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. .

Langston Hughes Essay

Langston Hughes had become one of the most resounding names in American Literature. Of course, the primary reason for his success would be his adept use of words and the message he wants to convey. However, his racial profile could have also come into play in his popularity. But no one could deny the talent of Hughes in his work. His works display intricate design and a significant message such as on â€Å"Salvation. † Langston Hughes had become one of the best known writers because the messages that he wants to convey are of great value to the society, particularly the value of being proud of one’s race. He was born into a relatively large family wherein he had eight siblings. His parents had separated and he had to be taken in by his grandmother. Unfortunately, his grandmother died and again he had to be taken in by family friends. This unstable custody of Langston Hughes could direct us to the assumption that he did not live a happy childhood. Although, it could also lead us to the assumption that his unstable childhood had profoundly influenced him to be writer later in life. At a very young age, Langston Hughes was seemingly being trained unknowingly by the people around. As a child, he used to listen to the black American oral tradition of storytelling. His young mind was inculcated with the value of race to an individual. As the young Langston Hughes develops consciousness about the things that are happening around him, he is introduced to the bitter realities of life. During Hughes’ time, racism is a prevalent problem of the society. This aspect of his biography is one of the most likely reason why Langston Hughes had become a writer. His passion to fight racism is one of the main driving force of his writings. His first poem was titled â€Å"Crisis†, which was published in 1921. The concept of salvation had captivated the mind of Langston Hughes. And in relation to his writing, he may have wanted to convey how people like him, who experiences racism, experience real salvation. His works seemingly suggests that salvation could be found from within one’s self. His messages for the young people are seemingly a call for being saved from the oppression set against them by the society. If Langston Hughes did not become a writer, it is likely that he would have become a full time activist against racial discrimination. His concern for the society, especially for Black Americans is something that even he could not dismiss easily. One of his best known work is on the poem â€Å"The Negro Speaks of Rivers. † From the title alone, the readers are already hinted that this poem would be about race, as hinted by the term â€Å"Negro. Although there could be multiple readings about the poem, the point is that it is a beautiful poem. Hughes may have wanted to tell the world that Black Americans are just as good as any race in terms of poetry. The poem is like Hughes’ statement that dares racists to say to question if Black Americans could write beautiful poems. All in all, Langston Hughes had become of the best known writers because he had become the voice for the underrepresented black community. In many respects, he had introduced the black community to the world.

What Are Some Techniques

Integrating Sources Techniques for Paraphrasing When you write a paraphrase, you restate other's ideas in your own words. That is, y oh write the meaning of the author's ideas. You use some of the author's key terms, but you use many of your own words and sentence structures. You include in- text citation, including the author's last name and year of publication. Following are some techniques you can use to help you paraphrase. An effective par phrase includes more Han one of these techniques.If you use only one of these techniques when paraphrase aging, you have not paraphrased effectively. 1 . Change a word from one part of speech to another Original: Medical professor John Swanson says that global changes are influencing t he spread of disease. Paraphrase: According to John Swanson, a professor of medicine, changes across the globe are causing diseases to spread dames, 2004). 2. Use Synonyms Original: The U. S. Government declared that the AIDS crisis poses a national security thr eat.The announcement followed an intelligence report that found high rates of HIVE infection c could lead to widespread political desalination. Paraphrase: The government of the United States announced that AIDS could harm t he nation's security. The government warned the population after an important governmental study conch dude that political problems could result from large numbers of people infected with HIVE (Snell, 2005). 3. Change numbers and percentages to different forms Original: Minority groups in the United States have been hit hardest by the epidemic.African Americans, who make up 13 percent of the U. S. Population, accounted for 46 percent of the AIDS cases diagnosed in 1998. Paraphrase: The AIDS epidemic has mostly affected minorities in the United States. F or example, in 1998, less than 15 percent of the total population was African, but almost half of the people diagnosed with AIDS

Free Essays on Cherry

Cherry by Mary Karr In Mary Karr’s memoir, Cherry, one of the relationships that makes an impact on the life of Mary as an adolescent is the one she shares with Meredith. The girls’ friendship begins as one based on their mutual belief that they were of superior intelligence. However, it transforms into one built around the support and care they give each other. The girls do this as they struggle through the normal ups and downs of high school, as well as suffer through the pain that is a result of rather dysfunctional families. An important coming of age passage from the novel is one in which an already educated alcohol and drug using Mary completes the request of not so drug savvy Meredith to â€Å"corrupt† her. This passage reveals Mary‘s dissatisfaction with drugs and alcohol as a teen; it also includes Mary’s mature, adult commentary on what Meredith really needed at the time. The theme of coming of age is present in Mary‘s initial insight into how fake the emotional consequences of drugs are. The passage of Meredith’s first venture into drugs and alcohol shows how Mary’s eyes are opened for the first time to the true emptiness that comes from drugs, which was assumed up until now as being fulfilling. When the idea of Meredith letting down her guard and taking drugs first hits Mary, she believes that it will somehow make the two closer friends. Despite the fact that Mary is delighted when Meredith begins to curse and do other things that are not the norm, it is not until Meredith has passed out that Mary starts to grasp the idea that drugs Beck 2 and alcohol are the exact opposite as what she had always believed. Up until now, drugs were seen as a way to flee the boredom of a typical Leechfield life by Mary and most other teenagers. Mary’s first understanding is evident here, â€Å"Still the evening lacks the flavor of triumph you’d envisioned for Meredith’s initial debauchery (Karr 2... Free Essays on Cherry Free Essays on Cherry Cherry by Mary Karr In Mary Karr’s memoir, Cherry, one of the relationships that makes an impact on the life of Mary as an adolescent is the one she shares with Meredith. The girls’ friendship begins as one based on their mutual belief that they were of superior intelligence. However, it transforms into one built around the support and care they give each other. The girls do this as they struggle through the normal ups and downs of high school, as well as suffer through the pain that is a result of rather dysfunctional families. An important coming of age passage from the novel is one in which an already educated alcohol and drug using Mary completes the request of not so drug savvy Meredith to â€Å"corrupt† her. This passage reveals Mary‘s dissatisfaction with drugs and alcohol as a teen; it also includes Mary’s mature, adult commentary on what Meredith really needed at the time. The theme of coming of age is present in Mary‘s initial insight into how fake the emotional consequences of drugs are. The passage of Meredith’s first venture into drugs and alcohol shows how Mary’s eyes are opened for the first time to the true emptiness that comes from drugs, which was assumed up until now as being fulfilling. When the idea of Meredith letting down her guard and taking drugs first hits Mary, she believes that it will somehow make the two closer friends. Despite the fact that Mary is delighted when Meredith begins to curse and do other things that are not the norm, it is not until Meredith has passed out that Mary starts to grasp the idea that drugs and alcohol are the exact opposite as what she had always believed. Up until now, drugs were seen as a way to flee the boredom of a typical Leechfield life by Mary and most other teenagers. Mary’s first understanding is evident here, â€Å"Still the evening lacks the flavor of triumph yo u’d envisioned for Meredith’s initial debauchery (Karr 219).† Secondly, this ... Free Essays on Cherry Cherry by Mary Karr In Mary Karr’s memoir, Cherry, one of the relationships that makes an impact on the life of Mary as an adolescent is the one she shares with Meredith. The girls’ friendship begins as one based on their mutual belief that they were of superior intelligence. However, it transforms into one built around the support and care they give each other. The girls do this as they struggle through the normal ups and downs of high school, as well as suffer through the pain that is a result of rather dysfunctional families. An important coming of age passage from the novel is one in which an already educated alcohol and drug using Mary completes the request of not so drug savvy Meredith to â€Å"corrupt† her. This passage reveals Mary‘s dissatisfaction with drugs and alcohol as a teen; it also includes Mary’s mature, adult commentary on what Meredith really needed at the time. The theme of coming of age is present in Mary‘s initial insight into how fake the emotional consequences of drugs are. The passage of Meredith’s first venture into drugs and alcohol shows how Mary’s eyes are opened for the first time to the true emptiness that comes from drugs, which was assumed up until now as being fulfilling. When the idea of Meredith letting down her guard and taking drugs first hits Mary, she believes that it will somehow make the two closer friends. Despite the fact that Mary is delighted when Meredith begins to curse and do other things that are not the norm, it is not until Meredith has passed out that Mary starts to grasp the idea that drugs Beck 2 and alcohol are the exact opposite as what she had always believed. Up until now, drugs were seen as a way to flee the boredom of a typical Leechfield life by Mary and most other teenagers. Mary’s first understanding is evident here, â€Å"Still the evening lacks the flavor of triumph you’d envisioned for Meredith’s initial debauchery (Karr 2...

How to Use College Scorecard Find the Right School for You

How to Use College Scorecard Find the Right School for You SAT / ACT Prep Online Guides and Tips Figuring out which colleges to apply to and selecting a college to attend can feel overwhelming. How do you narrow down your college search from the thousands of college options? How do you figure out if a school is preparing its students for future success? How do you determine whether a college is worth its cost? College Scorecard is a website developed by the government to help you answer these questions. It provides extensive information on colleges to help you evaluate them and aid you in your college search. In this article, I'll do the following: Explain College Scorecard Detail its uses and the information it provides Explainthe benefits and drawbacks of the website Let you know how you should be using the scorecard What Is College Scorecard? College Scorecard is an interactive website launched by the US Department of Education in September of 2015. President Obama claimed that colleges had been effectively raising costs and focusing on things like alumni outreach to game ranking lists like those of US News, but they were ignoring student outcomes. College Scorecard was created to provide detailed information to help consumers of college education determine the value and effectiveness of different colleges. Specifically, the site focuses on providing financial information to help you compare colleges' costs and the earnings of their graduates. This information is seen by the government as a more accurate way to assess the quality of colleges, and you can use this information to help determine which colleges will potentially provide you with the best return on your investment. In terms of how you use it, the scorecard is very similar to other college finders on the internet. You're able to narrow your college search by selecting various search options, and each school profile will provide data like the school's graduation rate, freshman retention rate, and standardized test scores. The primary benefit of using College Scorecard compared to other finders is the financial information that it offers. For example, you can determine the median salary of students from different colleges 10 years after they graduate, and you can get a rough estimate of how much you would have to pay for a certain school after receiving financial aid. How Does College Scorecard Work? You can use the College Scorecardwebsite to look for colleges that match your interests, or you can look up a specific school to check its profile and review the available statistics. I’ll walk you through how to use thescorecard as a college finder, and then I’ll explain the information on the school profiles. Step 1: Click on the addition signs next to each category to select filters to narrow your college search. Select the qualities that you want in your dream college. You may not find the specific major you’re interested in under the â€Å"programs/degrees† category because the options are more general, but select the subject area your major of interest would fall under. Step 2: Once you’ve completed selecting your filters, click â€Å"find schools.† Step 3: You can sort your search results by "% earning above HS grad," "average annual cost," "graduation rate," "salary after attending," "name (A to Z)," or "size (small to large)." Step 4: Your search results will show you basic info, and, for the schools you’re interested in, you can click â€Å"view more details.† Step 5: Look at the full profiles of any schools that interest you. The full profiles provide information about the student body demographics, costs, financial aid and debt, graduation and retention rates, earnings after school, standardized test scores, and academic programs. Step 6: For any schools that still interest you after looking at their profile, make a note of the school name and do more extensive researchonthat school to help determine if you want to apply to that school. Step 7: After you apply to schools and get your acceptances, you can use College Scorecard to compare your college options and get assistance in choosing a college. College Scorecard can help you decide your college path. Benefitsof College Scorecard The best part about the scorecard is the detailed information related to money. For example, you can get information about the average annual cost for colleges, which is the net price for students who receive financial aid. Also, you can calculate what your net price would be for a given school, and you can see what students from different income brackets have to pay on average. Here’s information for Northwestern University: Northwestern's average annual cost is $28,544, which is above the national average of $16,574. You can also see its average cost for each income bracket. Families that make $0-$30,000 pay an average of $15,841 annually, and families that make more than $0,000 pay $41,946. Also, you get information about the amount of debt students graduate with and how well graduates of the school are doing compared to those from other schools at paying back their loans. At Northwestern, 96% of students pay down their debt. The percentage of students paying down their debt is the number of students who have repaid at least $1 on the principal balance of their federal loans within three years of leaving school. Also, students from Northwestern leave school having to pay an average of $213 per month to repay their loans in 10 years at a 6% interest rate. From the costs and debt information, combined with the median salary for graduates, you can get an idea of the return on investment for different schools and determine which schools are more worth what you have to pay. Drawbacksof College Scorecard Like the Forbes ranking list, College Scorecard does focus on student outcomes, but that may not be the best way to evaluate colleges. The scorecard emphasizes the financial success of graduates, not the actual student experience. There’s no information about class sizes, professors, or extracurricular activities. The median salary for graduates tells you something about the quality of a college, but that figure can be misleading. Schools that have a higher proportion of engineering students may have higher median student earnings because engineering graduates usually make more money irrespective of where the engineering degree was earned. For example, Northwestern has a â€Å"salary after attending† of $64,100, while Illinois Institute of Technology has a â€Å"salary after attending† of $68,200. By most ranking lists and other objective statistics, Northwestern is considered the better school, but Illinois Tech focuses on engineering and technology. Perhaps a more worthwhile comparison to evaluate schools would be the salaries of liberal arts majors, since the earnings of those with STEM degrees don’t appear to be significantly influenced by the college they attended. Also, thescorecard offers far fewer search categories and less data than other college finders and websites. For example, college finders like Big Future and College View allow you to search for schools that have more focused majors. On College Scorecard, you can search for schools that offer engineering, but on Big Future, you can search for schools that offer aerospace engineering or chemical engineering. Similarly, other college finders let you search for schools that offer specific extracurricular activities, athletic teams, or support services. Those options aren't available on College Scorecard. Finally, because College Scorecard relies on federal data, some of its statistics are limited.The â€Å"typical student debt† figure given on College Scorecard only includes federal loans. It doesn’t include private loans or Parent PLUS loans. Because many students rely on private loans and PLUS loans to pay for school, the â€Å"typical student debt† is likely significantly lower than the actual median debt for undergraduates who borrow money to pay for their education. Other sites will give you more info. How Should You Use College Scorecard? The scorecard should be one of many resources you utilize to help with your college search. I recommend using this siteafter you've done some research on colleges and are looking for more specific financial information about costs and the earnings of graduates. Also, it's a good tool to use after you've been admitted to schools and aretrying to make your college decision. Keep in mind that, even though College Scorecard does offer worthwhile information, it won’t reveal what life is like on campus or whether a school would be a good fit for you. You should also use other college finders, search websites, ranking lists, and guidebooks in your college search. Additionally, you can go to college fairs or on college tours to become more acquainted with your college options. If you’re focused on the value of different colleges, look at a website like payscale.com,whichranks schools and majors by their return on investment. Finally, if possible, consult with teachers, counselors, parents, and alumni to help you select a college. What's Next? If you're just starting your college research, make sure you stay on task by familiarizing yourself with the complete college application timeline. Also, figure out where in the country you should go to college, and determine if you'd be more comfortable at an urban, rural, or suburban school. Finally, if cost is a concern for you, find out which colleges will meet 100% of your financial need. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Developing yourself and others Coursework Example | Topics and Well Written Essays - 1000 words

Developing yourself and others - Coursework Example I always wanted to be a leader, and therefore, I attempted to make some sort of headway in this regard as well, but I failed miserably due to my raw nature of the communication skills. I am looking to have a career in human and social sciences, and in those fields, one has to have great interpersonal skills before he or she can professionally thrive and develop. The goal of this plan is to develop my powers to influence others, and I want to accomplish my goals and objectives through them. The manager has to be a leader as well in the modern times. I will however not go behind traditional jobs, and I am planning to be an entrepreneur in the industry of fast food2. The prices of meals are increasing with the passage of time, and therefore, even in America, people are finding it hard to keep their bellies full. The capitalistic mindset is robbing people from their competencies in order to fulfill fiscal goals and objectives that hardly qualify as ethically and humanly right, but the world is running to create profit all the time. The humanistic values are dying out, and I want to make a difference in this world by providing the poor with food and beverages at a lower cost. The customers are going to be able to open credit lines with the store so that they can pay at the end of each month. In this way, they will never experience hunger as a result of empty pocket. The evolution of entrepreneurship into a socialistic notion needs the people like me in order to expand deep and wide in the nations of the world because social workers do not work to earn a living, but they do that in order to serve the humanity3. The business professionals have to exert themselves so that they can attain some kind of higher purpose in life, and when they succeed in this regard then, they will attain the lower on es as well. The businesses have to go beyond the requirement of