6 Functions of Behavior and How to Identifying Them

Behavior is what humans do, and its observable and measurable. Whether it is to walk from one place to another or to crack ones knuckles, behavior serves some type of function. In the research-based approach to modifying behavior, called  Applied Behavior Analysis, the function  of an inappropriate behavior is sought out, in  order to find a replacement behavior to substitute it. Every behavior serves a function and provides  a consequence or  reinforcement  for the behavior. Spotting the Function of a Behavior When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. For example, if a child needs attention, and one gives them attention in an appropriate way because of appropriate behavior, humans tend to cement the appropriate behavior and make the inappropriate or unwanted behavior less likely to appear. The Six Most Common Functions for Behaviors To obtain a preferred item or activity.Escape or avoidance. The behavior helps the child to escape from a setting or activity that he or she doesnt want.To get attention, either from significant adults or peers.To communicate. This is especially true with children with disabilities that limit their ability to communicate.Self-stimulation, when the behavior itself provides reinforcement.Control or power. Some students feel particularly powerless and a problematic behavior may give them a sense of power or control. Identifying the Function ABA uses a simple acronym, while  ABC  (Antecedent-Behavior-Consequence) defines the three pivotal parts of behavior. The definitions are as follows: Antecedent:  The environment in which the behavior occurs and the circumstances that surround the occurrence of the behavior or people in the environment when the behavior occurs.Behavior: The behavior, what the student actually does, that needs to be defined.Consequence:  Everything that happens after the behavior, including how people respond to the behavior and what happens to the rest of the students educational program. The clearest evidence of how a behavior functions for a child is seen in the antecedent (A) and the consequence (C.) The Antecedent In the antecedent,  everything happens immediately before the behavior occurs. It is sometimes also referred to as the setting event, but a setting event may be part of the antecedent and not the whole. The teacher or ABA practitioner needs to ask if something is in the environment that may lead to the behavior, such as escaping loud noises, a person who always presents a demand or a change in routine that might seem frightening to a child. There also may be something that happens in that environment that seems to have a causal relationship, like the entrance of a pretty girl which can draw attention. The Consequence In ABA, the term consequence has a very specific meaning, which at the same time is broader than the use of consequence, as it usually is, to mean punishment. The consequence is what happens as the result of the behavior. That consequence is usually the reward or reinforcement for the behavior. Consider consequences like the child being removed from the room or the teacher backing off and giving the child something easier or fun to do. Another consequence may include the teacher getting really angry and starting to scream. It is usually in how the consequence interacts with the antecedent that one can find the function of the behavior.   Examples of the Pivotal Parts of Behavior Example 1: Jeremy has been taking his clothes off in the classroom. During a structured observation, the therapist noticed that when the time for art approaches, Jeremy gets really agitated. When the teacher announces, Time to clean up to go to art, Jeremy will throw himself on the floor and start pulling his shirt off. It has now gotten to the point where he quickly pulls his socks and pants off, as well, so the office will call his mother to take him home. The function here is to  escape. Jeremy doesnt have to go to art class. The teachers need to figure out what it is that Jeremy wants to escape from art. The teacher may start taking his favorite toy to art and not putting any demands on him, or he/she may want to put headsets on Jeremy (the room may be too loud, or the teachers voice may be too high pitched.) Example 2: The moment that Hilary is given a demand after group, she begins to tantrum. She clears her desk with a sweep, knocks it over, and throws herself to the floor. Recently she has added biting. It has taken as much as a half hour to calm her down, but after attacking the other students, the principal has been sending her home with Mom, who she has to herself for the rest of the day. This is another function of escape, though because of the consequence, one might say it is also indirectly attention since she gets the undivided attention of Mom when she gets home. The teacher needs to work on slowly shaping the academic behavior, giving her preferred activities at her desk, and making sure there is a home note that helps Mom give Hilary extra attention, away from her typical siblings, when she has a great day. Example 3: Carlos is a  seventh grader with low functioning autism. He has been hitting girls when he goes to lunch or gym, though not hard. They are affectionately referred to as love pats. He occasionally hits a boy with long hair, but his focus is usually girls. He usually grins after he has done it. Here, the function is attention. Carlos is an adolescent boy, and he wants the attention of pretty girls. He needs to learn to greet girls appropriately to get their attention.

Bullying Is The Most Effective Tool Against Bullying Essay

In general, bullying happens during adolescence when a group of people bullies an individual. There are mainly two types of bullying-school and cyber bullying. A 2014 World Health Organization (2015) report findings show that, suicide rate caused by bullying is 60% higher in Japan than the global average. In addition, 25,000 Japanese people committed suicide in 2014. In other words, about 70 people took their own lives each day (The Japan Times, 2015). If we keep ignoring this problem, bullying and suicide rates will keep increasing. Even though decreasing birthrates and higher life expectancies are one of the biggest problems in Japan, bullying and suicide rates will keep increasing if this problem is never solved. Teaching Tolerance report findings show that prevention is the most effective tool against bullying (Teaching Tolerance, n.d.). My future dream is to be an English teacher in Japan. Since bullying is one of the biggest problems in Japanese education, it might happen in my classroom. As Teaching Tolerance (n.d.) presented above, prevention is the best way against bullying, so I have to know the reason why bullying happens a lot in Japan, and how I can prevent bullying. When I was in my high school, there was no bullying in my classroom whereas it happened in other classes. If I could unravel this reason, I would be going to know the most valuable intervention strategies to prevent bullying. Therefore, the aim of this research is to find the cause of bullying inShow MoreRelatedShould The State Or Federal Government Put Laws?884 Words   |  4 Pagesgovernment put laws in school to prevent bullying? â€Å"With ignorance comes fear, from fear comes bigotry. Education is the key to acceptance†. Kathleen Patel. Bullying can take place in or out of school and in person or through other means of communication. Bullying can be verbal or physical, and when physical, it can be directed against a person, a person’s property, or be used to intimidate, rather than inflict damage to the person or his or her property. Verbal bullying can include name calling threateningRead MorePersuasive Essay Bullying1200 Words   |  5 Pages Bullying in Schools Dog. That was one of my nicknames in elementary school. Human dictionary was another. Usually intelligence is something to be celebrated, but when you pair that with being awkward and overweight, it was a recipe for disaster. I was bullied in school by a group of boys for years. They would attack me verbally, mentally and emotionally. If anyone tried to be my friend, or showed any interest in me, they would also becomeRead MoreBullying Programs For Elementary Schools Essay1281 Words   |  6 Pageshas been a surge of anti-bullying programs that have come out for elementary schools. It is important to inform our youth on exactly what bullying is, strategies for prevention and coping. Education about bullying became a main goal for elementary school in the last two decades due to the exponential rate of school shooting, suicides and cyber bullying. The question is whether or not these programs are effective in education and prevention This paper will discuss why bullying is such a concerning issueRead MoreBullying And Its Effect On Schools1607 Words   |  7 PagesWhile bullying has occurred for many years, anti- bullying programs in schools are having a strict development. Bullying was not an important subject that was paid much attention in schools or classrooms before 1999. When the Columbine and Virginia Tech shooting happened, schools did not have any anti-bullying programs. In 1999, schools started to implement anti-bullying programs like The Espelage Lab and Collaborator and many others. Unfortunately, bullying is still happening in nowadays. BullyingRead MoreBullying Is An Emotionally Draining Issue Prominent Across The World Today1111 Words   |  5 PagesSenior English 18 January 2017 Rough Draft Bullying is an emotionally draining issue prominent across the world today. Bullying is unacceptable, and there are many, if not several movements in an effort to end bullying once and for all. Throughout the course of this essay, I am going to discuss the issue of bullying, and formulate an argument towards the issue at hand. In this argument, I will show my support in the fight against bullying. A lot of things have changed throughout the courseRead MorePrevention And Intervention Of Bullying Behaviors918 Words   |  4 Pagesa major role in prevention and intervention of bullying behaviors. Studies repeatedly suggest that bullying can be significantly impacted if teachers, students, student groups, administrators, and parents worked together to stop bullying (Mount, 2005). Social services can be useful through afterschool programs, specifically educating youth who might be at a greater risk of bullying and victimization. Social services can also work with parents to discuss parenting styles and attachments. Based onRead MoreBullying-Informative1231 Words   |  5 PagesPriscilla Stoddard Dr. JoAnna Kessler English 1301:83029 18 April 2013 Bullying Stopbullying.gov defines bullying as â€Å"unwanted, aggressive behavior among school aged children that involve a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time† (stopbullying.gov). â€Å"Traditionally bullying has included overt physical acts (e.g., hitting, shoving) and verbal abuse (e.g., taunting, name-calling) as well as more subtle or indirect actionsRead MoreCyber Bullying Research Paper1670 Words   |  7 Pagesforming a Bullying Prevention Coordinating Committee, consisting of representatives from each key stakeholder group such as school administrators, teaching staff, and non-teaching staff, parents, and other local authorities. The Bullying Prevention Coordinating Committee (BPCC) will attend a two-day training to better understand program implementation. The Olweus Student Questionnaire will be administered to all high school students in order to obtain a baseline for the prevalence of bullying. The questionnaireRead MoreCurrently There Is A Growing Awareness Of The Prevalence1558 Words   |  7 Pagesawareness of the prevalence of bullying and how this serious issue significantly impacts a substantial amount of adolescents worldwide. Bullying is the repeated victimization of an individual by intentional physical or verbal abuse, exploitation and exclusion, within a context in which there is an imbalance of power (Hoffnung, 2015). Olweus (1995), a bullying phenomenon researcher, estimates that 10% of children and adolescents between the ages of 7 to 16 years’ experience bullying. Subsequently, HoffnungRead MoreCyber Bullying And Its Effects On Society1537 Words   |  7 PagesBullying has been going on for generations, it’s not a new topic. That doesn’t mean times haven’t changed. New technology has made it possible for people to bully one another without even having to be near them. This is called â€Å"Cyber Bullying†. Teens are turning electronic devices into â€Å"weapons† by using social networking websites, chat rooms, text messaging, and even more ways possible. Through this they call each other names, demean each other, and even threaten each other. Kids are put i n serious

Vice President and New Executive Vice Free Essays

Case Analysis ReportFMBT Bank I. Statement of the Problem The new Executive Vice President and Chief Information Officer of FMBTBank have no clear authority and responsibility. II. We will write a custom essay sample on Vice President and New Executive Vice or any similar topic only for you Order Now Objective There should be a clear authority and responsibility for the new IT Executivein order for her to be effective and efficient. III. Analysis of the Causes a. Relationship between IT Department and other bank business units ismixed up causing considerable confusion, friction and inefficiency. . Work request are vague and not coordinated and consolidated to reflect aclearer picture of the problem making it hard to formulate a quick solutionwhich the bank’s other business units require. c. The presence of the new IT executive was not welcomed by the unitmanagers of other business units of the bank making it harder for her tofacilitate solutions for IT problems. d. IT staff responsibilities are limited only to application works. They are notgiven the freedom to explore and apply new developments in the ITindustry. e. There is considerable influence from other regional executives todecentralize IT operations to regional branches because they feel thatresponse will be faster to meet their requirements. IV. Choices a. Define an explicit authority and responsibility of the new IT executive. Thespan of authority should include all business units involve in the use IT toensure that all will follow IT processes and procedures. . The new IT executive must formulate strict IT policies and procedureswhich have the approval of the CEO and all IT users are required to follow Failure to follow IT policies and procedure should be dealt with inaccordance with company’s existing rewards and punishment policies. c. Involve IT staffs in a more flexible working environment and give them thefreedom to take advantage on new IT innovations and apply it to thecompany’s IT system. d. Re-organize the company’s whole organizational structure to adapt intothe new requirement of IT technology rather than remain as rigid as thecurrent vertical structure. e. Decentralize the whole IT department operations to regional branches inorder that implementation will be faster. V. Selection from the Choices As a CEO, I will reorganize the whole organizational structure of the companyand include IT as a major division in the implementation of companystrategies. If a bank wanted to grow in this generation, it must be willing toadapt to technological innovations. Task the new IT executive to formulate ITpolicies and procedures that will be implemented company wide where all ITusers are required to follow. VI. Implementation IT department should be given blanket authority in terms of implementing ITstrategies of the company and this should be understood by all departmentsand divisions. The new IT executive should create a company wide IT helpdesk where allwork requests are consolidated, analyzed and collated to come up with anintelligent solution to all IT problems. This will also eliminate confusion;friction and inefficiency since all information needed to create a solution arealready consolidated. The only thing that IT will do is to design a frameworksolution to any imaginable IT problems that were presented based on the IThelpdesk consolidated information. With this strategy, IT will have moreefficient control of its resources and channel saved resources in developingnew IT innovations that they can apply for the development of the company. 2 VII. Work place application In our company, the IT department has full control of all IT related issues. ITdepartment has regional helpdesk to cater to all IT related work requests. TheIT helpdesk will in turn consolidate all work requests and assign qualifiedtechnical staffs that can best address the problem. For minor IT problems,the helpdesk will address it immediately by giving direct instructions to theuser. If technical intervention is required, a district IT technical staff will beimmediately dispatched to address the problem How to cite Vice President and New Executive Vice, Essay examples

Hume Liberty and Necessity free essay sample

Hume wants to discuss what liberty and necessity mean and whether or not they can be compatible with each other. This is all really a discussion of Hume’s view of free will and determinism, and how they can be easily reconciled through compatibilism where for example both liberty and necessity are required for morality. He starts off by considering the idea of necessity and defines it as, â€Å"the constant conjunction of similar objects, and the consequent inference from one to another† (Hume 150). He wants to talk about its relation to what he calls liberty. He defines his hypothetical liberty as, â€Å"A power of acting or not acting, according to the determinations of the will† (Hume 159). This sounds like free will, meaning that people have the ability to act or not act in certain ways. He wants to deny any possibility of chance, because he’s an empiricist, and if you have the possibility of chance, what can you ever really know about the world. In every case, Hume is going to want to go out into the world and see where things come from even these ideas of liberty and necessity to see if there is a way to have both. To take it further, he goes on to claim that we’re all compatibilists without even realizing it. In order to explain his reasoning, he makes three arguments: the necessity argument, the spontaneity argument, and the anti-libertarianism argument. For the necessity argument, he says that when we look at the world around us, it appears that there is some constant conjunction between a person’s character and the actions that they make. This is very similar to his argument about cause and effect, but in this example, we’re no longer comparing things like billiard balls knocking into one another causing the other ball to move, he’s applying this idea of cause and effect to people. He basically says that people with a certain character will always go with the resulting action. This is an example of the constant conjunction between similar objects that he talks about and in this case, the similar objects would be the person and their action. For the second half of the necessity definition, involving inference, Hume says we make inferences between people’s character and their actions, and then he goes on to say that without making these inferences about people, we wouldn’t be able to function. For the spontaneity argument, Hume wants to address what the distinction between a free action and an unfree action is in relation to his idea of liberty. He says that free action can be distinguished from unfree action not because it doesn’t have a cause, but rather that it has a different type of cause than unfree action. Basically, he’s saying that responsible or morally free actions are caused by our own motives, while if there is an unfree action, it is caused by some external thing meaning something outside yourself is causing you to do this action. So with regards to the spontaneity argument, the person doing the free action has a conjunction to the action they’re doing, because it was done by their own desires or motives. Meaning if it was not an accident caused by some external thing making you do an action, you are held responsible for that action and were therefore determined by your own will. For the anti-libertarian argument, Hume wants to say that freedom of indifference, which is Descartes’ idea, would make moral responsibility impossible, because a liberty really does not exist. He says you couldn’t blame something that just happened on someone who had nothing to do with it. For a libertarian there would be no possibility of being held responsible, therefore morality would be impossible. So basically, Hume believes that liberty and necessity are compatible, because they really deal with different ideas. For example, liberty comes with a lack of constraint and necessity comes with the idea of cause and effect conjunctions. Therefore, compatibility is people have the liberty to do whatever they choose to do, but they can also be determined by their own desires to do something as well. Hume’s idea of freedom is radically different than Descartes. For Descartes, there are two types of freedom: freedom of indifference and freedom of inclination. Freedom of indifference is the freedom to assent to something ithout evidence of it or to assent to something obscurely. This is the lowest kind of freedom, because in this case, it can go either way meaning a good or bad outcome. In freedom of inclination, we have clear and distinct perceptions of something and you cannot help but assent to it. It’s sort of like God is somewhat forcing us along. According to Descartes, this is the highest form of freedom, because in this case, we could potentially be free from error since we’re going along in accordance with that perfect being. I want to argue in favor of Hume, because Descartes’ idea of freedom, doesn’t really seem to be an actual freedom, because some perfect being is putting these clear and distinct perceptions in your head, so there is really no choice in the matter. On the other hand, I’m not entirely sure that you can always make inferences about people’s character like Hume says. I understand that he believes that change is something we experience in the world, but I don’t know if we could make inferences with people that we’ve just met, even though I guess we do expect them to act a certain way. The example we discussed in class about the boyfriend randomly breaking up with you would definitely be an exception to the rule though, because how could you make inferences about someone who you think is one way and then is a completely different person the next. Other than that, I do believe that Hume has a stronger argument, especially in the sense that more people will be able to relate to his idea that freedom and determination can be compatible.

Factors Affecting Seed Germination Lab free essay sample

Affecting Seed Germination Research Question What is the effect of dark and light on the germination of radish seeds? Hypothesis I predict the seeds grown in the light will germinate twice as much as the ones grown in the dark. Materials/Setup Paper towels 2 petri dishes 10 radish seeds Water Plastic container A weight A folded piece of paper Procedure 1. Take a paper towel and cut out two circles that are the same size as the base of the petri dishes. 2. Wet each paper towel circle with 5mL of water. 3. Put one wet circle into each petri dish and create raised ridges in the paper towel, creating a valley for each of the five seeds. 4. Put one seed in each valley. In the end, there should be 5 seeds in each petri dish. 5. Put the lids on the petri dishes and put into the plastic container. 6. Put the container near a window. 7. Cover one petri dish with a thickly folded piece of paper that covers the entire dish, and place a weight on top to secure the paper in place. We will write a custom essay sample on Factors Affecting Seed Germination Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 8. Note which petri dish is experimental, and which is control. In this case, the one covered with the paper is experimental, while the regular dish is control. ) 9. Leave experiment and observe changes daily. Data Control Experimental Seed #| Tues. | Wed. | Thurs. | Fri. | | Seed #| Tues. | Wed. | Thurs. | Fri. | 1| 0mm| 0mm| 16mm| 38mm| | 1| 0mm| 0mm| 2mm| 20mm| 2| 0mm| 0mm| 6mm| 12mm| | 2| 0mm| 0mm| 3mm| 17mm| 3| 0mm| 3mm| 36mm| 58mm| | 3| 0mm| 8mm| 17mm| 40mm| 4| 0mm| 12mm| 58mm| 76mm| | 4| 0mm| 1mm| 15mm| 37mm| 5| 0mm| 4mm| 21mm| 50mm| | 5| 0mm| 0mm| 2mm| 15mm| Average| 0mm| 3. 8mm| 27. 4mm| 46. 8mm| | Average| 0mm| 1. 8mm| 7. 8mm| 25. 8mm| Observations The seeds in the light grew approximately twice as much as the seeds in the dark. * Some of the seeds grew fuzzy root-like things, which kind of looked like little white leaves, to help it collect more water. * After we put in 5mL the first day, we had to add about 2. 5mL everyday afterwards to make our plants grow. * The seeds near the centre of the paper towel would grow more than the ones in the outer parts of the paper towel because more water collected in the center. * The experimental seeds were not always in the dark because they were exposed to light when we had to measure and water those seeds. The measurements may not be accurate because we had to use a straight ruler to measure our plants, which may cause our results to be incorrect by a few millimeters. Discussion A possible source of error I had in my experiment was when measuring the plants. I had to use a straight ruler to measure the very flexible and curved roots of the plants, which was not easy to do with a straight edge. When I measured the plants, I had to be very careful with being accurate, an d despite my best efforts, the accuracy may not have been perfect. Also, another source of error I might have had during this experiment was that the experimental seeds may not have completely been in the dark. All that was used to create â€Å"dark† for those seeds was a slightly raised piece of folded paper. Some of the sun’s light could have reached the experimental seeds, causing a discrepancy in the result. One problem I had in this experiment was that there was no ledge where a lot of sunlight could reach the plants. Instead, the plants were only able to grow in low sunlight, which may have affected the size that the control plants could have possibly reached. It is likely that the control seeds could have germinated much more. However, a source of error I feel was controlled in this experiment was that the plants were all measured around the same time everyday. After finishing the entire lab experiment, I find that those were the only big problems I had. If I were to improve this experiment, though, I would find a good window ledge, buy a tape measure and have a better object to block the experimental seeds from the sun. Other than these factors, I feel this lab went very successfully and that the results were reasonably accurate. Conclusions Therefore, I was correct in my hypothesis that dark will have an effect on the germination of radish seeds. Also, I was very close in predicting that the seeds grown in the light will germinate twice as much as the seeds grown in the dark; the control seeds grew a little less than double the size of the experimental seeds. Ultimately, my experiment proved that light is a very important factor in the growth of any plant. However, I’ve learned that seeds grown in the dark will germinate, though slowly, as well.

Richard The Lion Hearted Essays - Religion, Mythology, Free Essays

Richard The Lion Hearted Essays - Religion, Mythology, Free Essays Richard The Lion Hearted Greek Mythology played a very key role in the lives of the Greeks. Through the many legends about the gods, the Greeks were able to find reasons for all the laws of nature in a supernatural form. These legends were passed down from generation to generation until the spread of Christianity. On top of giving the Greeks reasons for natures action, their religion also gave them a faith that thing were going to be okay, which is something that all humans crave. The Greeks had 13 major gods. They often used these gods in their myths and prayed to them for particular needs. The head of the gods was Zeus who was also the god of the sky. Whenever Zeus spoke, he was listened to and his word was always final. Zeus had two brothers, Poseidon and Hades. The three brothers drew straws to decide who would control the skies, who would control the seas, and who would control the underworld. Zeus gained control over the skies and became king of the gods. Zeus used his mighty thunderbolts to punish all those who disobeyed him. Zeus married Hera, making her the queen of the gods. The sky god was extremely unfaithful to his wife and slept with women from queens all the way down to peasants. Since Zeus was king of the gods Hera could rarely force Zeus to do any penance, so she took out her wrath on the women Zeus slept with. Zeuss symbols were thunderbolts and eagles. When the three brothers drew straws to determine what area they would control Poseidon got the sea. His wife was Amphritrite who was a Nereid. Like Zeus, Poseidon was not very faithful to his spouse and had many affairs with the nymphs. Poseidon fathered several children who were extremely cruel and wild. Among his children were Orion the giant and the Polyphemus Cyclops. In art, Poseidon is generally featured holding a trident and accompanied by a dolphin. Also, Poseidon was said to have created many animals. He accidentally created such animals as the zebras while perfecting the horse. Hades was the god of the dead. When he and his three brothers divided up the universe, he ended up with the underworld. Hades rarely came out of the underworld to Mount Olympus, the place where the gods resided, because he was not welcome there. Persephone, whom Hades had abducted in order to get her to the underworld, was Hades queen. Hades was a pitiless god who never paid attention to prayer or sacrifice. But Hades was not an evil god. He was often referred to as the Lord of the riches because his kingdom was believed to be the reason for precious metals and crops. Hades wore a helmet and a cape that made him invisible. Hera was the queen of the gods. She was both the wife and sister of Zeus. Hera was a jealous goddess who never forgot an injury and always remembered to retaliate at the source of the injury with vengeance. She was the mother of Ares, Hebe, and Hephaestus. Hera was extremely displeased at the way that Zeus often treated children. Hera was the protector of marriage, married women, and children. Many people think that Hera was an ugly god that had no life outside of harassing here husband about his other relationships, because she was always after Zeuss mortal partners, but this is not true for she was thought to be one of the most beautiful gods, and many god were attracted to her. Demeter was the goddess of harvest. When her daughter, Persephone, was abducted to the underworld, Demeter became depressed. As a result Demeter produced no harvest and caused a famine. Zeus had to step in to correct the situation. Zeus ordered Hades to allow Persephone to be released. Hades obeyed his brother but before he let Persephone go, he forced her to eat pomegranate seeds that would cause her to come back to him for four months each year. So during the months Demeter was with her daughter she produced great crops; during the months Hades was with Persephone there was only death among the crops. Hestia was the goddess

Critical Response paper Essay Example | Topics and Well Written Essays - 750 words

Critical Response paper - Essay Example The Japanese supported limited travels by Koreans, and this explains their suppressive rule that locked Koreans from the rest of the world. Increased travel meant more Koreans were intermingling with the outside world thus social changes would occur. The era also brings about social disparity in the Korean society as the elites considered themselves superior. Presence of westerners and elites meant to devalue Korean tradition and social values. On the contrary, the Koreans are seen to be opposing Japanese and Western assimilation, a factor that contributes mainly to societys isolation from the rest of the world. Shin and Robinson (53) describes the role that broadcasting media played in suppressing Korean culture and history. The authors focus on the manner in which Japanese used radio to bring changes to Korean culture. The 1924-1945 also marks the beginning of Korean freedom in radio broadcasting. Koreans can be seen to be transforming from the imposed Japanese radio programs characterized by censorship to the broadcasting freedom by the end of 1945. The authors bring to attention the role that radio played in spreading Japanese Propaganda and cultural ideologies. The Korean situation presents the theme of radio colonization and its effects on culture and tradition. However, the era also marked radio broadcasting policy change for the Koreans where the Japanese became a bit lenient on radio broadcasting censorship. However, the freedom to Korea’s broadcasting corporations revived the society’s culture. The era, thus, marked the revival of traditional music, drama and arts an d also assimilation to modern music. Korean radios were, therefore, means of subverting the predominant Japanese culture. The revival of Korean history and culture shows how radio colonization can suppress traditional norms, culture, and behavior. The events of early 1930s in Korea brought about themes

Biology Essay on Diabetes Example | Topics and Well Written Essays - 2500 words

Biology on Diabetes - Essay Example According to Hsieh et. al. (2005 quoted in Morhan et. al. n.d., p. 15), various organs like the kidney and liver showed some lowered levels of mtDNA 8-OHdG when the rats were treated with rice bran oil. It showed that the oil may have certain properties that would be helpful to diabetics. Another study coming from Molnar et al. (n.d. as cited in Morhan et. al. n.d., p. 15) suggested that circulatory system illness and diabetes can be caused by angiotensin-converting enzyme gene insertion and deletion polymorphism. Those who have allele D may experience a heightened oxidative stress. It then leads to the injury of endothelium. Oxidative stress is then detected by the presence of albuminuria. Albuminaria may have some linkage with type 2 diabetes as what was investigated by Molnar et al. (n.d. cited in Morhan et. al. n.d.). With the significant level of fructosamine in the blood, they need insulin and more medicines for combating hypertension than people with the genotype II. Fructosam in is then the substance resulting from the joining of fruit sugar and amine through chemical reaction and releasing water in the process. That substance is used as a detector of the blood sugar level and identify whether an individual has the tendency to have diabetes or not (Lavin 2009, p. 697). It was then proven by the study that patients with allele D have bad metabolic activity and exhibit cell damage development due to oxidative stress. The connection then between the treatment method and the genotype and hypertension treatment had small significance (Morhan et al. n.d., p. 16). Hypertension is then the drastic increase in the blood pressure that passes through the blood vessels and result to tearing of the walls of the vessels. Its complications are heart attack, kidney failure and stroke (Cohen 2004, p. 9). The amount of fructosamin in the bodies of the patients was then affected by inhibitors as its presence reduced the amount while its absence allowed the prevalence of be yond the normal level of fructosamin seen in the body. The study concluded with the patients having resistance to taken insulin led to a degrading state of metabolism that resulted to oxidative stress (Morhan et. al. n.d., p. 16). The study showed how certain genes affect the condition of diabetics. Going on with the oxidative stress, it becomes a complication of diabetes once superoxide has been made in excess through the existence of hyperglycaemia. It happens in detail as such overproduction of superoxide leads to higher levels of nitric oxide creating strong oxidants that hastens the appearance of complications from diabetes. The same method also causes damages to the inner linings of the blood vessels for diabetic patients (Morhan et. al. n.d., p. 17). Hyperglycemia then is the condition of having high concentration of glucose in the blood as a result of not having much insulin in the body to regulate the blood sugar levels. It may progress slowly or may come out abruptly that may pose serious complications. When it goes out of control, it has the ability to dehydrate the person and experience severe chemical imbalance in his body. It is then usually related to diabetes

Marketing principle Assignment Example | Topics and Well Written Essays - 2500 words

Marketing principle - Assignment Example for all the business involves the business adapting to some form online marketing through social media particularly in the industries where the trends are regularly evolving like the fashion industry. The usage of social media sites in the marketing strategy of the company continues to increase with the advancement in technology. Despite the popularity associated with it, the information that exists which seeks to answer questions that are concerned with efficiency and measure the return to investment, is still limited (Pradiptarini 1). Social media has provided a broad array of new opportunities for companies to engage in the promotion of their brands, goods as well as services. The personal autonomy as well as the freedom that is offered by the internets has allowed the active connection of people which, enables them to share their experiences and opinions concerning products and services. The benefits that are associated with social media in regard to businesses and the techniques that used to achieve success are yet to be fully understood. This essay will strive to enhance the understanding of social media marketing benefits to a business. The phenomenon referred to as Social media began in 1978 through the exchange of information via telephone cables using the Bulletin Board System. Presently, social media marketing and especially social networks have increased in significance in regard to the purchasing decisions of the customers simply because they broaden the scope of marketing. In the future, they may become more significant than the use of advertisements as a reliable source of product and company information for the customers. It should be noted that when marketing is done through social media, the marketers do not have absolute control over the message as well as positioning (Celine 12). Social media may be considered as a self-generated, genuine communication that occurs between persons concerning a specific subject of common interest, based on the

Why Should We Teach Shakespeare English Language Essay

Why Should We Teach Shakespeare English Language Essay The writings of Shakespeare play an important part of the heritage of the English literature which sends us the moral obligation to teach Shakespeare. Constructed by critical approach, the narrow, elitist hierarchy of texts written by Shakespeare, which was considered as the apex as a touchstone of excellence to protest to match inferior productions, are now a remote view, quite different from the great variety and richness of human experience in the arts. However, personal sense of works should be encouraged to communicate with many people by sharing celebration, accessing to tradition of communal dramatic experience, not as the key to ivory tower. Language of Shakespeare contains not only specific historical and cultural context, but also introduces all kinds of linguistic development by widening the way of seeing and thinking. Besides, our language, concept, and perception can be enriched by coping with his language. As a teaching aid, Shakespeares innovative use of vocabulary helps show children how to use the language they are born with better than a bland textbook, even when used without this aim in mind. Children should be encouraged to access to Shakespeare, and since parents seem to be too lazy to read to their children any more, it must be the place of school to offer this education. His dramatic and lyric poetry speaks powerfully and directly to the belief of the essential poetry in education. The idea that good poetry is deep, rich, obscure, and complex is sometimes promoted by textual analysis. Readers of Shakespeares poetry will find depth in simplicity, wisdom, or tragic mode. Dr. Johnson (1765) considers Shakespeare as a poet of Nature who filled his plays with practical axioms and domestic wisdom by his universal sympathies. Shakespeare treated his characters in action a depth and various insights that can sharpen our self-knowledge and knowledge of human condition which bring us context to test out our potential for good or ill in private reflection when discussing with others. In the field of drama and theatre, scripts of Shakespeares plays provide us full range of practical activity, workshop improvisation and mime which is based on different moments or themes to full-scale public performance. Students from primary school onwards can experience through the formal and narrative structures, as well as the language of plays and poetry of Shakespeare. From this, deeper understanding his texts can be raised higher to each level. The texts in Shakespeares works are open to explore the way in which apparently settled notions of kingship, order, harmony, nobility, and social class and gender are threatened by unresolved forces. Difficulties and challenges in teaching Shakespeare are the opportunities. Shakespeare is the cultural treasure not only of England but also the world. An education in England cannot ignore the vast cultural wealth of our country. For too long England have lost pride in its national icons and allowed nationalists to reclaim them as their own. Keeping control of the powerful icons such as Shakespeare is a tool for integration. Shakespeare has enlightened the lives of the people of this country for 500 years, and for good reason. His poetry and drama represent the pinnacle of the English language, and influences the way we speak today. It is a beautiful body of work, ranging from comedy to tragedy, murder to hatred, treating difficult subjects brilliantly. If we are to remain proud of the history of this country, we cannot ignore the contribution made by this one man to our culture, and wider European culture. Shakespeare made his name here, but has been read by an audience far beyond the reaches of this sceptred isle (Shakespeare: Richard II, 2.i). Shakespeare is also the cultural integration. Many people are worried about an upcoming generation of immigrants that do not identify themselves as British, while living in Britain and paying taxes to the British government. Culture is a key tool in integration; if you can share a cultural identity, you can share other values and bring the wider community together. Teaching Shakespeare, a bastion of British culture, in schools to this end is far better than forcing citizenship ceremonies and oaths of allegiance on children. It is not forceful, but creates a sense that they are part of a country with a long and proud history, willing to integrate new communities into its growth. Shakespeare was way ahead of his time. Many of his characters and situations are modern day and relate to us. Also, his plays and poetry show us things about ourselves that other pieces of literature often cant. The mastermind himself has invented a whole new phase of the English language. To this date, we all use words which directly or indirectly have their origins in Shakespeares works. Also, many movies are being made on his works which has further generated an interest in the Bard. They are even applicable to todays 21st century. There are still Macbeths, Othello, Julius Caesars and others in the society. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Its just that their lifestyle has become more advanced, more tech-savvy and dressed differently. Shakespeare is a pro at deciphering the human emotions and the working of the mind. One can also see his works from a psychological point of view and identify with some of the characters . It might also give an insight to the students who are learning about it and give a better view of the real world as opposed to seeing the world through rose-tinted glasses. II. Recent Shakespeare teaching in schools Generally, teaching and learning in schools have been transformed radically during the last twenty-five years. Learning process is now emphasized within different contexts, oral, as well as valuable written outcomes, active modes of learning, such as: role-play, group discussion, and independent learning). The development of media studies encourages extending the range of linguistic and visual experiences. Literature, in this stream, is no longer perceived as the central study in English, but one of a range of possibilities. Not only competing for time with other literature, Shakespeare also fights with the role of English as a support subject across the curriculum. Shakespeare studies in schools have got many fruitful developments, in which there are two significant ones: the growth of practical drama work through workshop and Theatre-in-Education, and plain text examinations. The pioneers of the first fruit are Henry Caldwell Cook (1917) and Beacock (1943) who established the mummery in Perse School, Cambridge, and were seminal influences on teaching through drama. It was not until in the late 1960s when the growth of educational drama introduced Shakespeare into the teaching in state schools with possible way of grouping students into 4 or 5 member resident companies who are responsible a certain part given by teacher to discuss and perform before evaluation of the whole class. Plain text examinations are given particularly to O level by providing the text in the examination room shifting students to respond by using their own words. III. Teaching Shakespeare in England With many young people, Shakespeare play is just a story with fixed values to be learned, rather than the dramatically dynamic, emotionally shifting and unstable play text which it really is. There are still many classes where students sit at their desks experience by reading through a Shakespeare play. Nothing startling, but a few right ingredients were there with enthusiastic teaching, playing the text, and seeing a performance. Many people leaving school along with the thinking of the most unbelievable and unutterable rubbish to ever hear about Shakespeares plays. Ted Wragg, one of the most well-respected and well-loved educationalists of Britain agreed that there was nothing but doing Shakespeare, rather than reading if someone wants to let children access the power of Shakespeares words. 1. Pre-national Curriculum Beginning of the twentieth century sees the secondary education becoming compulsory and English taking its prestige value from the Classics. Along this, attitudes to Shakespeare were very much influenced by nationalist pride. William Shakespeare, whose timeless characters and portrayed universal values in his plays define our humanity, was reversed as the greatest poet of all time. Shakespeare, in the post enlightenment age when art was considered as the human surrogate for religion (Peter Widdowson, 1981), was like the apex of high culture which was the target for Victorian belief of a better person if exposing to it. Richard Adams (1985), despite decrying the static of Shakespeare, comments that most students still respect Shakespeare although they get bored to tears by reading incomprehensive words if his plays. In the first half of twentieth century, Shakespeares plays were read around class only, which was the main topic for the influential critics such as: AC Bradleys character -based criticism, LC Knights journal Scrunity, and critics like Tillyard, Wilson Knight and Leavis whose concepts of an ordered Elizabethan world helped transmit clear cultural values in Shakespeares plays to us. This tradition of criticism the liberal humanist took the plays in the view of literature rather than drama and influenced a long life in secondary schools. However, on the other side, different views on seeing the plays as the performance texts also existed. Founded in 1906, The English Association suggested in its first pamphlet publications The Teaching of Shakespeare in Schools how to study Shakespeares plays: It is desirable that all the Shakespeare chosen for study should be read aloud in class. The living voice will often give a clue to the meaning, and reading aloud is the only way of ensuring knowledge of the metre. In a class of beginners the teacher must take a liberal share of the reading, but the pupils should be brought into play. They can be cast for some of the parts; the forum scene in Julius Caesar comes one step nearer the dramatic if the teacher is Anthony and the other parts are distributed and the class transformed into a Roman mob shouting for the will. Many writers on Shakespeare education agreed that it was so dangerous for opening textbooks before students in classrooms but forgetting what drama really meant. This pamphlet also recommended good practice by acting out scenes and seeing performance of the play occasionally. Henry Caldwell Cook (1917) strongly encouraged the case for a theatrical approach to the study of Shakespeare. Under the influence of the liberal humanist tradition in teaching, the trend for drama-based teaching of texts was still calling. A.K Hudson (1954) confirmed the important role of active approaches to teaching Shakespeare in his book Shakespeare and the Classroom for The Society for Teachers of English. He wrote in the introduction of this book: The unsuccessful methods [of teaching Shakespeare] normally display two features: they are non-dramatic and they reflect a tendency to regard school children as textual scholars in embryo. The present book recognises frankly the difficulties which the modern pupil finds in dealing with Shakespeare. It has been written in the belief that the plays can be made intelligible and interesting only if the teaching remains stage-centred. The writer suggests practical advice and ideas on how to work with the plays with 11-18 years old. He believes in the benefits from his ways to students when learning Shakespeare. Government, in this time, also had innovative opinions on teaching Shakespeare, which is illustrated by its document named The Newbolt Report (entitled The Teaching English in England) published in 1921. The report, besides remaining the traditional view of regarding Shakespeare as the greatest English writer, focused on the need for English to be enjoyable and encouraged the use of drama for improving the imagination and empathy. School curriculum in this time is the secret garden where schools decide themselves on how much and what about Shakespeare to teach. Frank Whitehead (1966) and J.W. Patrick Creber (1965) introduced a more pragmatic view on Shakespeare in their two books influential in the teaching of English in the mid 1960s. Despite keeping the point of view of Shakespeare as greatest English wri ter, they see that Shakespeare was really difficult for the majority of students, and wonder the suitability of the study of Shakespeare for young teenagers. Jan Kott (1965) concludes that the attitudes to Shakespeare academic and theatrical world were undergone the revolution. Moreover, universities and theatres ignored the traditional, reverential view of Shakespeares plays. 2. The 1980s In the mid 1980s, independent schools and higher ability streams were the province of Shakespeare studies which, despite of having lost favor with general rank and files of teachers in England, became very much the norm with its performance consciousness. Neil King (1985) suggested that Shakespeare should not be taught below Year 9 because the language is too high and difficult to attempt. He chose Macbeth and Henry V instead of the full of violence and hatred in Romeo and Juliet to deal with thirteen-year-old students. John F Andrews writes in the Teaching Shakespeare a special edition produced by American Shakespeare Quarterly in 1984: A decade ago performance-oriented pedagogy was relatively unfamiliar among Shakespeareans and was anything but universally accepted as the wave of the future. Now it is difficult to find a dissenting voice: virtually everybody acknowledges the need to approach Shakespeares plays as dramatic rather than literary works. The only real question seems to be just how to put the new consensus into practice. Also in this edition, Kenneth Muir, in his essay Teaching Shakespeare: the wrong way or the right, affirms that the most effective and only legitimate way to study Shakespeares plays in schools is to turn the lessons into a rehearsal. Late 1980s and early 1990s sees the clash of view over the position of Shakespeare in education between the left wing cultural materialist academics and the right wing guardians of cultural heritage. 1980s was the period of critical theories which opened up academic Shakespeare study. The Feminist and Cultural Materialist got the most influential on Shakespeare teaching. Bardolatry, which had built up around Shakespeare at seemed to be out of time and a repository of universal truth, was strongly attacked by Cultural Materialism. In 1980s, context to the plays in textbooks dealing with Shakespeare were increasingly adapted. Besides, educationalists who were already working with such ideas were provided a theoretical underpinning by the academics. Opposite the awareness of cultural, historical and other contextual influences which is embedded as part of examination requirements along with the awareness of literary heritage of these days, summer 1993 came what the Observer called The Battle of the Bard which saw John Major, at his Party Conference, railed against 500 academics who had written a letter protesting against the Governments policies on literature teaching in which the introduction of Shakespeare was compulsory at Key Stage 3. While the academics view of the policies was like an ill-thought-through elitist imposition of a death white man, it was, with the party members, the chance for moral fibre of all right-minded inhabitants of this sceptred isle to be strengthened. Meanwhile, teachers shrugged and tried to get on with their daily teaching tasks. Luckily, in the stream of this chaos, Dr Rex Gibson, the English greatest Shakespearean educationalist, was building an oasis of sense for some teachers with quiet achieving great success of his invaluable research in project Shakespeare in schools started in 1986. Gibsons team, working from the Cambridge Institute of Education, produced a termly the newsletter named Shakespeare and Schools which is as a support for the teaching of Shakespeare, containing quotes, articles, information, and writings by teachers on their direct experiences with Shakespeare in Primary and Secondary schools. Gibson introduced his fruitful result by using active and flexible approaches to the plays to involve every student of any age to appreciate Shakespeare: In total, our research reveals an encouraging picture. Teachers increasingly report success as they employ a variety of methods, at the heart of which is social collaborative, imaginative, re-creative activities. Such methods deepen and enhance students informed personal responses. First appeared in 1991, Gibsons school editions of plays provides a wealth of practical ideas facing with each page of text. They soon became popular in every English stock-cupboard and the compulsory study of Shakespeare in Key Stage 3. Moreover, his book, Teaching Shakespeare (1998) became the favorite of many new and experienced teachers alike. In the early 1990s, Royal Society of Arts (RSA) project also conveyed the same spirit of how to make Shakespeare accessible in the origin to all age groups from 5 upwards by using well prepared, exciting, and enjoyable teaching and learning approaches. The project, in the echo of Gibsons work, tried to counter the idea of Shakespeare as a bogeyman whose works are so difficult, irrelevant, and inaccessible. RSA introduced a more practical, fun approach to replace the scholarly one, which allows teachers and students to develop skills, knowledge and sharing ideas. In the same purpose, Shakespeare and Schools project, the work of Royal Shakesp eare Company (RSC), National Theatre, and Globe education departments, involved enormously the development of teaching and learning Shakespeare with new approaches. 3. The National Curriculum From 1976, the quality of state education and a great deal of discussion about the curriculum were questioned but most ideas were still theoretical and generalized. Despite broadly mentioned in Curriculum Matter 1, a document of Department of Education and Science, published in 1984, there was still unclear way of how much, which work(s) of Shakespeare, which age of students to teach Shakespeare. Having initiated plans for National Curriculum (NC) of predecessor, Keith Joseph, Kenneth Baker, as Secretary of State for Education in May 1986, was determined to change and create specific requirements for all school children. He got his goal and opened the door of opportunity in 1987 by tying up all the details for NC. He clearly believed that Shakespeare should be a compulsory author to study for having cultural and intellectual cachet. Nigel Lawson, in an interview with The Guardian, in September 1983, summed that Shakespeare was a Tory without any doubt. Shakespeare, in the view of Tor ies, is as the bastion of British culture and values, a stable enduring symbol of Englishness in a shifting world. In September 1992, the Conservative view was stated clearly by John Patten, then Education Secretary: It is essential that pupils are encouraged to develop an understanding and appreciation of our countrys literary heritage. Studying the works of Shakespeare is central to that development. That is why the study of Shakespeare is an explicit requirement of the National Curriculum. This point of view alienated many teachers and academics who did not support the compulsory Shakespeare study. They still questioned the values about class and women in the writings of this white man, and denied students access to a man who is generally regarded as the worlds greatest playwright but simply reverse snobbery. From autumn 1989, the National Curriculum was introduced progressively. It begins with unspecific state that pupils should learn some of Shakespeares works. Besides, a new battle of the Bard began in September 1990 when SATs, a kind of Scholastic Assessment Test, were first embarked to Year 7 students on the English NC program. The Cox Report, English for Ages 5-16, in 1989, mentioned the implication of drama-based methods for teaching Shakespeare: In particular, every pupil should be given at least some experience of the plays or poetry of Shakespeare. Whether this is through the study, viewing or performance of whole plays or of selected poems or scenes should be entirely at the discretion of the teacher. The report continued on the comment of Gibsons Shakespeare and Schools project that secondary students received wide range of abilities to find Shakespeare meaningful, accessible and enjoyable from the project which also replaced traditional methods of reading desk-bound students by exciting, enjoyable approaches. The place of Shakespeare in NC is also validated in this report: Many teachers believe that Shakespeares work conveys universal values, and that his language expresses rich and subtle meanings beyond that of any other English writer. Other teachers point out that evaluations of Shakespeare have varied from one historical period to the next and they argue that pupils should be encouraged to think critically about his status in the canon. But almost everyone agrees that his work should be represented in a National Curriculum. Shakespeares plays are so rich that in every age they can produce fresh meanings and even those who deny his universality agree on his cultural importance. In 1995, as the information in the Dearing Report, a new slimmed-down version of NC was given to schools, which stated that at least two Shakespeare plays should be taught during the Key Stage 3 and 4. 4. The SATs Early 1990s, Shakespeare was added on Paper 2 of the Key Stage 3 SATs examinations, which went along with the fact that all Year 9 students had to study 3 plays of Shakespeare: Romeo and Juliet, Julius Caesar, and A Midsummers Night Dream. The questions in exam were traditionally literary, based on the set scenes of the plays. Students were required to answers the questions as well as writing their response in 1 hour 15 minutes. Both reading and writing skills were required. However, the questions were still in the form that regards an audience member as a reader rather than a witness at a place. For example, the question relating to Act 1 Scene 3 of Julius Caesar: At this point in the play do you support the conspirators? Or the question relating to Act 1 Scene 5 of Romeo and Juliet: How are moods of excitement, romance and danger created during the scene? How do they affect the audiences feelings about Romeo and Juliet at this point in the play? A better question that allows students to give more interpretive response is the one relating to Act 3 Scene 1 of A Midsummers Night Dream: If you were directing the scene, what would you tell the actors to help them bring out the comedy? However, this paper was boycotted by the majority of schools in the trend of boycott the English Key Stage 3 SATs because teachers and students felt that the paper was so quick to be adequately prepared. In 1995, the first year of national tests for all Year 9 students, SATs were deigned to be as inoffensive although the format was the same. The questions tried to put students into characters behavior in the set scene or characters place, and then asked students to writes a letter or diary as that character. In the next years, most questions were largely character-based. 2003 sees another battle when the ideas of Estelle Morris vetoing a QCA (Qualifications and Curriculum Authority) recommendation of reducing the test to 45 minutes and checking reading skill only. The set plays were Twelfth Night, Macbeth and Henry V, each of which was put in a separate paper within two questions to be answered in 1 hour and 15 minutes. This new version also got so many complaints the QCA had to do a survey of teachers on how to change the paper into the best way. Because of having not enough time to change, 2004 version got the same format of paper and the problems were compounded further. The negative stress factor caused by SATs was highlighted in the Report on KS3 English Review of Service Delivery failure 2003-2004 to QCA Board. 30/09/04 that the test results of school-level key stage 3 had significant impact on school with the potential affect on teachers careers. 2005s Paper 2 was also considered as a disaster. Shakespeare in 2005, 2006 was assessed by student s who would answer one question which possessed 18% of the total English papers. The question based on the set play and required 45 minutes to respond. Since 2009, following the public consultation, only two plays Romeo and Juliet, and The Tempest have been chosen as the set texts for SATs. For Key Stage 3, the NAA suggests four plays Romeo and Juliet, As You Like It, A Midsummers Night Dream, and Julius Caesar should be on a rolling program of plays. 5. Key Stage 4 Exams In 1960s and 1970s, Shakespeare was the unique compulsory author in the old O-Level English Literature syllabus which required the study of three texts: A Shakespeare play, a novel and some poetry. It was free for the boards to choose texts from any period, although in practice, the texts were in the trend of drawing from Great Tradition. Differently, 1980s came the boards withdrawing away from the Great Tradition and compulsory Shakespeare. O-Level texts no longer insert plays or poetry. Therefore, students could escape from plays or poetry all together, and left school without having studied Shakespeare at all. The three genres: poetry, prose and drama were recovered by the introduction of GCSE supplanting the O-Level and CSE syllabuses for first examination in 1988, but the study of Shakespeare was placed in the discretion of the teacher. Some schools chose coursework with 100% mark or took chance to do some interesting assignments on Shakespeare. However, when adding both Shakespeare and a modern text, for example Forsyths Gregorys Girl, while most teachers were trying to convey the lessons in mixed-ability groups, many opted not to bother Shakespeare. In 1994, Shakespeare returned the only compulsory author on the Literature syllabuses when the Key Stage 4 program of study which was set out in the 1991 National Curriculum, came into force. In 1995, the exam boards required the texts be compared and contrasted, and be shown social and historical contexts, which became the hints for teachers to set discussions the relevance between texts social and historical contexts and today ones. Since 1999, GCSE English Language has required the study of a Shakespeare play to meet the requirement of NC that a play should be studied at Key Stage 4. Regardless the ability, for the first time, all students had to study a Shakespeare play for their important 16+ exam in English. Shakespeares works are still the industry standard of literature, teaching Shakespeare in England has been innovative to update and create new approaches for a wider and deeper view on his social, historical contexts and humanity. Teachers and students play important keys to make Shakespeare lifelong.

Effective Satire in God Bless You, Mr. Rosewater :: God Bless You Mr. Rosewater

Effective Satire in God Bless You, Mr. Rosewater Satire is a technique used in literature to criticize the faults of society. An excellent examle of contemporary satire is Kurt Vonnegut's novel God Bless You, Mr. Rosewater. The author tells the life of Eliot Rosewater, a young and affluent man troubled by the plights of the poor. Eliot is the President of the Rosewater Foundation, a sum of money worth approximately $87 million. Using this position, he does everything he can to help the poor. This charity giving is socially unacceptable to the wealthy, particularly Eliot's father Senator Lister Ames Rosewater. Vonnegut uses caricature, irony, and tone to satirize the lack of care the rich have for those socially "beneath them." Vonnegut satirized the rich by exaggerating prominent features to portraying Senator Rosewater as a snob. He is characterized as heartless, shallow, and mean; seems to care only about his family name and public image. Senator Rosewater has no pity for the poor in his heart, "I have spent my life demanding that people blame themselves for their misfortunes." (62) The most evident flaw of Eliot's father is how he worries what people will think of him. When Eliot first opens the Rosewater Foundation and gives out money to those in need, Senator leaves him alone - to do as he chooses. However, when the young and unlearned lawyer Norman Mushari begins trying to prove Eliot insane and to shift the money to Fred Rosewater, a distant relative in Rhode Island, Senator crusades to prove the opposite. Everyone is asked, even Eliot's ex-wife Sylvia DuVrais Zetterling, for proof. Senator Lister Rosewater simply brushes aside Sylvia's pain to question her. "'What did he seem like there in Paris?' the Senator wanted to know. 'Did he seem sane enough to you then?'" (64) Senator goes to the small town of Rosewater, Indiana, where Eliot is living and meets with him. Worried by what he sees, Senator plots with attorney Thurmond McAllister to make the jury believe Eliot is fit and able. Senator only cares about Eliot when the family name is endangered. Another hideous aspect of the Senator's personality is his cruelty towards his son. He disapproves of Effective Satire in God Bless You, Mr. Rosewater :: God Bless You Mr. Rosewater Effective Satire in God Bless You, Mr. Rosewater Satire is a technique used in literature to criticize the faults of society. An excellent examle of contemporary satire is Kurt Vonnegut's novel God Bless You, Mr. Rosewater. The author tells the life of Eliot Rosewater, a young and affluent man troubled by the plights of the poor. Eliot is the President of the Rosewater Foundation, a sum of money worth approximately $87 million. Using this position, he does everything he can to help the poor. This charity giving is socially unacceptable to the wealthy, particularly Eliot's father Senator Lister Ames Rosewater. Vonnegut uses caricature, irony, and tone to satirize the lack of care the rich have for those socially "beneath them." Vonnegut satirized the rich by exaggerating prominent features to portraying Senator Rosewater as a snob. He is characterized as heartless, shallow, and mean; seems to care only about his family name and public image. Senator Rosewater has no pity for the poor in his heart, "I have spent my life demanding that people blame themselves for their misfortunes." (62) The most evident flaw of Eliot's father is how he worries what people will think of him. When Eliot first opens the Rosewater Foundation and gives out money to those in need, Senator leaves him alone - to do as he chooses. However, when the young and unlearned lawyer Norman Mushari begins trying to prove Eliot insane and to shift the money to Fred Rosewater, a distant relative in Rhode Island, Senator crusades to prove the opposite. Everyone is asked, even Eliot's ex-wife Sylvia DuVrais Zetterling, for proof. Senator Lister Rosewater simply brushes aside Sylvia's pain to question her. "'What did he seem like there in Paris?' the Senator wanted to know. 'Did he seem sane enough to you then?'" (64) Senator goes to the small town of Rosewater, Indiana, where Eliot is living and meets with him. Worried by what he sees, Senator plots with attorney Thurmond McAllister to make the jury believe Eliot is fit and able. Senator only cares about Eliot when the family name is endangered. Another hideous aspect of the Senator's personality is his cruelty towards his son. He disapproves of

The State of Florida

The State of Florida has a professional body that implements the legislations that pertain to the practice of mental health counseling in the state. The Florida Board of Clinical Social Work, Marriage & Family Therapy & Mental Health Counseling award licenses to mental health professionals who seek to practice in the state of Florida. The board determines whether the educational credentials, training and experience of the applicant pass the standards and requirements set by the board and the legislated regulation of mental health professionals. The board also has the authority to suspend and revoke licenses when the professional has been found to have committed actions which violates the ethical guidelines identified by the board. According to the State of Florida’s statute of clinical counseling and psychotherapy (State of Florida, 2007), the legislation of regulating and professions and occupations prevents the unqualified mental health professionals from practicing in Florida and protects the public from poorly trained professionals who may become threat to the health and well-being of the public. The state has recognized that the quality of life at present has been undergoing changes and that emotional and psychological health is directly related to physical health. It is presumed that the public needs qualified mental health professionals who could provide services to the public in order to maintain their mental health, thus qualified professionals should be given the recognition and authority to engage in legitimate practice. Becoming a duly licensed mental health professional would imply that the state recognizes one’s ability and skills and the public would be assured that they will be getting quality care. The state categorizes the mental health professionals according to clinical social work, marriage and family therapy and mental health counseling. The distinctions are made to clearly identify the area of specialization and clientele of the said professions, although a dual license is available for those who are qualified to practice in two of the three categories. The licensure requirements for mental health counseling are different for students who have undergone training in a Council for the Accreditation of Counseling and Related Educational Programs (CACREP) accredited institutions and for non-CACREP institutions. Aside from the completion of a master’s degree in mental health related courses, the applicant must also have about 2 years of post-master’s experience in the field of counseling under a licensed supervisor. The non-CACREP graduate must satisfy the required hours and units to meet the required instruction and training on counseling theories and practice, human growth and development; diagnosis and treatment of psychopathology; human sexuality, group theories and practice, individual evaluation and assessment, career and lifestyle assessment, research and program evaluation, social and cultural foundations, counseling in community settings and substance abuse and in ethical, legal and professional standards (floridashealth.com). The requirements for licensing in social work and marriage and family therapy also specifies the hours and units of graduate work and courses in the specific field. An integral requirement is the completion of the internship hours under a certified supervisor in the said specialization. With this in mind, I found that the university curriculum matches the required training and education that the state licensing asks for and I was happy to note that the university is also CACREP accredited indicating that I just need to complete all the required courses and practicum and I can probably apply for the licensure. At present I have no plans of pursuing a doctoral degree in mental health counseling, I think I am more inclined to finish this master’s degree at the moment. I am 43 years old and I have 3 kids which mean that I do not have the energy to go through another 3 years for the doctoral degree. However, I am still open to the idea if after this degree I might change my mind and get that Ph.D. References Florida Board of Clinical Social Work, Marriage & Family Therapy & Mental Health Counseling (2004). floridashealth.com Retrieved October 17, 2007 from http://www.doh.state.fl.us/mqa/491/index.html 2007 Florida Statutes, Chapter 491 Clinical and Counseling and Psychotherapy Services, Retrieved October 17, 2007 from http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch0491/SEC002.HTM&Title=-%3E2007-%3ECh0491-%3ESection%20002#0491.002 Â   Â   Â  

What to do in the Next Four years essays

What to do in the Next Four years essays With President George W. Bush preparing for his second term, there are many decisions that need to be made. Some of these decisions include: what to do with the war on terror, how to handle same-sex marriages, and whether or not abortion is right. What the President does in these next four years will determine how our country acts in the future. Although the President has been under constant pressure from the media and top government officials, he has promised that as long as he is president he will continue to fight the war on terror. Many people have criticized his decisions involving the wars going on in Afghanistan and Iraq saying that the President is going after the rich oil industry in these countries. The President totally denies these accusations and insists that we are not fighting these countries, but rather the terrorists groups within them. Another fiery subject is the battle surrounding same-sex marriages. In all but a few of the fifty states gay and lesbian marriages are not recognized as legal. The amount of legally married homosexuals is small compared to the amount of couples that have tried to get married. The reason so many of these confused people are having a hard time is because President Bush has passed the Sanctity of Marriage law, making it illegal for two people of the same sex to get married. Although there are many people who oppose this law, there is also a large number of people who applaud the President for this bold act. Abortion is another one of these topics of debate. This may be the hardest situation for the President to deal with. Even though most Christians believe strongly that abortion is wrong, the millions of people that do not believe in Jesus and the Bible will be hard to convince of the injustice done to unborn babies. The many pro choice people of this country feel that it really doesnt matter that they kill unborn babies because in their e ...

PC Vitals for Every Freelance Writer

PC Vitals for Every Freelance Writer PC Vitals for Every Freelance Writer PC Vitals for Every Freelance Writer By Colin If you’ve never experienced the horror of a computer screen turning stark blue and displaying garbled characters while you are working on it, then lucky you. My advice is to never take things for granted. Computers have a nasty habit of hiding their internal illnesses until it’s too late, by telling you one thing when they mean another, or by playing tricks on your mind. If, however, you have experienced this scenario, you won’t need me to remind you of the blood curdling scream that came from your throat, or the moment of rapid pleading with a metal box, or the red mist of anger that followed very soon after. You’ll already know what it’s like to have your PC, something you came to think of as a friend, get up and desert you just like that. It’s every writer’s worst nightmare. But it is avoidable. Here are a few tips to help keep your PC in tip-top shape, and to spot those all important warning signs that not everything is as it should be. Only Install What You Need Don’t install software you will probably never use. It only takes up room, and makes unnecessary entries into the computer’s registry, which over time, slows it down considerably. When you do install software, always keep a copy of the installation executable, and always keep this updated at regular intervals. If you ever find you have to start again and rebuild your PC, or even get a new one, you will be able to get back to where you were relatively easily. Make a regular point of going through the installed programs list in the Control Panel and removing what you rarely use. Hard Drive Maintenance Your PC comes with a disk defragmenter and surface scanner – use them regularly. The disk defragmenter will reorganize the data on your hard drive, to ensure faulty sectors are either repaired or removed. This process also optimizes your system to run software faster. The surface scanner checks for physical errors that can then be repaired, or give you warning that something more serious might be on the cards, and that action should be taken. Keep Your Anti-Virus Software Updated There’s a multitude of subscription and free anti-virus software products on the market, so the modern freelance writer can have no reason for not having some form or protection on his PC. Scan For Malware And Adware Regularly Along with anti virus software, these utilities keep your system free from the full spectrum of ware’isms, to the risk of data theft. There are several free products available in the Internet that do this job wonderfully, which no serious freelance writer should be without. Remove All Crap CCleaner is a highly recommended tool to remove the crap that builds up in a PC over time. It quickly and easily rids your machine of unwanted cookies, temporary files, logs, and installation garbage, clearing up space, and ensuring integrity. CCleaner is also excellent at keeping your system registry in tip-top shape, by scanning for obsolete entries, missing links and files, and removing them after taking a backup. Keep Regular Backups Perhaps the most important thing a writer can, and should, do regularly. If you take nothing else from this article, you should at least take heed of this section, the importance of which cannot be stressed enough. Should you lose your PC to internal failure, you can always buy another one. But if that failure means the loss of the directory called â€Å"All My Writing,† and you have taken no backups, your life is over. There’s no excuse for not backing up regularly. Once per month is not enough – it should be done at least once per week minimum, and daily if you have works in progress. Whether you back the whole lot up onto a DVD in one go, or do it file by file because your system still uses 4.5† floppy disks DO IT! You will never forgive yourself if the worst happens. Watch for Warning Signs PCs often give off subtle warnings that a failure is impending, so it would be useful to be able to recognize them. Should you spot any of the following, take immediate backups of everything, and start running checks. At Boot Up Watch for any difference in the start-up messages as your PC boots up, such as hardware not being located, registry information missing, control, or system file errors, etc. Listen for strange noises coming from the hard drive as it gets going. Squeaks, groans, or moans can indicate something is wrong. Keep an eye on the boot-up time. Is it getting slower or does it appear to be struggling? If so, do a back up and run your checks. While In Use Have you noticed applications taking a while to load up, or when in use, are they running slower, hanging for no reason, or closing down unexpectedly? Don’t leave it until it dies before doing something about it. Does your hard drive go through periods of seemingly intense use when nothing is happening? Watch the CPU and make sure it’s not being over-used – a larger issue could be unfolding. At Shutdown Does the machine take a while to shut down? Does it hang while closing down, leaving you to pull the plug to shut it down for the night? Are there any spurious messages on the screen? Any of these things could indicate there is a problem. The rule of thumb if you spot a potential problem is to take a backup, then get it checked out. When To Do All Of This Daily – Incremental backups on all WIPs, checks on PC running stability. Weekly – AV quick scan, ad/malware quick scan, crap clean, full backup of all data. Monthly – AV deep scan, ad/malware deep scan, full backup of the entire system (data and applications). Staying on top of your PC’s integrity can save a freelance writer much embarrassment, time, and money – even his career. Don’t be a fool and fall into the â€Å"it will never happen to me† trap, because when you start thinking like that, the chances are you’re next. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:50 Slang Terms for Money40 Fish Idioms7 Sound Techniques for Effective Writing

Music Exorcism Essay Example | Topics and Well Written Essays - 750 words

Music Exorcism - Essay Example Musical exoticism is not included in some specific devices. In its entire works, it arises through the interaction or association between the listener and the work. Let’s reinforce the distinctions reminding of individual characters and exotic environment, often portrayed in opera, rendered by non-exotic musical means. This tendency’s example includes Giuseppe Verdi, Il trovatore and Habanera &Don Joses "Flower Song" both illustrating and showing Milieu or culture in some foreign way to potential audience (Locke, 2012). Work is neither entirely composed nor consistently composed, of the elements to be identified as part of an exotic medium, distinctly. The listeners expectations and the composers’ intentions and means synchronization, will then produce an exoticism that’s a type of reception ultimately (Locke, 2012). Musical exorcism recent writings reflect the assumptions that are unspoken that a listener perceives a work as exotic only if it distinctivel y incorporates unusual or foreign musical style elements. In musico-dramatic works such as opera, set in exotic locales, music is often heard, by contrast, within a frame of narrative that shapes the response of the listener. Yet in the existing writings, music exorcism restricts its attention to the passages and few scenes that tend to sound non-western (Locke, 2012). It also leaves unmentioned the dramatic oratorios and Baroque-era operas that tend to focus on eastern tyrants that are despicable.

Curriculum development Essay Example | Topics and Well Written Essays - 2500 words

Curriculum development - Essay Example Lewis and Arthur (1972) identified definition of curriculum in the following categories: course of study, intended learning outcomes, intended opportunities for engagement learning opportunities provided, learner’s actual engagement, and learner’s actual experiences. They defined curriculum as â€Å"a set of intentions about opportunities for engagement of persons-to-be-educated with other persons and with things (all bearers of information, processes, techniques, and values) in certain arrangements of time and space.† Tanner and Tanner (1980) traced the history of curriculum definitions showing that â€Å"curriculum has been variously defined as: 1) the cumulative tradition of organized knowledge; 2) modes of thoughts; 3) race experience; 4) guided experience; 5) a planned learning environment; 6) cognitive/affective content and process; 7) an instructional plan; 8) instructional ends or outcomes; and 9) a technological systems of production.† Historically and currently, the dominant concepts of the curriculum is that of subjects and subject matter therein to be taught by teachers and learned by students. In high schools and colleges, the term curriculum has been and still is widely used to refer to the set of subjects or courses offered, and also to those required or recommended or grouped for other purposes; thus, terms as the college preparatory curriculum, science curriculum, and premedical curriculum are commonly used. In curriculum terminology, program of studies is more properly used in these connections. Despite efforts for over a half century to achieve broader and different curriculum foci, the concept of curriculum as subject matter persists as the basis of the dominant curriculum design. It was central to and emphasized by the wave of curriculum development in the subject fields that began in the 1950s and was stimulated by the Russian advance into out space and subsequent pressure to improve American education. The concept of the curriculum as

The Marketing Mix applied to a fast mocing consumer product Essay

The Marketing Mix applied to a fast mocing consumer product - Essay Example Customers tend to have built up brand loyalty due to the sentimental value that the branding has created over the years. For older customers, it may remind them of their own childhood days when their kids eat them and as for kids they will carry the memories on to their net generation. The Target customer of Cadbury associates sentimental value to it and thus Cadbury has become habitual for them. The packaging has been consistent during the last decades. The only changes have been in sies .The packaging is localized (in local language) to communicate the message of Cadbury to the customers. The packaging emphasizes on the brand color association i.e. Purple and all Cadbury dairy milk chocolates have the same solid purple color in their packaging. The packaging of Cadbury for the customers is convenient. It serves the function of keeping the chocolate fresh and crisp until consumption. It provides the health facts on its packaging for the health conscious people in their local language. The packaging of Cadbury, and the variants that are being offered, are made to suit the requirements of the customers. Thus the target customer of Cadbury dairy Milk seek: - The graphics on the Cadbury Dairy milk chocolate include the net weight, graphics showing the components i.e. milk pouring into chocolate bars, the positioning statement "more to share", barcode indicating shelf life, instructions to discard wrapper in the bin and diagrams showing it is best for consumption of vegetarians The target customer of Cadbury is: - 1. Health Conscious 2. Has positive response to the Cadbury Dairy Milk brand name 3. Likes to share the special moments in life with other people as demonstrated by the positioning statement. 4. Is conscious of the freshness of the product he is consuming 5. Best suited as an in between meals snack for vegetarians. Product support services Unsold bars that have exceeded their shelf life can be returned to the manufacturers The target customer: - 1 wants value for money and is quality conscious and can easily shift to other brands if their favorite brand does not deliver the quality it promises. Price Product mi pricing Cadbury Schweppes, the Australian Cadbury manufacturing company, has a diversified product mi and follows a market segmentation strategy focusing on different market segments some brands include Cherry Ripe, Crunchie, Freddo The target customer of Cadbury is: - Varying tastes The target customers are from different age groups Freddo is strictly for kids, Cadbury is for teenagers The target customers have different, localize tastes in different markets for example the target customers of Australia prefer the cherry flavor so for them the unique

Marketing of Guimaras Mangoes to the United States Essay Example for Free

Marketing of Guimaras Mangoes to the United States Essay The meaty flesh of a mango fruit is sweet, but the fruits pit is so large and hard. Ripe mangoes are fragrant and soft to the touch, but not mushy. Mangoes can be processed into a number of unique products such as dried mangoes, puree, juice, chutney, halves and scoops, jelly jams, and pickles. A uniform quality and an adequate supply are assured throughout the year through processing. Processed mangoes enable exporters to serve their markets even during off season period for fresh mangoes. Also, exporters can penetrate buying countries with strict phytosanitary requirements by supplying processed mangoes. The distinct taste and nutritional value of Guimaras mango variety puts it above any other mango in the world. Mango is one of the priority crops being supported by the major programs of the Department of Agriculture (DA); Mangoes are included among the high value crops to be given priority under the High Value Crop Law. Distribution is an exceptionally important phase in the marketing of mangoes. The fruit after harvest has to pass through several agencies before reaching the consumers. The Philippines has already established its credibility in supplying high quality mangoes to important markets especially to the United States. The recent organization of the Philippine Mango Development Council provided the impulsion to unite the key players of the industry into a single advocacy group that will work together for the sustainable development of the Philippine Mango Industry. REVIEW OF RELATED LITERATURE One of man’s greatest triumphs in the cultivating of wild plants is the cultivated mango. Centuries of cultivation and selection produced a luscious fruit. Many varieties are grown in different countries. Here in the Philipines, Guimaras is known as the â€Å"Mango Country†, gaining the name because of its sweetest and big-sized mangoes. Based on the data of the National Statistical Coordination Board of the Republic of the Philippines, the year 2002 was a good year for Guimaras mangoes. It was in this year that it formally joined the world export market and cooperatively, production soared to its highest for the last three years. 2002 production posted a growth of 446.40 percent or five times higher over the 2001 production. Despite the decrease in the number of fruit-bearing trees, more trees were induced to flower as favored by the weather conditions. The Philippine mango, considered in western countries as an exotic tropical fruit, is fast gaining popularity worldwide. It is the third biggest dollar earning fruit next to banana and pineapple. But competition from other countries has led to stricter international standard controls for mango and the fruits produced in Pangasinan and the other Ilocos provinces have yet to meet quality standards demanded by the United States. The United States may open its market to Philippine mangoes, with that country’s agriculture department funding a survey to find out which mango-producing areas have no incidence of mango seed and pulp weevils. Major importers of Philippine mangoes in the United States are looking forward to less costly mangoes from Manila with the decision by the US government in December to allow other provinces in the Philippines to export the produce. A United States-based Philippine official has revealed the introduction of a technology that would help cut down the shipping cost of Philippine mango exports to that country. Eventually, such technology would also allow mangoes from other areas of the country to enter the US market. Presently, only mangoes from Guimaras Island have been allowed in the US. According to Victoriano Leviste, agriculture attachà © at the Philippine embassy in Washington DC, The key is to create a niche market through our Filipino residents and possibly other Asians. Philippine Super Mango (carabao) has been gaining popularity in the US market as a sweet and more luscious fruit. The Philippine mango, coming from Guimaras Province in the Visayas, was only able to enter the US market in May, last year, after 15 years of negotiations with the US Department of Agriculture. Only Guimaras mangoes are so far accepted in the US. Mangoes from other areas of the country allegedly have fruit flies. Guimaras has been considered a pest-free zone and an ideal source of mango exports to the US. It is encouraging to note that the importance of the mango industry to the Philippine economy is now being recognized by all concerned sectors. The mango industry has provided livelihood opportunities to its growers and to those involved in its marketing channels. Similarly important is its significant contribution to the countrys export earnings being the third ranking fruit export, next to banana and pineapple. The Philippines is one of the top mango producing countries in the world with an estimated 2% share of the worlds 23.4 million tons production in 1997. The other top mango producing countries are India where 51% of total world production of mangoes comes from, China with 9% share. Mexico and Thailand both with 6% share. Exporting is one factor that helps our economy to sustain its stability with different problems it encounters. The need for unity among mango growers here in the Philippines is very important to be able to enhance the competitiveness of our own mangoes both in the local and world market. The recent formation of the Philippine Mango Development Council (Philmango), which was initiated by the DA Agribusiness and Marketing Assistance Service (AMAS), is a big step towards the proper orchestration of strategic interventions for the mango industry. CONCLUSION Mangoes from Guimaras indeed goes beyond quality and taste compared with other mangoes exported from different countries. The target of introducing and marketing of mangoes produced from different regions here in the Philippines to the United States should be endorsed. Only mangoes from Guimaras passed the standards in the United States. In order for our mango producers to enter the US market, there should be proper technology to assure consistent quality and supply. The bulk of the countrys mango output are grown in backyard farms which makes it hard to assure uniform and consistent supply of mangoes. There are limited commercial farms, and exports are basically consolidation of produce from backyard orchards and small farms. Also, the lack of commercial technology in the packaging and in preserving the freshness to offset the long stretch from the source to distant foreign markets such as the United States should also be taken into consideration. Lastly, inefficiency and high freight charges from the local shipping industry caused so much burden. It adversely affected the smooth delivery of mangoes to its markets. Mangoes coming from Visayas and Mindanao should be transported to Manila before it is exported to foreign countries; the significant increase of price due to high transport costs makes it difficult to reach its destination. REFERENCES Kotler, P. 1980. Marketing Management. New Jersey: A Simon Schuster Company Compton’s Encyclopedia http://www.nscb.gov.ph http://www.organicconsumers.org Leovelyn Hope B. Parreà ±oFebruary 26, 2010 BSBM 4/ SOCIO 01Mr. Don Velez COMPARE THE EXPERIENCES YOU HAD IN PRIMARY SOCIAL GROUP TO YOUR EXPERIENCES IN SECONDARY SOCIAL GROUP If there’s someone who can give me good and true pieces of advice, it would be no less than my family. Every day, I came to meet and bump with different people. And these persons gave another dimension in my life. My second family, the organizations I have here in school also welcomed me. But there is indeed a significant difference with the way they care for each members. My family treats me, accepts me and understands me for the person I am. They believed in my capabilities and support me with my ambitions in life. My family gives me inspiration in everything I do. I can count on them especially in times when I experienced the down moments of my life. There was never a time when they left my side. On the other hand, my second family also gives another meaning in my life. Though I am part of the family, there is no assurance that they will always be there for me through thick or thin. They also have their priorities in life. Though they can be there when I a want shoulder to cry on, or help me out with problems in school but it is just temporary. They all come and go. Abstract Mango is one of the commercially and economically essential horticultural fruit crops in the Philippines. It is the third most important fruit crop, next to banana and pineapple in terms of dollars earned. It is considered as a national fruit in this country. Mangoes specifically coming from Guimaras can be eaten ripe or unripe. It is very popular around the world because of its exotic taste. The paper aims to exemplify the export of these mangoes which placed the country’s competitiveness in the world market and how it captured the United States.