Personal Philosophy of Nursing - 1500 Words

Personal Philosophy of Nursing Personal Philosophy of Nursing Pamela Metzger September 11, 2011 Jacksonville University Personal Philosophy of Nursing Nursing Philosophy What is nursing, what does nursing mean to me? After much thought I have put together a few ideas of what the term nursing means to me, along with some supporting ideas from references I have read. Jacksonville University School of Nursing Philosophy One of the primary foundations of the philosophy of Jacksonville University’s School of Nursing is based on caring in nursing. Compassion and concern for protecting and enhancing the dignity of the patient are essential components of caring. Caring in nursing is there to meet the needs of the†¦show more content†¦I try to keep open communication with my patients and their families; I try to include the family when I am educating my patient. I urge everyone to ask questions. I offer encourage- ment and praise the efforts of my post-op patients when they want to sit up longer in a chair or take an extra walk around the unit. I also caution them about overdoing and exhausting themselves. I feel a sense of fulfillment when the family members coach the patient on some of the education I have offered earlier. Listening is a key component to nursing. It means that at times I need to be a mediator between the physicians and my patients, helping to make sure the physician understands my patient’s concerns and helping my patient understand what the physician is telling them about their illness. It is important that they feel they are not alone while they are in the hospital. Theorist View of Nursing I have read and utilized some of the following theories from some classic nursing theorists when caring for my patients. I feel I closely identify with many of Jean Watson’s concepts. Her theory is about caring as a science. I have put to use many of the carative factors listed below (Watson, J. 2010): * Developing and sustaining a helping-trusting, authentic caring relationship. * Being present to, and supportive of the expression of positive and negative feeling * Engaging inShow MoreRelatedPersonal Nursing Philosophy : My Personal Philosophy Of Nursing1475 Words   |  6 PagesPersonal Philosophy of Nursing When one thinks of a nurse they often think of a caring, compassionate, knowledgeable individual. They don’t often think that every nurse comes from different situation, past experiences, and life changing events that make nurses who he or she is. Everyone on this earth is unique and has something to contribute. The same goes for patients. Each patient has a different background and have different interests which make them who they are. In order to give the optimalRead MorePersonal Nursing Philosophy : My Personal Philosophy Of Nursing1190 Words   |  5 PagesPersonal Philosophy of Nursing Megan A. Farrell Moberly Area Community College Introduction I, Megan Farrell, am currently a Licensed Practical Nurse at a treatment center that works with prisoners. I accepted a clinical positon here as a graduate, but plan to work in a hospital setting once I have become a Registered Nurse working in the Intensive Care Unit. I quickly worked my way up the latter from the clinic nurse to the Chronic Care nurse and I am quite passionate about furtherRead MorePersonal Nursing Philosophy1432 Words   |  6 PagesPersonal Philosophy Nursing and Application of Orem’s Theory to Practice A typical nursing philosophy includes the concepts of patient, environment, health and nursing. Likewise, examining theory is part of the doctoral prepared nurse’s journey into practice. In this preparation, theory plays an important role in guiding and exploring the advanced practice nurse’s role with respect to practice. The following paper will discuss a personal nursing philosophy, including if and how it has changedRead MorePersonal Nursing Philosophy1055 Words   |  5 PagesPersonal Nursing Philosophy My personal definition of nursing would be getting your patient to the highest level of health you can in your time with them while incorporating their family, environment, and beliefs/culture with a high level of critical thinking at all times. The American Nursing Association defines it as â€Å"the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of humanRead MorePersonal Philosophy of Nursing682 Words   |  3 PagesPersonal Philosophy of Nursing Rosenald E. Alvin Florida Atlantic University A journey of 1000 miles begins with a single step, a Chinese proverb that I have come to live by through my journey of nursing. I never thought in a millions years that I would have become a nurse. When I was younger nursing was the only profession my mother pushed. It was as if everyone in our family had to be a nurse. Honestly, I think I rebelled from the thought of being a nurse simply because it was my mothers desireRead MorePersonal Philosophy of Nursing810 Words   |  4 Pages12, September 2012 Personal Philosophy of Nursing The American Nurses Association defines nursing as, â€Å"protection, and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of the individuals, families, communities, and populations.† (American Nurses Association, 2004, p. 7) There is a lot of work in nursing. There are lot of cores, focuses, visions, and philosophies of nursing. In my opinion thereRead MoreNursing Philosophy : My Personal Philosophy Of Nursing932 Words   |  4 PagesMy Philosophy of Nursing My personal philosophy of nursing began at an early age watching my mother volunteer for 25 years on the local rescue squad, following in the footsteps of her mother. I learned that helping others in a time of need should always be a priority. Respect and dignity should always be shown to people, no matter the who they are or where they are from. I have and will continue to show compassion for others while administering professional holistic care, guided by the AmericanRead MorePersonal Philosophy of Nursing1021 Words   |  5 PagesPersonal Philosophy of Nursing I believe that balance is necessary to living a healthy lifestyle. Fun and pleasure are a necessity of life. When you are living healthy, you are building up your immune system, strengthening your body and mind, fueling yourself with nutrients that will help you to grow and progress, and becoming stronger, quicker, confident, conscious, and bettering yourself all-around. Personal Philosophy on Personal Health I aim to eat as little processed foods as possibleRead MoreThe Personal Philosophy Of Nursing1642 Words   |  7 PagesThis paper is aimed at addressing the personal philosophy of nursing (PPN) in caring for the people, their-health and their-environment. PPN is defined as the way of navigating true about understanding individual or people living situation in according to their values, beliefs, health and surrounding (Whitman, Rose, 2003). This PPN has reflected many times in my previous works as an assistant in nurse, with the ACT agents known as Rubies Nursing. In this role, I have cared for both moderate andRead MoreThe Personal Philosophy Of Nursing1820 Words   |  8 PagesThis paper is aimed at addressing the Personal Philosophy of Nursing (PPN) in caring for the people, their-health and their-environment. PPN is defined as the way of navigating true about understanding individual or people living situation in according to their values, beliefs, health and surrounding (Whit man, Rose, 2003). Nurses in the process of applying for work may be asked about their PPN, and it is sometimes a required part of an employment packages. This PPN has reflected many times in my

What Is So Fascinating About Profile Essay Topics?

What Is So Fascinating About Profile Essay Topics? An excellent place profile is a mix of the particular details which make your place interesting, and the bigger historical themes that tie it to a specific place and time. A profile essay is regarded to be the absolute most challenging essay to write, just with the appropriate resources and data, it turns into a walk in the park. Typically you will initially make a decision as to what sort of information you wish to display and the way you need to organize profiles and establish a profile form and page layout following the directions below. The information is easily available to you on the Chevening site. The Do's and Don'ts of Profile Essay Topics Your research essay topic may also have to be related. You will need to understand how to compose an essay and the way to conduct an interview. Tip It's fine to let the individual you're profiling read your essay should they need to, but don't forget that the last say in the way in which the essay is worded belongs to you. As with other essay types, an essay based on somebody's interview is going to have a conclusion. Before writing your essay, you ought to know about the layout. Before starting an essay, it is necessary to understand what you're writing for. The very first matter to be done in order to learn about writing good essays is to read excellent examples. Nowadays it is extremely difficult to locate a trustworthy essay writing service. Before you commence working on a profile essay, it is necessary that you learn to understand what is required of you in such papers. Prepare and Practice Writing an excellent essay demands synthesis of material that cannot be carried out in the 20-30 minutes you've got during the exam. Writing an essay is a vital role in academe life. Writing a profile essay offers you the freedom to handpick the topic of your preference. In case you were writing about a personal profile essay example about a celebrity, you ought to make the reader feel pleased with the info you've provided. You will start off with a tiny background on the person that you're wri ting about. You would like your reader to understand the person when you're through. The reader would like to know the main information first, which functions as a hook. Choosing Good Profile Essay Topics You'll get ideas about his or her lifestyle and their physical attributes. At the conclusion of a well-written profile, you might adore the individual or hate the individual. A profile is a sort of feature story and usually focuses on an individual. A superb profile offers you something that you can't get elsewhere to actually get acquainted with the individual. Entering college essay is necessary to have leisure. After you inform us about all of the paper information, we'll begin trying to find a proper writer for your paper. A title ought to be short and witty. This profile essay example for college should provide you a notion of the way to write. Writing a profile essay may be hectic activity, but with the most suitable info and preparation, you're able to actuall y find it interesting. Where will help will permit you to will need for cheap we could go ahead of time and rejuvenate. You will need to understand how to compose an effective essay as it is a typical foundation for a student's grade. What to Expect From Profile Essay Topics? Go through the instructions given in college to safeguard your profile essay meets the correct standards. A Joining a club is a superb means to meet coursework for you new like-minded women and men. Instead, your work is to decide on the most relevant information that tells the most compelling and total portrait possible. If you've already graduated from college or university and are looking for a very good job, you will need to get a persuasive resume to impress your future employer. What You Should Do to Find Out About Profile Essay Topics Before You're Left Behind The introduction portion of the essay ought to be unique and attention grabber and ought to make readers eager to read further. When it will let your readers the function of the profile essay again, it also needs to state whether the objective of the exact same is achieved. Moreover, the readers expect the several topics being discussed to be new, distinctive and unusual. At the microscopic amount of diction your readers are prepared to get a lemon. Type of Profile Essay Topics Readers normally get informed from profile literary work because of the vivid description of the information included in profile essays. Profiles present an outstanding deal of factual detail about their subject. Writing a compelling profile involves a couple of distinctive components. With only a tweak here and there, it may be considered a distinguished article, you believe. If you want more help with profile essays, get in contact with us, and we are going to assign a writer that will help you out. Since you may see, writing a profile essay is a quiet interesting and hard endeavor. When you're writing a profile essay, you'll b e writing a brief biographical piece on the topic of your selection. The profile is just one of the most fundamental and versatile formats of media writing. Writing an in depth essay about an individual or entity is quite easy since you have all of the essential resources and data available. Profile writers must also think of whether readers understand the terminology they wish to use. Since they are not writing technical manuals or textbooks, they can choose to define only terms that readers need to know to follow what is going on. Basically, the pieces of an essay proved just 3 divisions. The essay should be on a new and distinctive topic in order to draw the readers. It is divided into three major parts. It should be built on direct quotations from your subject as well as factual observations and other informative details. When you're creating a great research paper there are several affairs you should recollect. There's no ideal solution on how best to compose an eff ective essay. There are some things which you need your introduction to do. There are an endless number of techniques to begin an essay effectively.

Quality of Auditing and Assurance

Question: Discuss bout the Quality of Auditing and Assurance. Answer: Introduction: In the ongoing scenario, there is a growing trend as per which there is greater integration across the globe in the economic sphere which is increasing the overall dependence on nations on the other countries especially the developed nations. As the global environment is intrinsically dynamics, the change in global business environment tends to have a profound on the business fortunes of companies based in various geographies. This was apparently at display during the global financial crisis when the downturn that started in US engulfed the whole world and the companies based in remote corners of the world. While there is still wide debate on the exact causes of the global financial crisis with reasons ranging from excessive greed, recession in macroeconomic conditions and lack of regulation, there is no denying the fact that the global financial crisis led to huge loss in the investors wealth (Humphrey, Loft and Woods, 2009). A set of stakeholders that faced the wrath of investors were the financial auditors who were labeled as one of the main culprits especially in the collapse of big firms such as Lehman Brothers. In the aftermath of the failure of the big firms, the auditors had to face class action from the various suits of investors in order to claim losses. The given report aims to provide an enhanced understanding with regards to the potential auditor liability in case of such a global crisis happening in Australia which can lead to the liquidation of a major firm. The potential research questions that the given research aims to respond to are highlighted below. What is the concept of auditor liability and its importance in case of liquidation of firm? What are the prudent processes through which this liability by be managed by the auditors? In order to provide credible answer to the above research questions, the following research has been carried out in the context of the global financial crisis. Concept of Auditor Liability It is well established that external auditors role in pivotal with regards to ensuring that the financial strength of the company remains intact. In the wake of the recent liquidation cases and the consequent losses faced by investors, there is an surge in the auditor liabilities as users tend to hold the auditors responsible for the losses suffered by them as they claim that the auditors had failed in their duty of ensuring that misstatements in financial statements and the material question in the going concern of the firm was not captured (Leung, Coram and Cooper, 2012). A sound audit has the responsibility to correctly and accurately represent the existing financial statements, risk associated with the ongoing business to the firm so that users can take prudent decisions with regards to continuous engagement with the firm (Arens et. al., 2013). With regards to common law, the potential auditor liabilities have been viewed in the light of two main aspects i.e. negligence and fraud which leads to failure on the part of auditor to fulfil their fiduciary duties. Negligence liabilities The auditors tend to face liability is case their conduct has been negligent which has caused losses to the users and/or the client (Caanz, 2016). The professionals involved in audit profession have a duty to care towards the various stakeholders and hence they must discharge this duty with utmost skill and professionalism so as to minimise their liability at a later stage. With the increasing size of global firms, more money is at stake and so are the losses in cases of firms collapsing and hence the auditors liability are becoming more significant with every passing day (Arens et. al., 2013). Criminal and civil offence liabilities With regards to misrepresentation by the auditors, potential auditor liabilities may lead to civil or criminal offence essentially based on the materiality of the misrepresentation and more importantly the underlying intent. The auditors when conducting audit need to need to comply with the relevant statutes (such as Section 50, Corporations Act 2001 along with professional guidelines and standards) in order to ensure that audit done is apt and relevant. When the auditor acts in a negligent manner, then the resulting offence would be civil and essentially come within the ambit of tort law and categorised as civil offence (Gibson and Fraser, 2014). However, if the auditor is found to have established a quid pro quo relationship with the management of the client with the intention of committing fraud and duping the investors, then it would amount to fraudulent misrepresentation and the auditor would be charged with a criminal offence (Gay and Simnett. 2012). Proportionate liabilities While the current practice adhered in Australia is that the maximum auditor liability is capped (usually to 10 times the audit fee received from the client), there is increased clamour in the wake of recent liquidation of organisation, that the system of proportionate liabilities be introduced for the auditors. As per the concept of proportionate liabilities, there would be potentially no capping of the auditors liability and same would depend on the extent of damages undergone by the various aggrieved parties that file lawsuit against the auditor (Caanz, 2016). Potential Auditor Liability During Financial Crisis The financial crisis had an adverse impact on the business environment globally and led to the enhancement of the default risk associated with various businesses especially those in financial sector. Due to the inherent turbulence in the economy, the auditors profession is also impacted as the underlying business risk enhances which may raise material questions with regards to the going concern assumption and hence needs to be reported to the users in a timely manner. Due to underlying rise in volatility, the liability of the auditor also undergoes an increase at such junctures (Todea and Stanciu, 2009). When these organizations tend to collapse and enter liquidation, the auditors have to face lawsuits from the investors who suffer losses. This was also the case in the aftermath of bankruptcy filed by Lehman Brothers. The auditor of Lehman Brother was Ernst and Young which was involved in a lawsuit brought about by the investors. While acting as the auditor to the failed firm, the company choose to overlook various shoddy accounting practices which were far from accurate and therefore acted in a negligent manner. This led to a selective understatement of the pending liabilities using innovative tool such as Repo 105 which misrepresented the companys financial position and the looming doubts with regards to the going concern. However, the same was not reported by the firm as it weeks before the crisis, the auditor had issued an unqualified audit opinion to the company. The lawsuit was finally settled in 2015 as the auditors had to pay a sum of $ 10 million (Freifeld, 2016). In fact this is not an isolated but rather a trend of class action lawsuit is to be seen in the recent times For instance, in Canada, EY had to pay a claim of $ 118 million in 2010 for carrying out substandard audits with regard s to a Chinese company named Sino-Forest which collapsed and investors suffered losses. Further, PWC (PricewaterhouseCoopers) ended up paying AUD 67 million for settling a class action lawsuit with regards to lapses in audit and potential fraud in the audit of Centro Retail (Aubin, 2013). During the GFC, majority of the financial institutions that collapsed had a common characteristic whereby the financial statements was not a true representative of the outstanding assets and liabilities of the firm as there was understatement of potential liabilities coupled with overstatement of asset values. Also, for hiding the losses made, there was unrestricted use of derivatives instruments which surprisingly was never questioned by the auditors (Leung, Coram and Cooper, 2012).. Besides, the firms followed unhealthy corporate governance norms coupled with dysfunctional and ineffective internal controls which led to the compounding of business risk and eventually led to the failure. However, amidst all this, the auditor apparently was silent which hints at quid pro quo relationship with the client and thus justifies the various law suits that followed (Soh and Bennie, 2011). It is evident that the auditor needs to take proactive measures to ensure the faithful representation of the companys financial position. In the event that the firms management fails to disclosure potential assets and liabilities, it may be treated as fraud and the auditor needs to inform about the same to the appropriate authorities (Chung et. al., 2010). If the auditor is not able to detect the same, and the investors are harmed, then the auditor would have to face potential liabilities. In order to manage these, the auditor needs to establish two things. Firstly, it needs to be established that there existed no quid pro quo relation between the client and auditor whereby the auditor intentionally chose to overlook the various risk and material misstatement. Secondly, it needs to be established that the conduct of the auditor was not negligent and the auditor has used all the available professional skills and safeguards so as to represent an accurate and faithful representation of the financial statements (Cheung and Kandiah, 2016). This was apparent from the decision reached in the Pacific Acceptance Corporation v. Forsyth (1970) 92 WN (NSW) 29 at 65 case where it was argued that the potential liability of auditor in bankruptcy cases is essentially determined by analysing the presence of fraud and negligence in the conduct of the auditors (Serperlaw, 2016). A critical assumption with regards to any business is going concern which indicates that the firm is expected to continue doing business in the near future as they are no issues which may lead to closure. However, in situation when there is a significant liquidity crunch that is exhibited, insolvency risks may get enhanced and the same needs to be captured in the financial statements by the directors (Taylor, Tower and Neilson, 2010). In accordance with relevant auditing standards, it is imperative that such assessments are reviewed by the auditor and reflected as part of the audit report. Such a measure is pivotal in situations such as financial crisis where such risks are typically potent (Xu et al., 2013). Steps to Evade Potential Auditor Liability In order to avoid incidents such as the Lehman fall, it is imperative that more emphasis should be given on the stability in organizations. During the global financial crisis, there was persistent imbalance with regards to various securities along with the economic system as a whole since demand plummeted and oversupply become dominant. While there is little that can be done at the time of the crisis, it is imperative that preventive measures must be undertaken when the economy is growth at a robust pace (Arens et. al., 2013). The auditors must act more proactively with regards to understanding the long term implications of particular policy move by the organization an ensure that its likely impact both in the short term and the long term must be appropriately captured in the financial statements. These disclosures would ensure that the users of the financial statements are made aware of the likely implications of risky practices which may or may not materialize in the future (Chadha , 2015). Further, in relation to carrying out the audit for companies that have a high degree of business risk, auditors need to go the extra mile in their audit procedures so as to ensure that the risky practices are appropriately represented in the auditors report (Gay and Simnett, 2012). Besides, it is also worthwhile for the auditors to avoid in offering consulting services to such clients which in the future may reflect to a quid pro quo relation and compromise the independence of the auditors. This is imperative so that the auditors do not face conflict of interest with regards to their work which also provides confidence to the users with regards to underlying utility of audit opinion (Humphrey, Loft and Woods, 2009). However, probably the most prudent measure that could provide defense to auditors is superior training and exposure with regards to conducting audit. A significant step in this direction is to ensure that the audit members understand the business model of the client in depth which would lead to improvement in the quality and utility of the audit opinion. Besides, there understanding of various financial products should also enhance so that they could potentially value the given asset or liability with greater accuracy. Also, the professional standards of auditing as prescribed by various professional bodies need to be strictly adhered to by the professionals as unethical behavior on the part of some auditors leads to a tragedy of commons whereby the whole profession is looked at with suspicion (Incio and Mota, 2014). Besides, it is imperative for the auditors to actively engage with the management of the company on an ongoing basis so as to gain superior understanding of the likely p erformance of the company going forward and also the various risk factors that the auditors need to focus on so as to reduce the overall audit risk. There are also suggestions with regards to the standardization of the audit process for ensuring quality but the same may prove to be counter-productive in the modern business world where flexibility is required (Pal, 2010). Conclusion On the basis of the above discussion, it is apparent that the auditor liability is essentially within the parameter of legislation and if the auditors are found to be indulging in any malpractices, a lawsuit can be filed against them by the client. The performance of the auditor with regards to its services is a critical factor contributing to the overall success of the company. In situations involving financial crisis, there is high turbulence in the operating environment which leads to higher incidence of systemic instability and as companies fail, the investors tend to suffer losses. In such cases, there is a rise in the auditor liability as there is lack of transparency in the system since the financial statements and the audit opinion tends to present an inaccurate picture which does not highlight the real liabilities of the company. In such scenario, the investors aim for the auditor to provide quality services which provide early indications to investors with regards to malpra ctices. But as indicated in case of Lehman Brothers, in such situations the auditors are often found wanting as the liabilities comes into public domain when the ship has already sank and therefore there are accusations with regards to auditors being negligent in their job. In order to ward off the liability that stems from such crisis, it is imperative that the auditors need to be more proactive in their conduct. In this regard, it is imperative that the audit firms must take measures so as to enhance the overall understanding of the business by the audit team through frequent consultations with the management. Additionally, investment must be done on the training and education of auditors so that they possess cross functional skills which are more suitable in the auditing of dynamic modern day businesses. Besides, greater emphasis must be lent on ensuring that the auditor independence is not compromised and a high ethical professional standard is displayed. Thus, with increasing transparency, skills and more proactive behavior driven through ethical auditing practices, the auditors can minimize any potential liability associated with failure of businesses in situations such as global financial crisis (Al-Khaddash, Al Nawas and Ramadan, 2013). Recommendations for Future Research It is apparent that the auditors play a crucial role in ensuring the stability of the financial systems by highlighting the faulty business practices in a prudent manner. Hence, more research needs to be done with regards to ensuring that the early signs of stress in the organizations could be identified at an early stage. The exact improvements that the audit firms need to make in their underlying procedures needs to be studied with reference to the global practices that are adhered to in different parts of the world. Additionally, alternative models with regards to auditing must also be explored through various studies so that the relevance of the information extended by auditors increases (Al-Khaddash, Al Nawas and Ramadan, 2013). Also, the role of professional practices and ethics codes on the overall adherence of ethical audit practices also needs to be explored so as to ensure that atleast there is no quid pro quo relation between the auditors and the client as it proves devast ating for the future of audit profession (Humphrey, Loft and Woods, 2009). References Al-Khaddash, H., Al Nawas, R. and Ramadan, A. (2013). Factors affecting the quality of auditing: the case of Jordanian commercial banks. International Journal of Business and Social Science, 4(11), 206-216. Arens, A., Best, P., Shailer, G. and Fiedler,I. (2013). Auditing, Assurance Services and Ethics in Australia, Sydney: Pearson Australia Aubin, D. (2013), Analysis: Knives out for auditors as class actions go global, Retrieved on September 17, 2016 from https://www.reuters.com/article/us-usa-accounting-lawsuits-idUSBRE92K0QB20130321 Caanz, S. (2016), Auditing And Assurance Handbook 2016 Australia, Sydney: John Wiley Sons Cheung, J. and Kandiah, S. (2016), Audit Negligence: Who Is To Blame When It All Goes Wrong, Retrieved on September 17, 2016 from https://www.kordamentha.com/docs/for-publications/issue2011-04-auditnegligence.pdf?Status=Master Chung, J., Farrar, J., Puri, P. and Thorne, L. (2010), Auditor Liability To Third Parties After Sarbanes-Oxley: An International Comparison Of Regulatory And Legal Reforms, Journal of International Accounting, Auditing and Taxation, 19(1), 6678 Freifeld, K. (2016), Ernst and Young Settles With N.Y. For $ 10 Million Over Lehman Auditing. Retrieved on September 17, 2016 from https://www.reuters.com/article/us-ernst-lehman-bros-idUSKBN0N61SM20150415 Gay, G. and Simnett, R. (2012), Auditing and Assurance Services in Australia, Sydney: McGraw-Hill Education Gibson, A. Fraser, D. (2014), Business Law, Sydney: Pearson Publications Humphrey, C., Loft, A. and Woods, M. (2009). The global audit profession and the international financial architecture: Understanding regulatory relationships at a time of financial crisis. Accounting, organizations and society, 34, 810-825. Incio, H. and Mota, R. (2014), A Review on Audit Quality Factors. International Journal of Academic Research in Accounting, Finance and Management Sciences, 4(2), 243-254. Leung, P., Coram, P. and Cooper, B.J. (2012), Modern Auditing and Assurance Services. New York: John Wiley and Sons, Pal, T. (2010), The impact of the economic crisis on auditing. European Integration Studies, Miskolc, 8(1), 131-142. Serperlaw (2016) Liability Of Auditors In The Common Law System: Australian Position. Retrieved on September 17, 2016 Soh, D. and Bennie, N. (2011), The Internal Audit Function: Perceptions Of Internal Audit Roles, Effectiveness And Evaluation,Managerial Auditing Journal, 26(7), 605 622 Taylor, G., Tower, G. and Neilson, J. (2010), Corporate Communication Of Financial Risk,Accounting Finance,50(2), 417-446 Todea, N. and Stanciu, I.C. (2009), Auditor liability in period of financial crisis, Annales Universitatis Apulensis Series Oeconomica, 11(1), 218-222. Xu, Y., Carson, E., Fargher, N. and Jiang, I. (2013), Responses By Australian Auditors To The Global Financial Crisis, Accounting And Finance , 53(1), 301338.

Interprofessional Collaboration In Practice Social Work Essay Essay Example

Interprofessional Collaboration In Practice Social Work Essay Essay Interprofessional instruction ( IPE ) is an juncture where two or more professionals learn with, from and about each other to ease coaction in pattern ( CAIPE, in Freeth et al 2002:11 ) . Barr ( 2005 ) noted that the degree of attention given to service users was adversely affected by the bias and ignorance some professionals brought with them when working together. IPE seeks to turn to this. Carpenter ( 1995 ) writes how IPE was hence devised to better the dislocation in trust and communicating between professions. Service users have demands that can non be covered by one profession entirely ( Means, 2010 ) hence the demand for effectual coaction. The two twenty-four hours conference provided an chance for coaction between a scope of wellness attention professionals There were a big figure of nurses on my group tabular array and I decided to do this experience a positive one and develop my larning to profit my hereafter pattern. It appeared as though all members of the group were confident talkers and I briefly wondered if we would let each other the chance to be heard or give each other clip to speak. However, we all had infinite to speak, were listened to and valued for our parts. I felt this was a positive start to the group work. We will write a custom essay sample on Interprofessional Collaboration In Practice Social Work Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Interprofessional Collaboration In Practice Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Interprofessional Collaboration In Practice Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We discussed the stereotypes attached to our professions, there were more for societal work than there were for other professions, although I heard nurse s described as rough and loud . Unfortunately one of the nurses in our group acted as judged when she had an statement on the 2nd twenty-four hours with another nurse, in position of all go toing the conference. Sellman, cited in Pollard, et Al ( 2000:156:171 ) writes Peoples have fixed ways of behaving and act consistent with their characters. He besides voices how influences from a personal, professional and structural position can impact whether practicians seek to be willing, swearing or leaders in interprofessional working. The behavior of this pupil allowed others to see an unprofessional side of her and may hold re-inforced bias. Mandy et Al ( 2004 ) compose about how the bringing of health care is affected by interprofessional stereotypes, competition and tribalism. It was reviewing to hear of the positive experiences some of the nurses had with societal workers. Some nurses thought that societal workers had a unsmooth trade ; a remark from one of them was It s so unjust ; you are dammed if you do and dammed if you do nt, but I think you people are to be admired for all you do . It made me gain that non all professions have a negative feeling of societal work. Whilst working on our group sentences ( See Appendix ) , linguistic communication differences were discussed. I felt confident to dispute the word of the usage patient since societal workers are employed in a figure of scenes, hence the usage of the word patient would non ever be appropriate. Dalrymple and Burke ( 2006 ) and Martin and Henderson ( 2001 ) illustrate the footings used to depict those in reception of services will ever be a beginning of treatment and alteration, but it could be argued that the footings that professionals use can hold negative intensions for the individual. Bruce and Borg ( 2002 ) discourse the term patient reenforcing the ill function and making the thought that the single demands to be taken attention of. The group agreed jointly to utilize the term service user , nevertheless Heffernan ( 2005 ) draws us to recognize that this term can be damaging to the ethical patterns of societal work. Heffernan proposes that labelling persons with this term cou ld circulate their sense of dependance on services. Upon contemplation I realised that as professionals we need to be sensitive to the penchants of the person. Communication and service user involvement were issues discussed at great length within the group. The usage of slang between professions and illegible script meant it was hard to entree information associating to care and made it debatable for service users to lend. Reeves et Al ( 2010:65 ) provides a annihilating illustration of hapless communication- a patient holding incorrect site surgery . We discussed state of affairss that had hapless results for service users and its links to uneffective communicating. On contemplation, the absence of effectual communicating and constructive relationships within the interprofessional squad impacted on the ability to work collaboratively. Hirokawa cited in Royeen et Al ( 2009:49 ) high spots communicating is the cardinal constituent to interprofessional working and Tomlinson et Al ( 2008:108 ) puts communication cardinal in order to supply a non-discriminatory service that is advancing lingual competency . Knowledge and lucidity of functions is an element key to successful interprofessional squads. Reeves et Al ( 2010:62 ) considers how Clear functions help specify the nature of each squad members undertakings, duties and range of pattern . She clarifies that where each member s function is seen as indispensable and there are clear squad ends teamwork is effectual. Sargent et Al ( 2008 ) adds to Reeve treatment, by doing professionals cognizant that in larning about the functions of other subjects, you need to be cognizant of how they complement your ain pattern, in order for effectual teamwork to go on. The drama by the Dramatic Voices drama group Up to here , allowed an penetration into the positions of service users, carers and professionals and the tensenesss and struggles within those functions ( e.g. necessitating a interruption from caring, force per unit areas of marks ) whilst foregrounding the defeats when one feels unsupported. The DVD Alison Ryan s Story by Patient Voices ( 2010 ) emphasised the importance of carers and their expertness of a status, so should be listened to and more to the full involved. Cooper and Spencer ( 2006 ) explain in their article the of import part service users can do to IPE for pupils at the beginning of their preparation. Service users provided the pupils with existent life illustrations of how they had learnt through experience, enabling them to go experts , and as such stakeholders within the interprofessional squad . Interprofessional working has many benefits for all involved. It can eliminate barriers between professionals, whilst foregrounding the value each profession has to offer. Uniting the demands, accomplishment and expertness from all professionals means that demands are identified Oklahoman, taking to earlier and more effectual intercession. A bundle of attention that is focussed around the person and is more coordinated with a faster deliver clip should ensue in better results. Tirrito et Al ( 1996:31 ) examines the benefits ; The client benefits from the corporate wisdom, professionals benefit from the support of co-workers and society benefits from the riddance of extra services . Decisions from enquiries and current policies have summarised that interprofessional instruction and working are indispensable to good pattern. The National Service Framework for Mental Health ( DH, 1999 ) , The National Service Framework for Older Peoples ( DH, 2001 ) and The National Service Framework for Children ( DH, 2004 ) , Partnership in Action: New Opportunities for Joint Working Between Health and Social Services ( DH, 1998 ) and the Laming Report ( 2003 ) have insisted practicians to embrace an interprofessional attitude to their work. Despite the counsel sing interprofessional working, there are unfortunately instances where this has non occurred ensuing in preventable deceases of kids. Victoria Climbie s decease led to Lord Lamings study ( 2003 ) , placing the failures of professionals to protect her. Irrespective of this, Baby Peter in 2007 and Khyra Ishaq in 2008, die whilst under the attention of several professionals. Serious instance reviews from Haringey and Birmingham ( 2009 and 2010 severally ) sing their deceases underscore unequal communicating ( amongst other failures ) between professionals every bit good as missed chances for intercession. The Government green paper Every Child Matters ( 2004 ) recommended alterations to policy sing information sharing to guarantee all bureaus obtain a full image of a kid s life. Following from this the authorities has released a new guideline Working Together to Safeguard Children ( 2010 ) which provides a national model for persons and professions. It sets out wa ys of working together to safeguard and advance the public assistance of kids. This includes working together with an in agreement program of action, information sharing and recording and guaranting that their work is child-centred, that the focal point is ever on the kid. This should guarantee that farther calamities are avoided at all costs. 1332 words Section 2 DISCUSS HOW YOU WOULD Take AWAY WHAT YOU HAVE LEARNT ABOUT IP WORKING INTO PRACTICE The interprofessional conference was an huge acquisition chance for me. The importance of service user engagement, person-centred planning and communicating within interprofessional squads highlighted in the conference gave me a batch to see for future pattern. Upon contemplation of the conference, I was cognizant that I could be working with people who have non had IPE, so considered how I could join forces with those that are non willing to embrace interprofessional working. This led me to contemplate old experience, my old arrangement experience, my following pattern arrangement and where IPW suit into this. Every Child Matters ( 2004 ) require that all practicians will be involved in information sharing that welcomes all positions as every bit valid ; nevertheless I witnessed a state of affairs that had the opposite consequence. In my old experience as a babys room nurse, I had raised concerns following a revelation from a kid. To summarize, the societal worker dismissed my sentiment, stating that I was unqualified to do any remark as I was merely a nursery nurse . The world that I had a batch of contact with this kid was disregarded. Nurse ( 2007 ) discusses the troubles in interprofessional working where one professional believes that merely they have the expertness and cognition to do a opinion sing concerns. In the hereafter as a SW in an interprofessional squad I may be outnumbered by other professions, but I will show assurance in my profession and my function in order to be heard and will esteem the position of other professionals irrespective of occupation rubric or making. My old pattern arrangement allowed me to see an interprofessional squad in action. I was able to detect a squad meeting for a mental wellness squad. There were professionals represented from wellness and societal attention backgrounds. All professionals were given clip to turn to any concerns they had sing a service user and were able to seek/offer advice from others. Medical and societal positions were taken into history, leting all professionals to work from their ain theoretical base but working in partnership to supply continuity of attention. Martin et Al ( 2001 ) recognize how the sharing of background and experience while placing people s functions within the multidisciplinary squad allows the members positions to be explored. This becomes a beginning of strength, with this integrated pattern holding benefits for service users and patients. I was grateful of the chance to witness the results of effectual interprofessional working. I am trusting for my following arrangement to be in a infirmary scene. In order for my experience of IPE to be extended I will try to invent an action program to maximize my acquisition chances and experience of interprofessional working. I would inquire about the chances where professions interact and inquire to be an perceiver to this ( e.g. discharge be aftering meeting ) . I would inquire for the chance to run into other pupils from other professions at the arrangement in order to portion our acquisition experiences, professional policies and processs in order to recognize similarities. I would set up clip shadowing other professions, in order to acquire a fuller image of their function. I would besides bespeak clip with my arrangement supervisor in order to reflect on IPW and its challenges, troubles and benefits. This pattern could advance relationship edifice for the hereafter, every bit good as stressing how other professionals can back up my function as a societal worker. It would let me to place and develop appropriate accomplishments in my pattern. Hostility between professions could be reduced and coaction and squad kineticss could be increased and improved as those who are non familiar to IPE can see it demonstrated in their pupils. The importance of service user engagement was highlighted in the conference. The Children Act 1989, National Health Service and Community Care Act 1990, and the Community Care ( Direct Payments ) Act 1996 were among the first pieces of statute law related to service user engagement. Policy counsel, pattern counsel and service criterions have developed from this. For illustration, the GSCC ( 2002 ) and Skills for Care ( 2002 ) provide counsel for societal workers related to serve user engagement. I had witnessed illustrations of hapless pattern in the yesteryear where the service user had no determination sing their attention ( e.g. a adult female who speaks Bengali holding her intervention discussed about her with no transcriber sought to explicate it to her ) . Service users now have more power to dispute determinations and garbage attention should they wish, as they are now experts by virtuousness of their experience ( Tanner et al ( 2008:6 ) . Lishman ( 2007:270 ) reminds practicians that keeping meetings with single service users, instance conferences, consultative commissions ( to call a few illustrations ) are power sharing constructions in relation to determinations but the degree of active hearing by societal workers and other professionals guarantee the service users voice is heard and valuable to the determination devising procedure. Wallace and Cooper ( 2009 ) highlight the importance of seting the service user at the Centre and the administrations of services w ith and around them in order to interrupt down the barriers of the administration we work in. I recall on my old arrangement a state of affairs that provides an illustration of person-centred attention. I was at a twenty-four hours Centre of grownups with dementedness and was a detecting a group of gentleman playing dominoes. Upon recognizing a gentleman detecting non playing, I discovered he could nt retrieve how to play. Through joint reminiscing of our seniors playing dominoes and leting the gentleman to remember himself playing when he was in Jamaica, triggered his memory so he was able to play once more. Brooker cited in Innes et Al ( 2006:6 ) signpost four elements indispensable to supplying individual centred attention, one of which is a positive societal environment to enable the individual with dementedness to see comparative wellbeing. Supplying culturally appropriate conversation, every bit good as clip for this gentleman to reminisce allowed him to retrieve a portion of his cultural individuality that was of importance to him and through retrieving how to play dominoes, was able to socially interact with other members of the Centre. The function of a SW is really much dependent on the setting- appraisal, crisis intercession, patient well-being and protagonism are merely a few of the myriad of functions I could set about. Holoskom et Al ( 1992 ) show the multiple roles a SW could be portion of in wellness attention scenes. It highlighted the deficiency of clearly defined function competencies specific to societal work. Wilson et Al ( 2008 ) suggest aˆÂ ¦social workers are less able to specify what their specific part to an inter-professional squad might be aˆÂ ¦ .It could be argued nevertheless that SW are indispensable to how attention is delivered. As a SW I could be assisting patient s job solve and header with state of affairs or unwellness, link persons with resources and services and advance effectual and human-centered service systems. Carlton, cited in Holoskom et Al ( 1992: 8 ) emphasis the significance of the societal workers as being the lone professional who has the cardinal foundation tha t a holistic position of the service user is of extreme importance I have realised that it is of import for me to heighten cognition of medical issues so that I can be knowing when speaking to patients and can take part to the full in interprofessional squads. The squad will besides derive cognition about my function as a societal worker with positions, values and positions being shared in order for my presence to be ocular and effectual to the bringing and construction of wellness attention. I left the conference with a positive attitude to interprofessional working. As one of the following coevals of wellness and societal attention workers I will guarantee that what I have learnt will be used in pattern to guarantee interprofessional working is at the heart of patient centred attention . I would wish to stop with a quotation mark that I feel expresses the procedure of interprofessional working: Coming together is a beginning ; maintaining together is advancement ; working together is success ( Henry Ford 1863-1947 ) 1310 words Appendix -Agreed Group Sentences Communication Issues between Health and Social Care Professionals Effective communicating between the multi-disciplinary squad including the service user and their household is overriding to client centred attention. All communicating should be clear and concise without the usage of slang or abbreviation to ease collaborative working. Contrasting professional positions / values within squads By sing the positions of the service user s and other professionals, practicians are able to broaden their apprehension in order to better bringing of attention. There are contrasting positions and values between professionals but it is our duty and responsibility of attention to compromise for the service user s best involvement. Pigeonholing, power instabilities and squad procedures Although there may be perceived hierarchy s within wellness and societal attention professionals, everybody s different accomplishments, cognition and input is variable to the demands of the service user at that peculiar clip and hence should non be translated into power instabilities and struggles with the Interprofessional team.A It is human nature to organize stereotypes of others but we must notA let this to impact the attention we provide to service users.

Your Voice - Voting essays

Your Voice - Voting essays Is your voice heard? It can be, due to the thousands, if not millions, of lives lost in the pursuit of freedom. The right to vote is one of the freedoms that our country gives its people. We, as Americans, can choose who we want to represent us in our government, to choose what laws and measures are passed, and to decide how our tax dollars are spent. It is for this freedom that we separated ourselves from England. But even then everyone wasnt free to vote, only the white men could make their voice heard. People like Abraham Lincoln fought for the black mans right to vote. Today their efforts can be seen, now everyone has that enduring right to choose. In 1920, the 19th amendment to the Constitution was made, that gave every woman the right to vote. Finally, it seemed, everyone could decide for himself or herself because they were given the privilege of voting. Amazingly, some do not take this gift. They choose not to make their voice heard. Only about 50% of people in America vote for the Presidential Election, 50.1% in the recent 2002 election. Many people are skeptical to voting, stating reasons like my voice doesnt really count. In reality, every vote counts. Sometimes just by voting you show an example to others and perhaps even persuade them to vote as well. The highest presidential turnout rate in 2002 was 68.8% in Minnesota, the lowest being 41.0% in Hawaii. Consider the number, only 7 out of 10 people voted this last election at the highest right. More common is 5 of 10, even 4 out of 10. How could so many people just not vote? One of the most used reasons non-voters state is the lack of power they carry as individuals. A more popular trend than not voting at all is partial voting. A partial voter usually chooses an election and votes for that only, usually the presidential election. The alarming fact is that perhaps the local elections bear more we ...

The Many Uses of Plastics

The Many Uses of Plastics Most modern plastics are based on organic chemicals that offer manufacturers a huge range of physical properties that is still growing. There was a time when anything made of plastic was considered to be of inferior quality, but those days are past. You are probably wearing plastic right now, maybe a polyester/cotton mix garment or even glasses or a watch with plastic components. The versatility of plastic materials comes from the ability to mold, laminate or shape them and to tailor them physically and chemically. There is a plastic suitable for almost any application. Plastics dont corrode, though they can degrade in UV, a component of sunlight, and can be affected by solvents. PVC plastic, for example, is soluble in acetone. Plastics in the Home There is a huge percentage of plastic in your television, your sound system, your cell phone, and your vacuum cleaner and probably plastic foam in your furniture. What are you walking on? Unless your floor covering is real wood, it probably has a synthetic/natural fiber blend like some of the clothes you wear. Take a look in the kitchen and you might see a plastic chair or bar stool seats, plastic countertops (acrylic composites), plastic linings (PTFE) in your nonstick cooking pans, and plastic plumbing in your water system. Now open your refrigerator. The food might be wrapped in PVC cling film, your yogurt is probably in plastic tubs, cheese in plastic wrap, and water and milk in blow-molded plastic containers. There are plastics now that prevent gas from escaping pressurized soda bottles, but cans and glass are still No. 1 for beer. (For some reason, guys dont like to drink beer from plastic.) When it comes to canned beer, though, you will find that the inside of the can is often lined with a plastic polymer. Plastics in Transport Trains, planes, and automobiles, even ships, satellites, and space stations, use plastics extensively. We used to build ships from wood and planes from string (hemp) and canvas (cotton/flax). We had to work with the materials that nature provided, but no more- we now design our own materials. Whatever mode of transport you pick, youll find plastic used extensively in: SeatingPanelingInstrument enclosuresSurface coverings Plastics are even combined with other materials as structural elements in all kinds of transport, even skateboards, rollerblades, and bicycles. Challenges for the Plastics Industry Its clear that modern life would be very different without plastics. However, challenges lie ahead. Because many plastics are so durable and dont corrode, they create considerable disposal problems. They arent good for the landfill, as many will persist for hundreds of years; when theyre incinerated, dangerous gases can be produced. Many supermarkets now give us one-use grocery bags; leave them in a cupboard long enough and all you will have left is dust because they are engineered to degrade. Perversely, some plastics can be cured (hardened) by UV, which shows how varied their formulas are. Additionally, because many plastics are based ultimately on crude oil, there is a continuous rise in the cost of raw materials that chemical engineers are trying to workaround. We now have biofuel for automobiles, and the feedstock for that fuel grows on the land. As this production increases, sustainable feedstock for the plastic industry will become more widely available. We are getting wiser, and now many plastics can be chemically, mechanically, or thermally recycled. We still must solve the disposal issue, which is being actively addressed through materials research, recycling policies, and enhanced public awareness.

Punctuation Marks in the English Writing Research Paper

Punctuation Marks in the English Writing - Research Paper Example Introduction More and more users of English are joining this language community worldwide, as globalization increases. A common language to use in communication across the globe is necessary: electronic technology allows people to reach anyone, from anywhere in the world, so communication has to take place in a common language, if the advantages of instant access and wide connectivity are to be realized. The structure, syntax and construction of English have been, throughout its history, adaptable. From its earliest documentation, by writers such as Geoffrey Chaucer, to its latest uses in text-messaging and social website writing, this language has changed. These changes have often been visible in the words used, the structure of sentences, the positions of parts of speech in expressed sentences, and in the punctuation marks used in writing. Punctuation is defined in the Encyclopedia Britannica as â€Å"The use of spacing, conventional signs, and certain typographical devices as aid s to the understanding and correct reading, both silently and aloud, of handwritten and printed texts.† Many say that punctuation is necessary to â€Å"clarify meaning† and that its misuse â€Å"appears to reflect wider social decline† (Hitchings, 2011, web page), and hence it needs to remain traditional. But clear and accurate meaning is important in any written communication, and changing a language for the sake of change is not wise. Still, there seems to be room for change in the punctuation of English. Thesis Statement This essay will focus on the question of why we use punctuation marks in English writing. To explore this question, the flowing ideas will form the structure of the discussion: The historical development of punctuation marks in language, with specific focus on English The current use of punctuation marks in English, and how this is changing The continued need for accurate use of punctuation, to ensure clear communication Background – Th e Historical Development of Punctuation in Written Language Earliest Forms In classical times, the Greeks and then the Romans used punctuation to indicate to speakers when and for how long they had to pause in their speech. These symbols were eventually named after the pauses they represented, so that a period came to show the longest pause, when a speaker had reached the end of a complete idea; the comma indicated a short pause, for breathing or effect; and a colon indicated that a clause, or a sub-idea, had ended (Nordquist, 2011, web page). Nordquist cites W.F. Bolton (A Living Language, 1988), who suggests that these punctuation marks came to assist speakers in planning the pace, emphasis and elocution of a speech. The Vulgate Bible, for example, allowed St. Jerome to begin to standardize the use of punctuation – he used the period to show when a passage should be read in one breath – from period to period – rather than to end an idea (Crandall, 2008, web pa ge). From the Fifth to the Twelfth Centuries, punctuation continued to determine the reading style of a passage, rather than any syntactical structure, even

Hollow Claims about Fantasy Violence Essay Example | Topics and Well Written Essays - 750 words

Hollow Claims about Fantasy Violence - Essay Example under study is to present and question the evidences that connects the influence of the entertainment media and the violent behavior in the public specifically the children. The message depicted by the work targets the present generation who had a wide variety of media forms. In terms of the arguments of the author, it can be observed that in depth research had been undertaken in relation to the evidences that had been relayed although there are limitations in the presentation in relation to the length of presentation. The organization of the paper can be considered categorized in the basis of the background information. The important points are separated in paragraphs followed by the evidences that can support the claims of the author. On a personal note there are questions regarding the way results of empirical studies had been considered insignificant although certain arguments also used empirical evidences to be able to support the thesis and topic of the argument. Due to the use of the empirical evidences gathered by the academe and by the authorities in related groups in the field of psychology and law enforcement, the argument can be considered weak in some points but strong in other views. It can be considered that the author used certain arguments to support his claim while in some cases similar data are discredited. Such actions can be considered to decrease the strength of the argument. In the first paragraph, the author claimed that the government officials and members of the administration of the government are prejudiced in the claim that violence is largely caused by the media. Based on the arguments presented in the first paragraph, the politicians are pointing and giving attention to the issue on the basis of the opinion of the majority of the population (Par.1). The author stressed on the lack of strong evidence to support the real connection which is between the violence in media and behavior of the audience (Par 2). With regards to

Curriculum Guide Essay Example for Free

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

Playing God in Mary Shelleys Frankenstein Essay -- Frankenstein 2014

In his Poetics, Aristotle defines the tragic hero as a man of high social status who invites the gods to punish him through overbearing pride and/or presumption – hubris. It would be simple to assign the label of hubristic tragic hero to Victor Frankenstein, but such assignment of a label would be an oversimplification. The gods in Greek drama punish, albeit harshly, in an outright manner. The tragic figure is aware that the gods have forsaken him, and he resigns to live his life under the demands of retribution. Victor Frankenstein’s fate is not so simple; fate is crueler to Victor and more spiteful than he could ever be to the heavens. The question that precedes all others, however, is who is or what acts as god in Frankenstein. It is safe to assume that Victor Frankenstein’s god is that of the Christian tradition, although interestingly, he never truly mentions it as such. Instead, he invokes the spirits of nature and swears by the â€Å"sacred earth on which [he] kneel[s]† that he will get his revenge (Shelley 173); so it is only fitting that it is nature or the laws of nature that feel offended by Victor’s transgression and his vulgar presumption that he can emulate its force. What drives Victor to do so is a complicated issue, but what is rather clear is that the setting of the novel is ideal for such a crime. The distinction between nature’s powers and godly powers is a relatively new concept. For many ancient cultures, nature was inexorably tied to the ultimate spirit; and although men could speak to the spirits, they were in no way like the spirits. Before altering any object in nature, one needed permission from these spirits. This changed with the growth of Christianity: â€Å"Christian... ...Ecocriticism Reader: Landmarks in Literary Ecology. Ed. Cheryll Glotfelty and Harold Fromm. Athens: University of Georgia Press, 1996. 15-29. Mounce, H.O. Hume’s Naturalism. New York: Routledge, 1999. Reich, Lou. Hume’s Religious Naturalism. Lanham: University Press of America, Inc., 1998. Shelley, Mary. Case Studies in Contemporary Criticism: Frankenstein. Ed. Johanna Smith. Boston: Bedford/St. Martin’s, 2000. 28-189. Sherwin, Paul. â€Å"Relativism and Literary Criticism: The Case of Frankenstein.† Aspects of Relativism: Moral, Cognitive, and Literary. Ed. James E. Bayley. Lanham: University Press of America, Inc., 1992. 25-39. White, Lynn. â€Å"The Historical Roots of our Ecological Crisis.† The Ecocriticism Reader: Landmarks in Literary Ecology. Ed. Cheryll Glotfelty and Harold Fromm. Athens: University of Georgia Press, 1996. 3-14. .