to learn something, go to the source. ... Dogen, a great Zen master, said, If you walk in the mist, you get wet. So just listen, read, and write. Little by little, you will come closer to what you need to say and express it thr ough your voice.(Natalie Goldberg, Writing Down the Bones: Freeing the Writer Within, rev ed., 2005) Read a Lot, Write a LotThe real importance of reading is that it creates an ease and intimacy with the process of writing; one comes to the country of the writer with ones papers and identification pretty much in order. Constant reading will pull you into a place (a mind-set, if you like the phrase) where you can write eagerly and without self-consciousness. It also offers you a constantly growing knowledge of what has been done and what hasnt, what is trite and what is fresh, what works and what just lies there dying (or dead) on the page. The more you read, the less apt you are to make a fool of yourself with your pen or word processor.  ...[R]ead a lot, write a lot is the great commandment.(Stephen King, On Writing: A Memoir of the Craft, 2000)And Have FunRead a lot. Write a lot. Have fun.(Daniel Pinkwater) For more specific suggestions on what to read, visit our reading list: 100 Major Works of Modern Creative Nonfiction.

Speech, Language and Communication are different aspects of the same Essay - 3

Speech, Language and Communication are different aspects of the same process. Compare and contrast these aspects - Essay Example Therefore, language and speech are both different aspects of a communication process. It is regarded as a process with various characteristics including its continuous, dynamic and has elements that occur simultaneously (Miller, 2011). It is also regarded as a process because of its symbolic nature, that is, it relies heavily on symbols with arbitrary meanings. Communication as a process also occurs in a contextual manner. That being another feature of communication, the context includes language, cultures, social structure and the individual relation between the receiver and the source (Miller, 2011). A speech is also regarded as what one gives in front of a group of either people, which can be interpersonal or public speaking, which, in turn, means language is what we use to deliver the speech (Miller, 2011). Communication, therefore, is the way the speech is delivered. Language is different from speech because it consists of socially shared rules, which include how to put words together to make a meaning, what or the exact meaning of each of the words used, how to make or constitute new words from those existing, and what best word combinations are thoroughly placed, in a situation, to give meaning (Kuhl, 2010). On the other hand, speech is a verbal means of communication, which constitutes articulation that exactly ease how the speech sounds are constituted. It also consists of voice whereby vocal folds and breathing are initiated to produce sound. Fluency is another vital constituent of speech, which is described as the rhythm of speech (Kuhl, 2010). Therefore, language can be grouped, in terms of problems, whereby, receptive language is when a person has trouble with understanding others. Sharing thoughts, ideas and feelings perfectly with others with poor conveyance is categorized under expressive language disorders (Crosbie et al. 2005). Lang uage

Liberty, Equlaity, Power Essay Example | Topics and Well Written Essays - 750 words

Liberty, Equlaity, Power - Essay Example They are extensively denoted in the bill of rights. Before the fight for liberty, African American men were not allowed to vote. Nevertheless, with the fifteenth amendment, they gained the right to vote. The facet of equality is based on membership of a community. The new chapter of equality emerged through struggle for citizenship in the American society through civil movements. Criminal justice policies been developed to change the issue of discrimination against the people of color in the United States. During the slavery period, people of the color were discriminated against. It was tricky for them to secure good jobs even after the end of slavery. Good housing and social services were denied owing to criminal records, which emanated as a result of laws that had been put in place to discriminate against them. Nevertheless, revolution created a room for equality. The civil was an opening door for the end of inequality. Although there was notion that civil rights amendments would have helped to end racism and economic exploitation, different forms of discrimination and exploitation emerged. This was achieved through manipulation of law through legal maneuvering, which ensured that there were twisted phrases of the law that encouraged inequality. For instance, in 1896, the famous Supreme Court ruling with the phrase â€Å"separate but equal† is a perfect example that encouraged inequality. This was the case of Plessy v. Ferguson, 163 U.S. 537 (1896). Presently, criminal justices policies can be argued to indirectly endorse the issue of inequality. Mass arrest and incarceration of people of color have been evident. In the year 2007, there were over 2 million people confined in US prisons, but the majorities were black and brown people. In fact, the statistics indicates that one out of three African American men is incarcerated. Additionally, mass incarceration is highly

Discuss the findings of the OFGEM report with regards to the UK energy Assignment

Discuss the findings of the OFGEM report with regards to the UK energy market; and discuss if more competition between the big six UK energy firms may benefit UK consumers - Assignment Example as proposed a number of reforms that should be employed in order to make the market more transparent, functional, and effective and consumer oriented in nature. The main objective for this essay is to study the report prepared and published by the OFGEM about the United Kingdom energy sector and analyze the proposals and reforms suggested by the same. This would be done by evaluating the economic aspects of this sector like the market structure, the price and demand elasticity, the present condition of the sector, the entry barriers and common strategies, the areas of the sector that need immediate interference and change and the propose reforms as suggested by the OFGEM. The UK energy sector is an intensely concentrated market in which the Big Six energy suppliers control the way the market functions. Also, the pricing strategies of one of these companies tend to affect that of the other companies in a direct and significant manner. The consumer groups for this market have been identified to have low involvement and low level of trust since the influence of the customers have become restrained due to the less number of options available to them. The low degree of consumer engagement has stemmed from a number of factors like the intrinsic nature of the energy products, the long periods required for switching suppliers, the excessive influence of the energy suppliers on the market and the lack of proper government interference and regulations for monitoring and supporting the interests of the consumer groups. These factors are identified to be hazardous for the future sustainability and health of the market structure because a significant lack of comp etition among the enmities in the market, a lack of interest and engagement of the consumers and excessive control of a handful of energy suppliers are noted in this sector. Other data given in Appendices 1-5 are suggestive of the above identified factors and features of this sector. The Herfindahl-Hirschman Index

History of Rome and the Servile Wars

History of Rome and the Servile Wars Can we understand the servile wars and revolt of Spartacus in terms of a proletariat uprising against Rome? My research focused on the view of slavery as such within the Roman empire from 140 B.C to 70 B.C. My hypothesis is that the Servile wars and Spartacus revolt, did lead to a proletariat uprising against Rome, but these caused the revolt, not the lower classes themselves. However, my main research question, identifies cultural problems in the history of slavery, in terms of the uprising and open revolts against Rome staring with the servile wars, leading through to Spartacus, and how this caused the uprising, as the challenge to roman rule was a direct follow on from the events that preceded it. My aim, therefore, is to show how the impact of the institution of slavery on roman society at large and identify the responses and resistance, in order to show how slavery was integral in roman society, which would inevitably lead to a proletariat uprising. The slave rebellions were extraordinary in Roman time, nothing like them had ever happened before and after the final suppression of Spartacus in 70 B.C, no comparable rising ever took place again.[1] In terms of a reaction from ancient scholars, our evidencestems almost wholly pro roman sources; at best from writers who saw no moral justification in servile revolutions as such[2], indicating somewhat of a bias towards infolding events. Modern scholars such as Bradley and Green, have shown that the uprisings stemmed from the ruthlessness of the Romans military expansion, this can be supported by the fact that, territorial expansion in the Roman empire is considerably linked with the use of slavery, as warfare became inextricably linked with economic growth[3]. To focus on slave, therefore, in terms of the events creating a proletariat uprising, we must consider the views of the ancient and modern scholars, as well as Marxist thought, in order to reason why the wars created the issue of an uprising as slavery has its origins in the deepest mists of antiquity, usually arising from putting prisoners of war to servitude as reparation[4]. In terms of the servile wars, although they were the first warning of an assault against the Romans from a slave perspective, in regard to a proletariat uprising, it didnt have as much of an effect as Spartacus did, and that is why this essay focuses largely on the success of Spartacus in the sense of an uprising. The first slave war had its begging in Enna, this was significant as Sicily had become the first overseas province in the wake of the first war against Carthage, 264 B.C 241 B.C[5]. The massacre which would ensue the destruction of Enna led to full control being taken, leading to complete possession of the area. The prosperity of Siciliy drew comment from Diodorus a land so rich in grain[6] signifying why the Romans wanted it, and furthermore its slaves for economic purposes. Diodorus gives two different accounts of the motives that instigated the slave rebellion. In the first, they are entirely private and domestic. A group of house slaves have been driven to desperate ac tion by the ill treatment they have suffered at the hands of their master and his wife. In the second version, the slaves are clearly deputies from a much larger and more general body. The first version is Roman propaganda, designed to minimise the political motives of the uprising.[7] This clearly identifies the means of a proletariat uprising as early propaganda aimed to stop any kind of opposition before it even began. Furthermore, Diodorus gives the usual catalogue of child-murder and rape[8], this supports the fact mentioned earlier, as many sources came from pro-romans, who didnt support any kind of uprising, so they portray the rebels as doig horrible things in order to stem other citizens participation. In addition, various testimonia suggest that the majoriy of sicilain slaves were field labourers, the chain gangs of the ergastula[9]this only intensifies the proletariat uprising, as with legitimate forms of protest denied them, the Roman plebeians resorted to military tacti cs in abortive but violent attempts to end the widespread debts and break up the latifundia[10]. This, then can argue that Diodorus considered the violence of the Sicilian masters and the power they had over their slaves was a key factor in the outbreak of the rebellions. The Sicilian slave uprisings were suggestive of long-term social change that was required, and though they do signify problems that would lead to an uprising, it was mainly Spartacus actions, that would make Roman society contest the higher powers. The slave rebellions aided as an excuse for the men to release their anger against their owners, this is supported by the fact that the Sicilian slave wars, were essentially revolts of an agricultural workers contesting their own owners rule. The biggest uprising of the three major slave wars in the Roman republic was the last of them, the rebellion of the gladiator Spartacus. The war raged through the core of Italy, not in Sicily like the previous rebellions had, and this significantly challenged Roman power and authority. In the case of the revolt, its importance in linking in to a proletariat uprising is imperative, this is due to the fact that it began as only a few slaves escaping, whereas what it became is hugely important. Slaves did not have much of a common identity, except where they were a conquered people[11]. This led to an escalation of individuals who had grown distasteful of roman citizen rule over the lower class. This suggestively links with modern Marxist thought, and is significant in arguing why Spartacus began the proletariat uprising against Rome. Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed, stood in constant opposition to one another, carried on an uninterrupted, now hidden, now open fight, a fight that each time ended, either in a revolutionary reconstitution of society at large, or in the common ruin of the contending classes[12] This quote from the communist manifesto, links heavily with the problems non-roman citizens faced, as the escaped slaves that began the revolt were the lowest-ranking members the roman society. I argued earlier that despite their importance, the servile wars were not as significant s Spartacus revolt in terms of a proletariat uprising against Rome. This can be supported by add Marxist quote from Doc 3, this clearly shows his visionary leadership in objection of the oppressing rule. Thus, the complexity of the argument changes somewhat, as its no longer just about slaves, it is about all citizenry contesting roman rule, which occurred after the defeat of Spartacus. In terms of the occurrences during Spartacus revolt, limitations on the sources used again must be considered , as like Diodorus, pro-roman writers contested any happenings of an uprising as such. limitations of the literary sources that provide our evidence. There are only a handful of accounts of the war, and the fullest of these were composed centuries after the events they describe. Importantly, no account of the war from the view of Spartacus himself or any of the rebels exists. What remains is the representation of the revolt that was written by ancient scholars who believed slavery to be part of the hierarchical society norm. It is important to note that the uprisings that occurred heavily linked to the roman economy. Capua were Spartacus revolt began prior to its defection of Hannibal had previously been Romes equal[13], this is significant as it shows why slavery was so rife as it was the center for bronze manufacturing and the extraordinary production of grain and relied on a large servile population[14]. Capua had access to a certain amount of wealth and manumission was sufficiently practiced to allow the assimilation of some slaves with established frameworks of authority. Thus, collaboration with the status quo was once responsive to servitude that could at times lead to really social advancement[15]. This can be supported by the fact that Bradley argues that the violence of the revolt was the product of the violence slave owners themselves had long fostered into their slaves[16], this is important as it shows why the battle engaged so many to up rise against roman rule. Furthermore, he argues that the escalation of the revolt of gladiators into a sustained war of servile resistance cannot possibly have been what they hoped to achieve when they made their escape from Capua.[17] It is important to note that at the time of the uprising lead by Spartacus gladiatorial contest where still in the process of becoming prolific entertainment[18] and so early witnesses to the sport didnt understand the barbaric actions of some gladiator owners. First of all, it is important to note that Gladiators tended to be the first-generation slaves[19] and so thus, a proletariat uprising led by Spartacus was significant as the attractiveness of manumission was a motivating impulse[20] to most slaves who joined the rebellion. This is significantly supported by the fact that Spartacus practice of equally dividing the spoils and special inducement for encouraging discontented agricultural workers to join the movement[21] increased the number of radicals joining the movement. He wasnt like most leader s as he had been subject to the horrors of slavery himself, and so believed in helping all who wanted to fight for their freedom. General servile involvement in political and civil strife had now come into being[22]. This was also major as this led to many thinking that Spartacus was a figure who was surrounded by an aura of religiosity, and this is aided by the fact that he was known to be manipulating religious associations for the purpose of promoting resistance to slavery[23]. The aftermath of Spartacus death is significant in why he led a proletariat uprising in the first place leading on from the events of the servile wars. After the battle, the legionaries found and rescued 3,000 Roman prisoners in their camp all of whom were unharmed[24]. This is particularly significant as it shows how all the rebels wanted was freedom and change. This civilized treatment of the Roman prisoners contrasts starkly with the fate meted out to Spartacus followers. Crassus had 6,000 slaves crucified along the Appian Way between Capua and Rome a distance of about 200 kilometres. Their corpses lined the road all the way from Brundisium to Rome. Since Crassus never gave orders for the bodies to be taken down, for years after the final battle all who travelled that road were treated to this macabre spectacle[25]. This was significant as it sent a message, and heightened the sense that slavery was imperative to the economy and survival of roman rule and even more so the hierar chal system in operation, which led to a proletariat uprising. While the slave rebellions were intensified by the substantial volatility of the later Roman Republic, the slave wars and the Spartacus revolt significantly challenged the Roman Republic on a social and economic front. This was indefinitely aimed to increase the power of Rome, which would lead many modern historians arguing the fact that Spartacus revolt was an uprising against the brutal treatment of slaves throughout the roman world. In conclusion, the Spartacus rebellion was the last main slave revolts that Rome would face. This being quite possibly due to the fear which Crassus instilled with the crucifixions of all the rebels who were captured after the defeat of Spartacus[26]. The fear instilled on the roman hierarchy prompted by the three main slave wars would worry the Roman rule for the rest of its dominance, this because it seriously challenged the power and authority of the hierachy. Spartacus had defeated one Roman army after another, and it baffled many scholars how ordinary slaves had defeated legion after legion with ease. As Engels has written, where was the way out, salvation for the enslaved, oppressed, and impoverished, a way out common to all these groups of people (slaves, ex-slaves, the plebeian mob, impoverished free men) whose interests were mutually alien[27]. This is suggestive of the fact that the proletariat uprising was due to a common cause, which in fact it was, as the mass of Roman c itizenry became a mob of do-nothings more abject than the former poor whites in the southern country of the United States, and alongside of them developed a mode of production which was not capitalist but dependent upon slavery.[28] Finally, for Marx, Spartacus was revealed as the most splendid fellow in the whole of ancient history. Great general noble character, real representative of the ancient proletariat.[29] This finalises my argument, as I have argued that Spartacus, more so than the two servile wars instigated a lower class uprising due to his actions, and furthermore by Crassus murders of his followers, it showed how imperative slavery was to Rome. [1] Peter Green, THE FIRST SICILIAN SLAVE WAR, Past And Present, 20.1 (1961), pp. 10-29 . [2] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [3] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [4] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [5] Keith R Bradley, Slavery And Rebellion In The Roman World, 140 B.C. 70 B.C, 1st edn (Bloomington, Ind. [u.a.]: Indiana University Press, 1998), p.46. [6] Keith R Bradley, Slavery And Rebellion In The Roman World, p.47. [7] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [8] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [9] Peter Green, THE FIRST SICILIAN SLAVE WAR, pp. 10-29. [10] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [11] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [12] Communist Manifesto (Chapter 1), Marxists.Org, 2017 [accessed 23 March 2017]. [13] Keith R Bradley, Slavery And Rebellion In The Roman World, p.83 [14] Keith R Bradley, Slavery And Rebellion In The Roman World, p.83. [15] Keith R Bradley, Slavery And Rebellion In The Roman World, pp.83,84. [16] Keith R Bradley, Slavery And Rebellion In The Roman World, p.92. [17] Keith R Bradley, Slavery And Rebellion In The Roman World, p.98. [18] Keith R Bradley, Slavery And Rebellion In The Roman World, p.84. [19] Keith R Bradley, Slavery And Rebellion In The Roman World, p.85. [20] Keith R Bradley, Slavery And Rebellion In The Roman World, p.89. [21] Keith R Bradley, Slavery And Rebellion In The Roman World, p.93. [22] Keith R Bradley, Slavery And Rebellion In The Roman World, p.90. [23] Keith R Bradley, Slavery And Rebellion In The Roman World, p.93. [24] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [25] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [26] Alan Woods, Spartacus A Real Representative Of The Proletariat Of Ancient Times | Ancient History | History Theory, Marxist.Com, 2017 [accessed 23 March 2017]. [27] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [28] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017]. [29] Graham Stevenson, Spartacus And Class Struggle In Ancient Rome, [accessed 23 March 2017].

Communism vs Capitalism Essay -- Communism Essays

Capitalism vs. Communism   Ã‚  Ã‚  Ã‚  Ã‚  Throughout history, there have been many systems developed in order to have a better society. Two of the most analyzed, and debated systems that have tired to change an economy for the best are communism, and capitalism. Communism, and capitalism have been compared on many levels, such as why they will or will not work, and which one works better. Throughout this essay I will concentrate on the differences, and similarities of how each operates, along with the benefits, and problems that each of them produces.   Ã‚  Ã‚  Ã‚  Ã‚  Both of these economic systems theories came about around the same time, in the late 17th to mid18th centuries. One of the main contributor for capitalism was Adam Smith, writing The Wealth of a Nation in 1776, and Karl Marx for communism publishing the Communist Manifesto in 1848. These both were looked as a manual or guide for achieving such advancements. Communism called for the people to not be selfish and work for the benefits of the community rather for their well being. It asks them to see that what benefits the whole, benefits themselves. Capitalism on the other hand is focused on working for individual growth, and personal ownership to provide wealth for one’s self. Communism plans to have a higher power or government control the economy to create a better way of living, by which all goods are equally distributed. As capitalism wants the government to not play a big role i...

Summary of Shooting an Elephant

Narration: â€Å"Shooting an Elephant† To narrate is to describe an experience or a story that is linked in time. An effective narration â€Å"usually relates a sequence of events that led to new knowledge or had a notable outcome† (Aaron 60). George Orwell uses narration in â€Å"Shooting an Elephant† to support his thesis that imperialism is an immoral relationship of power because it compels the oppressor to act immorally to keep up appearances that he is right, just like his experience of shooting an elephant.Orwell was called to the market after a working elephant escaped his handler and killed a man. (Rule#2)By the time he arrived the scene, the elephant was calm and has wandered into an open area away from the market. Orwell did not want to kill the elephant because it was calm and caused no threat. (Rule#1)He had never intended to hurt the elephant, but with everyone watching, he felt as if he could not let them down. Orwell states, â€Å"They [the crowd ] did not like me, but with the magical rifle in my hands I was momentarily worth watching† (86).Therefore, he pulled the trigger and killed the elephant. He was regarded as a wise ruler, but on the other hand, he knew that he was wrong in what he did. As a result, he finds himself doing whatever he must do, which in this case is to kill the elephant, to â€Å"avoid looking a fool†(89). (Rule#4)Orwell symbolizes himself as the British imperialists, who were the ruling authority in Burma, and  the Burmese people as the elephant. Shooting the elephant is a symbolic of the English government's relationship with the Burmese people.By narrating the experience of killing an elephant, George Orwell presents a good model of narration. His narration brings out a notable outcome, which is his thesis that imperialist have to control their indentured servant by showing their power.Work Cited Aaron, Jane E. , ed. 40 Model Essays. New York: Bedford/ St. Matins, 2005. Orwell, George . â€Å"Shooting an Elephant. † 40 Model Essays. Ed. Jane E. Aaron. New York: Bedford/ St. Martins, 2005. 82-89.

Facts About the Dwarf Seahorse

Facts About the Dwarf Seahorse The dwarf seahorse  (Hippocampus zosterae)  is a small seahorse  found in the Western Atlantic Ocean. They are also known as little seahorses or pygmy seahorses.   Description: The maximum length of a dwarf seahorse is just under 2 inches. Like many other seahorse species, it has a variety of color forms, which range from tan to green to almost black. Their skin may be mottled, have dark spots, and covered in tiny warts. These seahorses have a short snout, and a coronet on top of their head that is very high and column-like or knob-like in shape. They may also have filaments extending from their head and body.   Dwarf seahorses have 9-10 bony rings around their trunk and 31-32 rings around their tail.   Classification Kingdom: AnimaliaPhylum: ChordataClass: ActinopterygiiOrder: GasterosteiformesFamily: SyngnathidaeGenus: HippocampusSpecies:  Zosterae Habitat and Distribution Dwarf seahorses live in shallow waters populated with  seagrasses. In fact, their distribution coincides with the availability of seagrasses.  They may also be found in floating vegetation. They live in the Western Atlantic Ocean in southern Florida, Bermuda, Bahamas and the Gulf of Mexico. Feeding Dwarf seahorses eat small crustaceans  and tiny fish. Like other seahorses, they are ambush predators, and use  their long snout with a pipette-like motion  to suck in their food as it passes by. Reproduction The breeding season for dwarf seahorses runs from February to November. In captivity, these animals have been reported to mate for life. Dwarf seahorses have a complex, four phase  courtship ritual that involves color changes, performing vibrations while attached to a holdfast. They may also swim around their holdfast. Then the female points her head upward, and the male responds by also pointing his head upward. Then they rise up into the water column and intertwine tails.   Like other seahorses, dwarf seahorses are ovoviviparous, and the female produces eggs that are reared in the males brood pouch.  The female produces about 55 eggs which are about 1.3 mm in size. It takes about 11 days for the eggs to hatch into miniature seahorses which are about 8 mm in size.   Conservation and Human Uses This species is listed as  data deficient  on the  IUCN Red List  due to a lack of published data on population numbers or trends in this species. This species is threatened by habitat degradation, especially because they rely on such shallow habitat.  They also are caught as bycatch  and caught live in Florida waters for the aquarium trade. In the U.S., this species is a candidate for listing for protection under the Endangered Species Act. References and Further Information: Irey, B. 2004. Hippocampus zosterae. Animal Diversity Web. Accessed September 30, 2014Lourie, S.A.,  Foster, S.J., Cooper, E.W.T. and A.C.J. Vincent. 2004. A Guide to the Identification of Seahorses. Project Seahorse and TRAFFIC North America. 114 pp.Lourie, S.A., A.C.J. Vincent and H.J. Hall, 1999. Seahorses: an identification guide to the worlds species and their conservation. Project Seahorse, London. 214 p.  via FishBase, September 30, 2014.Masterson, J. 2008. Hippocampus zosterae. Smithsonian Marine Station. Accessed September 30, 2014.NOAA Fisheries. Dwarf Seahorse (Hippocampus zosterae). Accessed September 30, 2014.Project Seahorse 2003.  Hippocampus zosterae. The IUCN Red List of Threatened Species. Version 2014.2. www.iucnredlist.org.  Accessed September 30, 2014.

Laws for Americans Taking Guns Into Canada

Laws for Americans Taking Guns Into Canada Americans taking guns into Canada or transporting guns through Canada  need to know that the Canadian government has- and strictly enforces- zero-tolerance  gun control laws that must be followed by U.S. citizens taking firearms into Canada. Most problems arise from Americans simply forgetting they have a handgun with them when crossing the border. This happens most often to Americans from states which allow their citizens to carry concealed weapons. Failure to declare any firearm will result in the confiscation and probably the destruction of the weapon. A fine will be assessed and jail is a possibility. In general, Americans are allowed to bring up to three allowed guns into Canada as long as the proper forms are filled out and fees paid. Guns must be declared at the border crossing. Even when guns are declared and the proper forms are completed, Canadian border service officers require travelers to prove they have a valid reason for bringing a firearm into the nation. In addition, the border officers will check to ensure that all firearms are safely stored for transportation and that the guns actually being transported match those described in the declaration documents. Minimum Age Only people age 18 years or older are allowed to bring firearms into Canada. While persons younger than 18 may use a firearm in Canada under certain circumstances, an adult must be present and will be held legally responsible for the firearm and its use. The Canadian Non-Resident Firearms Declaration U.S. citizens bringing firearms into Canada, or taking firearms through Canada to Alaska are required to fill out a Non-Resident Firearms Declaration (Form CAFC 909 EF). The form must be presented in triplicate, unsigned, to a Canadian customs officer at the travelers first point of entry into Canada. Remember, the customs officer must witness the signature, so do not sign the form beforehand. Persons bringing more than three firearms into Canada will also need to complete a Non-Resident Firearm Declaration Continuation Sheet (form RCMP 5590). Once it has been approved by the Canadian customs officer, the Non-Resident Firearms Declaration is valid for 60 days. The confirmed form acts as a license for the owner and as a temporary registration certificate for the firearms brought to Canada. The declaration can be renewed for free, providing it is renewed before it expires, by contacting the Chief Firearms Officer (CFO) (call 1-800-731-4000) of the relevant Canadian province or territory. A confirmed Non-Resident Firearms Declaration costs a flat fee of $25, regardless of the number of firearms listed on it. It is valid only for the person who signs it and only for those firearms listed on the declaration. Once the Non-Resident Firearms Declaration has been approved by the CBSA customs officer, the declaration acts as a license for the owner and it is valid for 60 days. For visits longer than 60 days, declarations can be renewed for free, providing they are renewed before they expire, by contacting the Chief Firearms Officer of the relevant province or territory. Persons bringing firearms into Canada must also comply with Canadian Storage, Display, Transportation and Handling of Firearms regulations. The Canadian customs officer at the point of entry can inform firearms owners of these regulations. Firearms Allowed, Restricted, and Prohibited Approval of the Non-Resident Firearms Declaration allows only standard rifles and shotguns commonly used for hunting and target shooting to be transported into or through Canada. Handguns with at least 4-inch barrels are considered restricted firearms and are allowed in Canada, but require the completion an approval of an Application for an Authorization to Transport Restricted Firearms. This Non-Resident Firearm Declaration costs $50 Canadian. Handguns with barrels shorter than 4-inches, fully automatic, converted automatics, and assault-type weapons are prohibited and not allowed in Canada. In addition, certain knives, even those used for hunting and fishing, may be considered prohibited weapons by Canadian officials. Other Things You Need to Know In all cases, travelers must declare to Canadian Customs authorities any firearms and weapons in their possession when entering Canada. There are often facilities near border crossings where weapons may be stored, pending the travelers return to the United States, but this should be done before attempting to enter Canada. Canadian law requires that officials seize firearms and weapons from persons crossing the border who deny having them in their possession. Seized firearms and weapons are never returned. By far the easiest way to transport firearms is to have them crated and shipped to your destination via a commercial carrier.

See the assigment Criteria Essay Example | Topics and Well Written Essays - 5000 words

See the assigment Criteria - Essay Example Nonetheless, it has been said that the US will not take measures in all emerging threats, nor sovereigns should use â€Å"pre-emption† as pretense for aggression. Nevertheless, in the time when adversaries against peace nations actively seek the nuclear-armed capabilities, the US will not ignore while threats assemble. Finally, the purpose of the US action, as conveyed, is to eliminate a specific threat, not to promote international violence. Thus, in order to legitimize pre-emptive action against a state, promise of transparency of reasons, measured force and the establishment of just cause have been made by the state. In this context and given the history and facts surrounding Saddam Hussein’s regime in Iraq, the paper answers if the US can be justified under International Law in taking pre-emptive measures against Iraq in the year 2003. In the year 2003, the United States, supported by two of its allies, Great Britain and Australia, invaded Iraq, a Sovereign Nation, an event that raised many questions as to whether the attack was justified according to United States foreign policy and world politics (Ritcher, 2003). The reasons advanced as to why the attack took place were that Iraq was in the process of manufacturing weapons of mass destruction. The other reason was that the regime of Sadaam Hussein was a threat to world peace and the United States and that it was involved in the twin tower attack or 9/11 (Dworkin, 2002). It was also said that the said regime was working in corroboration with international terrorist groups like Al Qaeda and needed to be brought down. The United States also advanced the fact that declaring war on Iraq was a step towards fighting international terrorism. It was also alleged that declaring war on Iraq was one of the ways to enhance democracy in the Middle East. Lastly, it was said to have been done to help the people of Iraq remove a regime that was oppressing them and which supported torture and rape. The United States President contended that Iraq posed a threat, and the United States had a right under article 51 of the United Nations Charter to undertake the use of military action or force to counter the threat (Bellamy, 2003; White House, 2002). Because Iraq had not at any given time attacked the United States, the reason as advanced by former American President George Bush raised many questions as to the validity of the use of force to counter not real but anticipated attacks and threats. According to international law, it is illegal to use force between states, except for situations, which meet two main conditions (Arend, 2003). The first situation occurs when the Security Council authorizes the use of force by one state against the other, and the second condition is when a state is acting in self-defense. The action of a state in self-defense has been a subject of intense debate, since self-defense can be interpreted to include anticipated danger. Self-defense is subject to the inter pretation and application of Article 51 of the United Nations (UN) Charter, which authorizes states to use force in defense against attack. In recent times, the arguments around the notion of self-defense have been centered on whether the use of military force is justified to be used preemptively (Bothe, 2003). Recently, the United States used the national Security Strategy to institute

Evidence Base Practice Proposal Research Example | Topics and Well Written Essays - 1250 words

Evidence Base Practice - Research Proposal Example Level of education had no major impact on the effect of the intervention neither in men (p=0.39) nor in women (p=0.32). Research concentrates on the general aspects of diagnosis, prevention and treatment. Concentrates on studies regarding communication techniques. Also includes studies that examine intermediate outcomes On the question whether aspirin regime and change of lifestyle would assist in the reduction of heart illnesses, findings found it possible. A change of lifestyle, for example reduced smoking and alcohol intake will definitely reduce the risk of heart diseases. Findings indicated that most women had knowledge of modifiable risk factors for cardiovascular disease. There were barriers to healthy diet among women one of which was concern of food wastage. The study recorded positive attitudes towards physical activity. Univariate modeling indicated that higher motivation scores were connected with greater individual risk factor knowledge/awareness and more concern about cardiovascular disease (CVD) (R2=0.43, 95% confidence interval [CI] 0.35-0.50 for both scores). Younger age, Asian ethnicity, and lower education levels were linked with reduced desire to adjust their cardiovascular risk factors ( p

M6A2-Conflict Essay Example | Topics and Well Written Essays - 750 words

M6A2-Conflict - Essay Example Leadership also helps in influencing the efforts of the conflicting parties and ensuring that parties take the responsibility of ending the conflict (Donohue & Kolt, 1994). Leadership also ensures that all parties involve participate in decision-making through provision of opportunities to express their won perspectives, feelings and points of view regarding the conflict (Lansford, 2008). I have learned that leadership in conflict management must aim at proper planning of meeting schedules, installing shared beliefs and strengthening social cohesion. Accordingly, leadership will enable conflict experts adequately identify tasks, differing interests or objectives that require cooperation in ending conflicts (Donohue & Kolt, 1994). From my interview with Professor Marco Turk, I have acknowledged that values play an important role in conflict resolution. The Professor agreed that personality traits, beliefs and perceptions of the conflicting parties might either hinder or foster success ful conflict resolution. I agree that openness to new challenges, open-mindedness, and cooperative values will foster shared goals during the conflict resolution process among the conflicting parties (Jeong, 1999). ... Values such as emotional intelligence, self-awareness and emotional stability helps the conflicting parties minimize negative perceptions or aggressive behaviors such as verbal attacks that may compromise the process (Donohue & Kolt, 1994). My modified personal working model for conflict resolution is ideal for interpersonal conflict as well as group-to-group situation conflict (Jeong, 1999). However, leadership, trust and values are more essential in resolving interpersonal conflicts compared to group-to-group situation. Interpersonal conflicts mainly result from differences in personality, poor communication, cross-cultural differences and task conflicts between two or members in an organization (Donohue & Kolt, 1994). Power struggles and poor leadership within an organization may also lead to instances of conflicts among the staff. The first step is to identify the underlying causes of conflict. Accordingly, I believe the conflict expert will then create urgency for a solution thr ough identifying the detrimental impacts of the conflict to the workplace. Successful leaders must be able to identify the possible negative impacts such as decline in profitability, poor relationships among conflicting employees, poor customer service and lack of cooperation within the organization (Donohue & Kolt, 1994). According to my modified model, the next step will involve creating a favorable environment for resolving the conflict. This step will involve use of essential leadership qualities such as ability to ensure open communication, ability to encourage dialogue and appreciate diversity of opinions among the conflicting parties (Jeong, 1999). In addition, the conflicting parties

Moral Responsibility Essay Example for Free

Moral Responsibility Essay ? Most people have natural desires such as getting higher social status; making more money; travelling all around the world; or collecting specific objects like cars, shoes, watches, dishes or stamps. Often this desire becomes a reason why people wake up in the morning, work hard, deal with all their troubles, or patiently save money. Eventually when the person achieves their desire, he/she feels great happiness, and it remains in their lives as a pleasant memory. However, sometimes people have conflicts between their wants and their moral responsibilities. What should human beings put first in their lives? Is there a method that helps human beings to find a balance among different values? My desire was to have designer bags. It started when I was a freshman in college. I had no knowledge about designer brands before I came to college because my parents have never put value on material things and have shown thrifty living is more meaningful than luxury living. I had had no issues with what my parents taught me, but starting in college I have struggled with my original values. My professor made fun of my clothing and accessories, which I bought at the supermarket, with obscure brand logos. She said if I wanted to be a good designer I had to be aware of fashion trends and style, and I also had to use those items. Moreover, the professor advised me that I should treat myself like a professional designer instead of a naive country girl, so I should take more care of my outfit. What she said it made sense to me but it hurt my self-esteem first. After that I started to look at people around me and I realized I had to change from head to toe. I asked my parents to buy new clothes, shoes and accessories, and not at the supermarket. So we went to a department store and I saw the new world at age 19. Everything looked fabulous and beautiful, but also very expensive, especially compared to what I used to wear and carry. That first shopping experience at the luxury department changed my entire value system. I used to give tithe and offering to church without thinking or counting. It was my duty as a Christian and I knew how the church would spend the money that I donate. The church I attended had a partnership with a local orphanage and a nursing home and I regularly went there to serve people with other church members. It was such a significant experience which taught me the spirit of sharing and happiness from contribution to people who are in need. Since my entire values changed, I started to calculate the money I spent for donation and to fulfill myself. I tried to find a few reasons why I did not have to donate. First of all, I worked hard to earn money; second of all, I would sacrifice my short-term wants to save money for a new designer bag. Thirdly, there are many people who are wealthier than I who would give more. A few months after, I had money to buy my first designer bag, so I went to the department store to buy my long-term goal. That bag made me feel happy and satisfied and I found myself showing off my pleasure to people around me.. I thought once I had a bag that I wanted to have it would be just enough, but soon after, I found a new bag that I hoped to have. This started my moral dilemma between satisfying my material greed and the spirit of sharing. I asked my parents to give me wise words about the situation that I faced. They said I should not stop donating money if I feel guilty from it, but I should stop donating money if not getting a bag made me unhappy. They also said I had to think about why I had a part-time drawing teaching job. I said that I worked because I wanted to build my career and to take financial responsibility for myself, so there was no problem with that. I pointed out the amount of fulfillment was greater and longer when I carried out my moral responsibility for orphan children and seniors who were in nursing homes. Therefore I decided to put my moral duty first, but I also made special savings for myself which could afford my personal desire for bags. It seemed the problem was solved but it is not fully solved yet. As my eyes become more sophisticated, my desires grow bigger and more expensive and it will not stop. The utilitarian philosopher, Peter Singer, emphasizes the scientific evidence on conditions of happiness, which shows that once human beings have enough to satisfy their basic needs, they cannot maximize their happiness anymore by gaining wealth. I do partly agree with his opinion because human beings need continuous stimulation, so they work and make progress in their daily lives. The New York Times Op-Ed columnist David Brooks believes that human beings need a reward as motivation in order to work harder and being productive, which means people are supposed to help each other but human beings have natural preference to put themselves as the highest priority, so self-satisfaction is more important than taking moral responsibilities. Although Brooks’ opinion makes sense to me according to my experience, I am not 100% sure which opinion is right and I should follow. In my mind the most important matter is what makes people happier and brings no regret, while finding a balance between self-satisfaction and looking after people who are in need with a true heart.

The Iliad Essay -- Greece Greek Literature Essays

The Iliad Central to any study of the humanities is the human condition – our nature, which has historically shown that it is equally capable of both good and evil deeds – and the problem that arises from it; specifically, why do humans suffer? Many philosophies and religions have their own account for this aspect of humanity, and we find that what the accounts have in common is each explains the human condition in terms that are similar to how that institution of thought explains the true nature of reality. Homer’s The Iliad is an extravagant account of the Trojan War which describes many behavioral similarities between the gods and people. The name of Book 14: â€Å"Hera Outflanks Zeus† epitomizes the disparity between the gods; Hera first slyly convinces Aphrodite, Zeus’ daughter, to make her irresistible. â€Å"Quick with treachery noble Hera answered, ‘Give me Love, give me Longing now, the powers you use to overwhelm all gods and mortal men!’ / Aphrodite, smiling her everlasting smile, replied, ‘Impossible—worse, it’s wrong to deny your warm request†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Homer, 376) Next, Hera allies with Sleep to deceive Zeus so that Poseidon can help the Achaeans. With the power of Aphrodite, she plans to seduce Zeus and have him put to sleep as they make love. â€Å"’Sleep, master of all gods and all mortal men,†¦ Put Zeus to sleep for me! Seal his shining eyes as soon as I’ve gone to bed with him, locked in love, and I will give you gifts†¦Ã¢â‚¬â„¢Ã¢â‚¬  (Homer, 377) We observe here that Hera tempts Sleep with bribes as people often do when they know something they want is difficult to obtain. These envious, deceitful, and other humanistic qualities of the gods inevitably produce disagreement amongst them, which is in turn manifested in the lives of mortals. In polytheistic Greek cultures such as that of the world of The Iliad, the gods affect the lives of mortals based primarily on the gods’ whims. Each people have their own contingent of gods who support them, but also other gods who dislike them and whom they do not worship. This conflict between the influences of one god’s favor and another’s menace on the Achaeans is portrayed in the death of Patroclus, Achilles’ brother-in-arms. Hera and Poseidon help enormously to keep the Trojans from burning the Achaeans’ ship. Patroclus, no longer able to sit by idly as his comrades die, ... ... It would be unfair to assume that, however, because it is no more provable or disprovable than any of the other theories. The only conclusion we can draw from this discussion of the human condition, therefore, is that there is no solution to its problem for whole of humanity. If people are troubled by the problem, they must adopt a theory for their own belief from those independently suggested by the philosophies and religions of the world. Or, they could turn to another of their own construction. Under this system, each person is individually correct and, as a whole, we should be satisfied with our abilities to cope with the human condition. Works Cited 1. Homer. The Iliad. Trans. Robert Fagles. New York: Penguin Books, 1990. 2. The Book of Job. Trans. Stephen Mitchell. New York: HarperCollins Publishers, 1992. 3. Plato. The Republic. Trans. Richard W. Sterling and William C. Scott. New York: W.W. Norton & Company, 1996. 4. Holy Bible (New International Version). International Bible Society, 1973, 1978, 1984. 5. The Meaning of the Glorious Koran. Trans. Mohammed Marmaduke Pickthall. Chicago: KAZI Publications.

Albinism :: essays research papers

Albinism ALBINISM Albinism. The word albinism refers to a group of inherited conditions. People with albinism have little or no pigment in their eyes, skin, or hair. Recently a test has been developed to identify carriers of the gene for ty-neg albinism and for other types in which the tyrosianase enzyme does not function. The test uses a sample of blood to identify the gene for the tryrosinase enzymes by its code in DNA. The above test does not apply to to one type of albinism, called X-linked ocular albinism. For X-linked inheritance, the gene for albinism is located on an X chromosome. Females have two X chromosomes, while males only have one X and one Y chromosome. This X-linked albinism accurs exclusively in males. The gene is passed from mothers who carry it to their sons. The mothers have subtle eye changes which an ophthalmogist could identigy, but mothers usually have normal vision. For each son born to a mother who carries the gene, there is one in two chance of having X-linked ocul ar albinism. The description is a hereditary deficiency pigmentation. This could involve the entire body or part of the body. This is believed to be caused by an enzyme deficiency involving the metabolism of melanin during prenatal development. This can be inherited by an dominant or recessive trait. In complete albinism, there is lack of pigmentation in skin and hair, as well as in retinal and iris tissue; in incomplete albinism, skin and hair may vary from pale to normal; in ocular albinism, function may vary from norma to impaired. Impairments may involve the retina and iris. If a person has albinism then they usually have somewhere between 20/70 and 20/200 visual. Ty-Neg albinism or also called type 1A results from a genetic defect in an enzyme called tyrosinase. Tyrosinase helps the body to change the amino acid tyrosine into pigment. An amino acid is a building block of protien. Albinism is passed from parent to their kid through genes. For nearly all types of albinism both pa rent must carry an albinism gene to have a child with albinism. Parents may have normal pigmentation but still carry the gene. When both parents carry the gene, there is a one in four chance at each pregnancy that the baby will be born with albinism. This type of inheritance is called autosomal recessive inheritance.

Kindergarten Curriculum Essay

I. INTRODUCTION â€Å"The first years of life are important because what happens in early childhood can matter in a lifetime. † (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first stage of compulsory and mandatory formal education. † For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 2 K TO 12 – KINDERGARTEN The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as†¦ †¦as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012. K TO 12 – KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 4 K TO 12 – KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y – b a s e d and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate stamina to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. Social – Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his behavior accordingly. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) †¢ †¢ The child takes on responsibility and accomplishes these as best he/she can. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) †¢ †¢ †¢ †¢ †¢ Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood. The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity at age-expected levels. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. Higher-Ordered Mental Abilities (Concept Formation) †¢ Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic Memory) Memory (Memory for Concept-Based Knowledge: Semantic Memory †¢ †¢ †¢ Higher-Ordered Mental Abilities (Logical Reasoning) †¢ Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) †¢ †¢ Higher-Ordered Mental Abilities (Cognitive Flexibility) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication. The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds †¢ The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines â€Å"layers of environment, each having an effect on a child’s environment. † 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared for life. B. Outcomes: By the end of the KINDERGARTEN year, we will have children who are: effective communicators in their mother tongues; healthy and physically active; respectful, honest, God-loving; proud of themselves, their family, culture, heritage and country; creative and appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang bata ay †¦ ? Kagandahang Asal ? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin †¢ nakauunawa at nakapagpapakita ng sariling emosyon †¢ nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 – KINDERGARTEN emosyon ng ibang tao †¢ †¢ ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda †¢ †¢ †¢ ? Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao †¢at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan / Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers) Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa ? Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa †¢ †¢ †¢ †¢ †¢ †¢ †¢ Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ? identifies and practices appropriate K to 12 Curriculum Guide Science – version as of January 31, 2012 Performance Standards The learner†¦ †¢ demonstrates health habits that keep their bodies clean and sanitary. †¢ shows sufficient energy to participate in daily activities (Physical Fitness) †¢ demonstrate safety practices at home, in school, at the playground and 15 K TO 12 – KINDERGARTEN safety procedures ? demonstrates fundamental gross motor skills properly †¢ †¢ †¢ ? Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills †¢ †¢ †¢ †¢ the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they prefer describes the characteristics of music, dance, drama and visual art that they prefer participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31, 2012 16 K TO 12 – KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ? Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31, 2012 17 K TO 12 – KINDERGARTEN Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to solve problems. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ compares two or more sets of objects up to 10 †¢ recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 †¢ compares and orders whole numbers up to 10 †¢ uses the words â€Å"put together,† add to,† and â€Å"plus† to understand the concept of addition †¢ uses the words â€Å"take away† and â€Å"minus† to understand the concept of subtraction †¢ uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 †¢ uses concrete objects to determine answers to addition and subtraction problems †¢ divides a whole into two or four equal parts. †¢ explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects †¢ compares shapes, sizes, and positions of 2- to 3-dimensional objects †¢ uses manipulative to create 2- to 3-dimensional objects †¢ observes sunrise and sunset to tell the time of the day (morning, noontime, evening) †¢ tells the number of days in a week and the months in a year †¢ measures and compares the length, mass, and capacity of familiar objects using non-standard units †¢ participates actively in gathering information about objects or events in their environment. †¢ makes a graph or chart based on the information gathered †¢ answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the nonstandard units to ? Measures them. ? starts to make a graph or chart based on the information gathered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science – version as of January 31, 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ †¢ †¢ †¢ Performance Standards Scientific Thinking and Practice †¢ understands the processes of scientific investigations uses observation and questioning skills in the science inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants. Knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time †¢ Earth (Weather) †¢ knows that weather changes and that it affects people People †¢ identifies the similarities and differences of people †¢ identifies the body parts of living things and its specific functions †¢ identifies the five senses and how they are used †¢ uses the senses to observe surroundings and classifying objects observed.