Kindergarten Curriculum Essay Essay Example

Kindergarten Curriculum Essay Essay Example Kindergarten Curriculum Essay Essay Kindergarten Curriculum Essay Essay Essay Topic: Tao Te Ching I. INTRODUCTION â€Å"The first old ages of life are of import because what happens in early childhood can count in a life-time. † ( Harvard. 2009 ) The Department of Education ( DepEd ) holding been a strong advocator of early childhood instruction has implemented assorted plans for kindergartners for decennaries now. The Department farther strengthens this through the inclusion of kindergarten in the K to 12 basic instruction course of study in the state. DepEd believes Kindergarten is a passage phase between informal literacy and formal literacy ( grade 1-12 ) . This is the period of greatest growing and development. when the encephalon develops most quickly. about at its fullest. It is a period when walking. speaking. self- regard. vision of the universe and moral foundations are established. Children at this phase should be immersed with activities. games. and plays to of course get the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. Harmonizing to National Association for the Education of Young Children ( NAEYC ) kindergarten is a critical twelvemonth where children’s experiences nurture positive attacks to larning and fix kids for the more strict academic outlooks of the primary classs ( NAEYC. 2009 ) . Therefore. kindergarten instructors should steer the scholars utilizing an engaging and originative course of study that is developmentally appropriate. Republic ACT 10157 besides known as the Kindergarten Education Act which was signed into jurisprudence by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first phase of compulsory and compulsory formal instruction. † For public schools. the kindergarten instruction plan will be free of tuition and other school fees. With the Kindergarten Education Act. the kindergarten instruction plan will be comprised of one twelvemonth of preschool instruction for kids aged five and supra. The act besides pushes for the conceptualisation and development of a regular preparation plan for kindergarten instructors to guarantee that learning manners. methodological analysiss and attacks are ever in line with modern tendencies in and issues on instruction. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the rules and ends of the K to 12 Philippine Basic Education Curriculum Framework. It is similarly aligned with National Early Learning Framework ( NELF ) . It clearly depicts the developmental undertakings and mileposts of 5 to 6 year-olds and how pedagogues can steer them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 2 K TO 12 – KINDERGARTEN The model is composed of two parts. The rectangular figures show the teaching-learning theoretical bases. get downing with the comprehensive Developmentally Appropriate Practices ( DAP ) . so traveling up to the rules and taking to the attacks. The circle consists of three chief constituents. ( 1 ) Developmental Domains. ( 2 ) Learning Areas. and the ( 3 ) Curricular Themes. At the centre is the Filipino kid who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate course of study is one that is age-appropriate. separately appropriate and socio-culturally appropriate ( NAEYC. 2009 ) This Kindergarten model considers the developmental benchmarks of Filipino five-year-olds. recommends the usage of schemes that address demands and involvements of the scholars. and uses the female parent lingua as medium of direction. Preschoolers are invariably developing in the different spheres ( cognitive. linguistic communication. physical. originative and aesthetic. socio-emotional. and values and character ) . The National Early Learning Framework ( NELF ) . formulated by the Early Childhood Care and Development Council. views the Filipino Child as the most of import plus of the state. NELF furthers its position of the Filipino Child as†¦ †¦as a human being who loves God. parents. and state ; is proud to be a Filipino ; honors the imposts. traditions and good values of the people. knows his/her basic rights ; respects other civilizations and is able to populate in peace and harmoniousness with all. Therefore get downing at an early age the kid must be cared for and given all the chances to turn to current developmental demands and fix him/her for womb-to-tomb acquisition. Kindergarten schoolrooms. hence. should multi-level because preschoolers will differ in their development in each sphere. The following are state of affairss that a kindergarten instructor should set to mind. 1. 2. 3. 4. 5. 6. every schoolroom is a multi-level schoolroom every instructor is a multi-level facilitator every scholar is alone every scholar has peculiar intelligence or intelligences every scholar has his/her ain acquisition manners every scholar has his/her ain peculiar demands a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012. K TO 12 – KINDERGARTEN 7. every scholar has his/her ain specific wants and involvements 8. every acquisition has a right to develop unambiguously from the others This model upholds the 16 ( 16 ) general rules of the NELF as ushers on ( 1 ) kid growing and development ( 2 ) larning plan development and ( 3 ) larning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The followers are the general guiding rules on kid growing and development: 1. Every kid is alone. Growth and development varies from kid to kid of which the first six old ages of life are most critical. He/she has an innate desire to larn and is best done through meaningful and existent experiences. 2. Every facet of growing and development is interrelated and mutualist. The kid needs to be nurtured in a good and caring environment that enhances healthy and reliable relationships with other kids and most important grownups. 3. The acquisition and development of every kid involves a series of complex and dynamic procedures that are best attended to in a more positive and antiphonal mode. 4. The kid must be encouraged to draw a bead on beyond one’s ain degree of accomplishments and to pattern freshly acquired competences. 5. Every kid is a thought. traveling. feeling and synergistic homo being able to actively take part in the acquisition and development of ego in the context of one’s household and community including cultural and spiritual beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The followers are the general guiding rules on larning plan development: 6. The learning plan is child centered. It promotes the holistic manner by which immature kids turn and develop ; and recognizes the function of households and communities to back up the kid through assorted phases of growing and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 4 K TO 12 – KINDERGARTEN 7. The learning plan is appropriate for developing the spheres of development identified in the NELF ; and must prolong involvement in active acquisition of all immature kids including those with particular abilities. are marginalized and/or at hazard. 8. The learning plan is implemented by manner of diverse acquisition activities that may be enhanced with engineerings such as synergistic wireless and audio/video cartridge holders for larning countries. 9. The usage of larning stuffs and other resources that are locally developed and/or locally available is encouraged. 10. The female parent lingua shall be used as the child’s linguistic communication of larning in the early old ages and shall be recognized as a span linguistic communication of larning. 3. ON LEARNING ASSESSMENT The followers are the general guiding rules on larning assessment development: 11. Appraisal is done to supervise larning. cognize where the kid and inform parents of the child’s advancement. 12. Appraisal is indispensable to placing the child’s entire developmental demands and does non find academic accomplishment. 13. Appraisal is best conducted on a regular footing so that a timely response may be made to better larning countries. 14. The consequences of the appraisal of acquisition of a kid shall be kept purely confidential 15. Evaluations should be qualitative/descriptive and non merely numerical. 16. The household and community may be informed of the general results of larning in the early old ages so as to promote farther cooperation and partnerships The model espouses teaching-learning attacks that are constructivist. integrative. thematic. collaborative. one n Q U I r Y – b a s vitamin E vitamin D and reflective. in order to be aligned with Developmentally Appropriate Practices. NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1: shows the developmental spheres represented by the six interlocked eclipsiss. They are arranged to organize a flower in order to stress Erikson’s epigenetic rule. This rule states that development happens through a gradual flowering. The kid is seen as being in the procedure of blooming. a small like a rose bud. that should non be hurried. lest it loses its opportunity to to the full develop. These spheres are the developmental undertakings or mileposts that preschoolers are expected to achieve. These includes: ( 1 ) Physical Health. Well-being and Motor Development. ( 2 ) Social-Emotional Development. ( 3 ) Fictional character and Values Development ( 4 ) Cognitive/ Intellectual Development ( 5 ) Language Development. and ( 6 ) Creative and Aesthetic Development. The following are the six spheres. 1. Physical Health. Well-being and Motor Development refers to a child’s physical growing. wellness and safety. and the development of accomplishments related to the usage of big and little musculus groups. Sphere 1: Physical HEALTH. Wellbeing AND MOTOR DEVELOPMENT Sub-domain Physical Health Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates equal growing ( weight. caput perimeter ) The kid has equal centripetal systems to take part in day-to-day activities. The kid has equal staying powers to take part in day-to-day activities. The kid shows control and coordination of organic structure motions affecting big musculus groups. The kid can command and organize manus and finger motions. O Copies a simple form of different basic forms o Draws a human figure ( caput. eyes. oral cavity. bole. weaponries. legs. etc. ) without prompts o Draws a house without prompts utilizing geometric signifiers o Colorss with shots remaining within the lines The kid participates in basic personal attention modus operandis o Feeds self-using fingers without spillage O Prepares ain nutrient O Dresses without aid. including buttoning and binding o Wipes/Cleans him/herself after a intestine motion 6 Gross Motor Skills Development Fine Motor Skills Development Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o o Brushes dentitions after repasts without holding to be told Washes and prohibitionists face independently without holding to be told 2. Social – Emotional Development refers to the child’s ability to cognize one’s ego. express and understand feelings. and associate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression Benchmarks/expectation from 5 to 6 year-olds The kid expresses different basic emotions. The kid demonstrates ability to self –regulate feelings/emotions and follows agendas every bit good as regulations and ordinances. The kid comprehends and shows self-appraisal emotions ( shame. pride. guilt ) . The kid is receptive to the different emotions of other people and shows empathy. The kid expresses cognition of ego and basic functions of people in his/her immediate environment. The kid forms healthy fond regards to primary health professionals and other important grownups and kids in his/her life. The kid dramas and has positive interactions with other kids. The kid has positive dealingss and interactions with grownups. The kid takes societal cues from the environment and adjusts his behavior consequently. The kid recognizes and respects similarities and differences in people. linguistic communication. civilization. Emotional ( Receptivity to Other’s Emotions ) Social ( Emerging Sense of Self ) Social ( Forming Attachments ) ( Interactions with Other Children ) Social ( Interactions with Adults ) Social ( Sensitivity ) Social ( Appreciating Diversity ) 3. Character and Values Development refers to a developing apprehension of justness and equity. right and incorrect. love and regard for different spheres of the child’s life. Domain 3: Fictional character AND VALUES DEVELOPMENT Sub-domain Personal Values ( Honesty ) Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN Personal Values ( Responsibility ) Interpersonal Values ( Love of Family ) The kid takes on duty and accomplishes these as best he/she can. O Does his/her portion of work in the schoolroom O Does and coatings assigned undertakings without motivating The kid loves. respects and feels he/she belongs to a household unit. Interpersonal Values ( Pakikipagkapwa ) Nationalism ( Love of Community ) Nationalism ( Love of Country ) The kid shows regard for others. kids. and grownups likewise. The kid demonstrates concern for others. The kid opts for concerted. non-aggressive agencies for accomplishing ends and deciding struggle. O Works good with others The kid demonstrates cognition and love for his/her community or vicinity. The kid shows regard and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremonial O Knows name of state The kid shows involvement in and inquire at nature. The kid demonstrates a caring attitude towards nature’s animals and its resources. The kid shows regard and love for the Creator. Spiritual ( Appreciation of Nature ) Spiritual ( Care for Nature and Its Resources ) Spiritual ( Love for the Creator ) 4. Cognitive/Intellectual Development refers to a child’s ability to abstract. understand constructs and their logical dealingss. and to pull strings them to get at new thoughts or decisions. Sphere 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level Benchmarks/expectation from 5 to 6 year-olds The kid is able to prolong attending and modulate his activity at age-expected degrees. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o Sustains attending and concentration on a tabletop activity for 15-20 proceedingss o Can work on a school assignment with minimum supervising O Can work on a school assignment independently The kid develops basic constructs refering to object stability. infinite. clip. measure. seriation. etc. and uses these as the footing for understanding how stuffs are categorized in his/ her environment. O Can Tell which is the left and right people confronting him/her O Knows the difference between yesterday. today. and tomorrow O Understands the construct of number-quantity dealingss for 1-10 O Demonstrates construct of add-on utilizing finger or objects o Demonstrates construct of minus utilizing fingers or objects The kid is able to understand the cause –effect relationships. The kid is able to remember people he has met. events. and topographic points he has been to. The kid is able to hive away verbal information in short and long –term memory. O Can declaim the yearss of the hebdomad with some mistakes o Remembers lessons learned in school even after several yearss have passed Os Can declaim the yearss of the hebdomad with no mistakes o Can declaim the months of the twelvemonth with some mistakes The kid is able to follow the logic of events ( i. e. . grounds why these go on ) and draw accurate decision by measuring the facts presented to him. O Knows that certain elements remain the same even if their places alterations o Able to foretell what will go on next in a narrative O Can foretell how a narrative will stop half-way through The kid is able to be after and form a simple. familiar activity. Os Can be after how he/she will transport out an activity without grownup counsel The kid is able to bring forth new thoughts or constructs. or new associations between bing thoughts or constructs. O Can pull things or scenes from experience but with no existent theoretical account or mention O Can draw or pigment things that do non be in existent life The kid is able to switch to more adaptative cognitive processing schemes in order to efficaciously cover with new and unexpected conditions in his/her environment. including job state of affairss. Higher-Ordered Mental Abilities ( Concept Formation ) Higher-Ordered Mental Abilities ( Cause-Effect Relationships ) Memory ( Memory for Experiences: Episodic Memory ) Memory ( Memory for Concept-Based Knowledge: Semantic Memory Higher-Ordered Mental Abilities ( Logical Reasoning ) Higher-Ordered Mental Abilities ( Planning and Organizing ) Higher-Ordered Mental Abilities ( Creative Thoughts ) Higher-Ordered Mental Abilities ( Cognitive Flexibility ) K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and utilize linguistic communication to pass on thoughts. learn to get linguistic communication accomplishments in readying for reading. authorship and numeration. Domain 5: Language. PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math ( Matching ) Pre-Reading and Pre-Math ( Rote Sequencing ) Benchmarks/expectation from 5 to 6 year-olds The kid is able to understand both verbal and non-verbal signifiers of communicating. The kid is able to utilize words and gestures to show his ideas and feelings. o Draw and tells a narrative about his pulling The kid is able to fit indistinguishable objects. colourss. forms. symbols. Pre-Reading and Pre-Math ( Copying Letterss and Numbers ) The kid is able to declaim the alphabet and Numberss in sequence. o Sings the alphabet vocal absolutely o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 absolutely o Associates more than 5 letters with their sounds The kid is able to copy letters and Numberss. o Prints complete name without theoretical account O Prints upper instance letters with a theoretical account with no reversals o Prints lower instance letters with a theoretical account with some reversals o Prints Numberss 1-5 with a theoretical account with some reversals o Prints upper instance letters without a theoretical account and with no reversals o Prints lower instance letters without a theoretical account and with no reversals o Prints Numberss 1-5 without a theoretical account and with no reversals 6. Creative and Aesthetic Development refers to the child’s consciousness of and development of their unconditioned endowment and originative accomplishments. The sphere includes music. ocular humanistic disciplines. play. dance and originative motions. This sphere is a recent add-on because it is recognized as every bit of import as the other five spheres in the development of the immature scholar. Therefore. the benchmarks and outlooks particular to this sphere are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular subjects for incorporating the five ( 5 ) larning countries to develop the six ( 6 ) spheres for the holistic and functional development of the preschooler. These curricular subjects adheres to Brofenbenner’s Bio-ecological Theory. that defines â€Å"layers of environment. each holding an consequence on a child’s environment. † 1. Myself – constructs and thoughts that help the scholars understand himself/herself better so that he/she will develop as an person. 2. My Family – constructs. thoughts. patterns that guides the kid to be responsible and proud of himself and his household. 3. My School – constructs. thoughts. patterns. and state of affairss that help the kid understand how to be an single and socialise with other scholars. instructors. school forces and other members of the school. 4. My Community– constructs. thoughts. patterns. state of affairss. and duties that the scholar should get and understand so that he/she will go functional and antiphonal member of the community. 5. More Thingss Around Me – all other constructs. thoughts. patterns. state of affairss. and responsibilities non covered by subjects 1 to 4 but which may be relevant to the community. civilization. and involvement of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino kids will be prepared for life. B. Outcomes: By the terminal of the KINDERGARTEN twelvemonth. we will hold kids who are: effectual communicators in their female parent linguas ; healthy and physically active ; respectful. honest. God-loving ; proud of themselves. their household. civilization. heritage and state ; originative and appreciative of the humanistic disciplines. and lovingness of the environment ; speculative. enthusiastic and occupied scholars. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Passage Paradigm Passage Paradigm Kindergarten Education by and large addresses the different developmental spheres of the 5-year olds. But. as mentioned earlier. the spheres are formless or do non hold form ; hence acquisition countries are identified. The larning countries transition the domain-based course of study of kindergarten to the content-based course of study of class 1 to 12. This design allows for a smooth passage from Kindergarten to rate 1 thereby doing it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains: Fictional character AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang Bata ay †¦ ? Kagandahang Asal? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga SA sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan SA pananagutang panlipunan ( tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ nakapagpapakita nanogram paggalang SA sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan SA kanyang ginagawa nakapagpapakita nanogram pagmamahal at paggalang SA mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang SA kapwa nakatatanggap at naisasagawa Air National Guard mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit SA kalinisan at kaayusan ng kapaligiran nakapagpapakita nanogram pagmamahal SA Panginoon nakikisali nang may sigla SA mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal? ? Nakikilala at natatanggap Air National Guard nakapagpapahayag ng iba’t ibang damdamin SA tamang paraan nakapagpapahayag nanogram kakayahang mapigil Air National Guard mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin nakauunawa at nakapagpapakita nanogram sariling emosyon nakapagpapakita ng pagtanggap at pag-unawa ng emosyon nanogram ibang Taoist K TO 12 – KINDERGARTEN emosyon ng ibang Taoist ? Nagkakaroon ng mabuting pakikipag-ugnayan SA kapwa at nakatatanda ? Nagkakaroon ng kamalayan ukol SA pagkakaiba ng Taoist at nakapagpapahiwatig ng pagdamay SA damdamin ng iba ( empathy ) naipahihiwatig ang akma at katanggap-tangap na reaksiyon SA damdamin ng iba naisasaalang-alang and damdamin nanogram iba at nakikisali SA kasiyahan / Nakikiramay SA kalungkutan nanogram iba nakapagsisimula ng laro naipadadama at naipakikita Air National Guard pagmamahal SA mga nakatatanda at mga Bata nakikisalamuha SA mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap Air National Guard pagkakaiba ng Taoist O wika o kasuotan O kagamitan O kakayahan o kulay nakikilala Air National Guard mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi nanogram bahay natutukoy Air National Guard mga Taoist SA paaralan natutukoy Air National Guard mga lugar SA paaralan natutukoy Air National Guard mga katulong SA pamayanan ( community assistants ) Natutukoy ang mga lugar SA pamayanan naipapakita Air National Guard paggalang SA pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa? Pagkilala SA sarili bilang kabahagi ng pamilya? Pagkilala sa sarili bilang kabahagi nanogram paaralan? Pagkilala sa sarili bilang kabahagi nanogram pamayanan? Pagkilala sa sarili bilang kabahagi ng bansa Domains: Health. Wellbeing AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health? acquires and pattern sound wellness wonts? acquires attitudes. cognition. and accomplishments about physical activity for keeping physically fit life styles Safety? identifies and patterns appropriate K to 12 Curriculum Guide Science – version as of January 31. 2012 Performance Standards The learner†¦ demonstrates wellness wonts that keep their organic structures clean and healthful. shows sufficient energy to take part in day-to-day activities ( Physical Fitness ) demonstrate safety patterns at place. in school. at the resort area and 15 K TO 12 – KINDERGARTEN safety processs? demonstrates cardinal gross motor accomplishments decently ? Demonstrates competency in assorted all right motor accomplishments? demonstrates centripetal perceptual accomplishments the vicinity. demonstrates locomotive accomplishments such as walking. running. jumping. leaping mounting right demonstrates non-locomotor accomplishments such as forcing. drawing. turning. rocking. flexing right. demonstrates receptive and projective ( manipulative ) accomplishments such throwing. catching. kicking right demonstrates all right motor accomplishments such as cutting. composing. pulling. utilizing spoon and fork right demonstrates consciousness of the place and motion of one’s organic structure. ( Body awareness ) demonstrates ocular favoritism accomplishments like. placing same and different. losing parts. which does non belong ( Visual Discrimination ) creates representations like forms. letters. images ( Form perceptual experience representations ) Physical Education Sensory-perceptual Spheres: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure? appreciates the different art signifiers ( music. dance. play and ocular humanistic disciplines ) ? evaluates music. dance. play and ocular humanistic disciplines? uses a assortment of stuffs. tools. techniques and procedures in the humanistic disciplines ( music. dance. play and ocular art ) Performance Standards The learner†¦ observes things and happenings in nature shows involvement in analyzing assorted things found in nature identifies the assorted art signifiers demonstrates involvement and enjoyment in sing. and listening to artistic public presentations and plants of art chooses music. dance. play and ocular art that they prefer describes the features of music. dance. play and ocular art that they prefer participates in the creative activity of music. dance. play and ocular art creates ocular humanistic disciplines utilizing different stuffs creates rhythm responds to different round. pitch. tune. kineticss. pacing. temper. kineticss utilizing originative motion function plays a narrative. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31. 2012 16 K TO 12 – KINDERGARTEN Domains: LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for waies listens to narratives expresses oneself asks and replies inquiries portions information tells narratives gives waies analyzes intending sounds ( Phonemic Awareness ) Performance Standards The learner†¦ distinguishes different types of sounds follows simple waies comprehends simple and familiar narratives increases his/her vocabulary for depicting things and showing 1s feelings replies and responds to inquiries consequently increases his/her vocabulary in sharing information narrates simple and familiar narratives gives simple waies Identifies and distinguishes sounds distinguishes vowel and harmonic sounds blends and sections words blends and sections words lucifers letters to their sounds ( and frailty versa ) recognizes and names all capital and small letter letters of the alphabet. Decodes basic sight words identifies common words understands that printed stuffs provide information reads utilizing right directivity reads utilizing proper modulation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases utilizing a mix of invented and conventional spelling writes words and phrases utilizing manuscript signifier composes ain narratives with a clear beginning. center and terminal composes ain narratives utilizing images composes informational/factual texts utilizing ain words composes information/factual texts utilizing illustrations Talking Reading? decodes words? Demonstrates book cognition and print consciousness? comprehends simple texts Writing? writes utilizing the correct mechanics? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31. 2012 17 K TO 12 – KINDERGARTEN Domains: COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between Numberss and quantities up to 10. ? Begins to understand. to depict simple add-on and minus. and to utilize them to work out jobs. The learner†¦ recognizes sets of objects up to 10 comparisons two or more sets of objects up to 10 recognizes. represents. lucifers. names. reads. counts. and writes whole Numberss up to 10 comparisons and orders whole Numberss up to 10 uses the words â€Å"put together. † attention deficit disorder to. † and â€Å"plus† to understand the construct of add-on uses the words â€Å"take away† and â€Å"minus† to understand the construct of minus uses manipulative to research the constructs of add-on and minus with amounts or differences between 0 to 10 utilizations concrete objects to find replies to add-on and minus jobs divides a whole into two or four equal parts. explores the environment to detect. place. describe. and compare 2- to 3- dimensional objects compares forms. sizes. and places of 2- to three-dimensional objects utilizations manipulative to make 2- to three-dimensional objects observes dawn and sunset to state the clip of the twenty-four hours ( forenoon. noontime. flushing ) tells the figure of yearss in a hebdomad and the months in a twelvemonth steps and compares the length. mass. and capacity of familiar objects utilizing non-standard units participates actively in garnering information about objects or events in their environment. makes a graph or chart based on the information gathered reply inquiries about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the construct of spliting wholes into equal parts. ? begins to place the common 2- to 3dimensional objects in the environment and depict their forms. sizes. and places. ? understands the construct of clip. length. mass and capacity and the nonstandard units to? Measures them. ? starts to do a graph or chart based on the information gathered about objects or events in their environment. Statisticss K to 12 Curriculum Guide Science – version as of January 31. 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ Performance Standards Scientific Thinking and Practice understands the procedures of scientific probes uses observation and oppugning accomplishments in the scientific discipline enquiry asks and replies inquiries about milieus and portion findings with schoolmates records observations and informations with images. Numberss and/or symbols Peoples. Animals and Plants. Knows the similarities and differences of populating things knows that populating things are made up of parts that have specific maps knows the alterations in life things over clip Earth ( Weather ) knows that conditions alterations and that it affects people People identifies the similarities and differences of people identifies the organic structure parts of life things and its specific maps identifies the five senses and how they are used uses the senses to detect milieus and sorting objects observed.

Thought Paper Essays

Thought Paper Essays Thought Paper Paper Thought Paper Paper Like I mentioned before, gender roles for an example exist only because society chooses to accept them for what they are. Viewers must be aware of what the media is trying to push on them, especially females. For example, most women when appearing with their male actors on screen constantly are portrayed in roles that are supportive and dependent on their partner especially financially. Its as if our society only knows of two gender roles, masculine and feminine. Women in the media, in my opinion are the ones who are portrayed in a ay that influences young women and teens more negatively. In advertisements females are most commonly shown as sex objects. In television shows females usually play roles of the housewife. Showing men and women that the perfect women is one who: doesnt work, stays home and takes care of the household, has dinner ready when their man gets home, is always done up from head to toe, has the perfect body, doesnt think for herself and is supportive and submissi ve. What message does that send teen girls who dont think thats how it should be? Or who dont fully fit that description? The media is just corrupting the minds of young teen girls and turning them into something that maybe they dont want to be, but feel they have to because its what is socially acceptable. As far as the work place in television shows and reality, there is definitely a lot wrong there too. Why dont women get as much respect and recognition from men when getting a promotion to a managerial or C. E. O type position? Because the media shows you that only men are fit for that position so to men, women cant do the job right. Mean Cmon, theres probably tons of young girls out there who have dreams to be the next president and even the drive to try and make it happen, but wont even try because the media says its wrong to want something other than just a family. There is roles out there that actually do portray the woman lead as an independent strong woman with a great job and a family, but they also show her as a pitch whos constantly away from her family and is only about work. Never an independent strong woman with a great job and a family who can balance both, even though it is possible in ell life. No wonder most young women dont strive to be the best they can be, theyve been taught that if you do nothing positive comes out of it family wise. Now for men in advertising thieve portrayed negatively too, in my eyes at least. Theyre portrayed as masculine and dominant sometimes as sex objects too depending on what the ad is for. As for television shows men usually play the role of a dominant man, who should be the only bread winner in the home and that his woman needs him for everything and should do everything for him as in take care of the household and the hillier because thats the role that is portrayed by women in television shows. Therefore most males believe thats how it should be in real life as well. Thankfully, not all men believe in that way of living. Some men believe in being equal with their spouse, not minding if they wanted a job or to think for themselves and also not minding helping out around the house or with the children. Unfortunately, most men like that are rare because most of the one who actually do agree with it wont show it in fear of getting teased for their lack of masculinity. Its not wrong to accept these said gender roles. You could be just following what youve been personally taught, it could have nothing to do with the media. You couldve been raised that way because it was how your parents were brought up. It was the life you couldve seen when you were growing up. For example, some women actually do want to b. Stay-at-home moms. And it is possible that it is and was a personal choice, that it wasnt forced on them. But the problem with gender roles is that they an reach a certain point and become unfair. Lets say a young woman wants to become C. E. O of a huge company, is it society responsibility to judge them and look down at them for it? No, if a C. E. O can complete all the duties and responsibilities correctly, what does the persons gender matter? If the job is getting done the right way it shouldnt matter their gender. Thats the thing with gender roles, they are just that, ROLES. It is completely up to you etc decide whether or not you are going to follow through them. All in all the mint I am trying to get across in this paper is to make sure when it comes down to it that you are living the life of a role you want to be living, regardless: of whether or not it is socially acceptable. Others opinions on what you personally choose to do with your life is and always should be irrelevant. If youre a young women and you want to run for office, you should do so. If youre a young man and you want to be a stay at home dad, you should do so. Regardless of what the media or anyone else has to say about it. It affects them in no way.

Discussing the continuous relevance and validity of the different Assignment

Discussing the continuous relevance and validity of the different types of FOB contracts under English - Assignment Example In the first type of FOB contract, the buyer arranges for the ship and the seller boards the ship, securing a bill of lading. The second type consists of the seller getting the ship but the legality of the contract remains as in the first contract. In the last type, the seller puts the goods in the ship and gives the buyer a receipt through which he can get a bill of lading2. In the first and the second type of the FOB contracts, the seller is a party to the contract with the buyer becoming a party to the same on endorsement from the seller3. This article will discuss FOB in trying to establish the relevance and validity of FOB in the English common law. The essay will focus on FOB types as the main element of discussion. There will be vast utilization of definitions, sample cases and legal analyses. In English law, FOB contract is generally based on the first type of the contract. The seller is subject to the provision of putting the goods as agreed in the contract on to the ship, and at their expense. This is irrespective of whether the same was agreed on in the initial purchase. The law assumes that such an arrangement would have been done beforehand (Vondraceck, 2011). Basing on the discussed terms of FOB as above, there are responsibilities that belong to the buyers and the sellers, which can be used to explain the relevance of such contracts. A buyer, on paying for the goods, is obliged to nominate a vessel that will deliver the goods, bearing all the risks from the tie the goods are delivered to the ship. The seller is responsible for packaging of the goods as per the agreement and conditions. The seller is responsible for delivery and loading costs of the goods, obtaining a proof of delivery of the item and any other relatable information to the buyer. When such an arrangement is out in place, the buyer reserves his right to rejection of the said goods, if he or she feels that there was a certain breach in the agreed

Customer Care - Practical Experience Assignment

Customer Care - Practical Experience - Assignment Example The airline is specifically known to offer great customer service to tis huge client base. To continue offering great customer service, the company ties key performance indicators to customer satisfaction. It also trains its front officers extensively to ensure that they can deal with all types of clients and offer customer service that exceeds customers’ expectations. The success of the group is closely tied to customer satisfaction since the company deals with people on a daily basis (Zeithaml, Bitner & Gremler 2006). Questionnaires were used to collect data for this research. Open-ended questionnaires were used to enable the respondents give sufficient details to facilitate credible data analysis. Questionnaire were used because they are more appropriate for collecting primary data that was needed for this research because the data is more reliable since it was obtained first hand. Questionnaires are simple and comprehensive, they cut unnecessary details and are direct to the point. Therefore, it was easy to convince the respondents to participate in the data collection exercise despite having busy schedules. The respondents included customer service personnel at different ranks. Targeting employees at different ranks aimed at establishing if the entire organization harmonizes its customer information and practices and that the customer can get the same information at every contact point. Choosing customer service personnel as respondents was based on the logic that their work description is dea ling with customer issues and concepts and therefore they are more knowledgeable in that field (Meuter, Ostrom & Roundtree, 2000). Emirates Airlines & Group treat their customers well by allowing genuine interactions with customers. The customer service representatives talk to customers as honestly as persons representing the business rather than acting as faceless or nameless

My Best Friends Essay Example for Free

My Best Friends Essay What do you think with your best friend’s appearance, personality and the feeling you have they to be your friends? In my opinion, â€Å"Friends† is really important for me. I can live without computer and TV but I can’t live without †friends† the persons who is sharing my mood with me whenever I’m happy or sad and I found â€Å"Them† my really best friends who had a, nice appearance , good but has a different personalities and I’m very happy that I had a best friends like them. My best friends are Jessica, Crizel and Hannah. When I first saw them or my first impression about them is, I thought that Jessica was a pretty lesbian or a boyish one because she act like a man but deep inside she was a pure girl and then Crizel was, also like a boy maybe because in the first place they are friend w Hannah which I thought that she was unkind/ rugged but in other side she’s very kind and clever. In addition, when we are not that so close for me Jessica was very annoying because she’s always shouting just to stop our other classmates for making unpleasant sound, and then before when I saw Hannah she has lot of pimple in her face and it is like overload parking lot ha-ha just kidding, but now it is much OK, her pimple was not that much. And lastly Crizel, we are not that much close and unfortunately we had a misunderstandment between two of us. What is more, for me they are so good friend and all the bad side, was so opposite when I knew there real personality. They are the persons who understand me well (I think). They always beside me when I’m upset listen to me and help me every time when I need help. When i have problem they will give me some advices and help me to solve the problem. Even when I don’t understand in the lesson they explained patiently for me to understand every time. I think I’m really lucky that I have them and I’m very happy we are friends and I think we will be friends forever. To summarizes, I think they are a nice person. They have good appearance, personality and I’m very happy that I can be friends with Jessica, Crizel and Hannah. And we learned so many things from each of us as. And they always help me in everything. Finally, I think friend is really important for me and I hope we can be friends forever.

Biography of Toulouse Lautrec :: essays research papers

Artist Biography and Painting Critique Henri-Marie-Raymond de Toulouse-Lautrec Monfa, commonly known as Toulouse Lautrec, was born on November 24th, 1864. He lived out the entirety of his life in France, and died on September 9th, 1901. Born into a family of noble but inbred blood, he had inherently frail bones, and after a series of horrendous accidents, was crippled for life. During his recovery from one such accident, he discovered his love and talent for drawing and painting. He spent a considerable amount of time in Fernand Gormon's studio, and met with Vincent Van Gogh. He also visited many locations Van Gogh has worked at. They were both of the pre-impressionistic era. Lautrec's body of work often featured scenes from brothels. He was well respected for his art at the time of his death. Lautrec's Papa Chrysantheme, painted in 1893, features three female figures on a brown, cardboard-like background. Two images of ladys in flowing, form fitting dresses are viewed from behind in the foreground, in between which is a woman who appears to be in the center of a stage, on a pedestal. She is leaning backwards, her skirt flayed out behind her. The audience is a blackish-purple shadow surrounding the murky green pedestal, the three female bodies outlined in white, red, and yellow shaded slashes. All three are vague forms, with no faces or details. Dashy, erratic lines create a sense of movement, a flurry of motion which the female dancers are creating as the twirl eroticly in their dresses. Their flesh is the color of the background - speckled yellow-brown. This and purple are the main colors in the painting, the one's you notice first. The painting is entirely earthy, natural tones, very expressive of the flourishing movement and erotic dancing Lautrec is trying to cap ture. The incomplete outlines of the body create a frenzied appearance, a fluid rather than

The City and Its Workers

Chapter 19 The city and its workers (1870-1900) Jump Start: March 14, 2011 As the 19th century closes and the 20th century begins, different technologies help spur the many changes taking place. What symbolism can we take from the construction of the Brooklyn Bridge? It is a marker of time periods (separates this time period from that time period) March 16,2011Why did some immigrant groups decide to stay in the United States after arriving, while other groups only stayed long enough to make some money? March 17, 2011 What were Jim Crow Laws? Give an example of how they were applied. March 18, 2011 Who was Jacob Riis? What did he produce? Why was it important? March 21,2011 Explain the new emerging class systems, which were based upon occupation. White collar blue collar- largely unskilled( jobs require more physical than intellectual) United states emerged as a major industrial power by the end of the 19th century * Large scale immigration, urbanization, and technological innovation help out great promise for future, even as these dramatic changes led to social dislocation, urban squalor, labor strife, and death. * Constructed between 1869-1883, the Brooklyn bridge stood as a testament to the wonders and horrors of America at the close of the nineteenth and opening of the twentieth century * Its construction cost the lives of wenty men and it was considered both a work of art and an engineering marvel upon completion The rise of the city * By the end of the nineteenth century, the emergence of the modern city represented the most dramatic demographic development in the united states * From New york to Chicago to Los Angeles, cities exploded in size, fed in part by the rapid pace of global migrations, especially from southern and eastern Europe * BEFORE 1880 immigrants came from the northern and western Europe * AFTER 1880 immigrants came from southern and eastern Europe.Racism and the cry for Immigration Restriction * Workers often found themselves pitted again st one another, with ethnic rivalry dividing the skilled northern European workers and the unskilled southern and eastern European workers. * Even among educated people of the nineteenth century, the ethnic and religious differences of immigrants were perceived as racial characteristics. * The idea of social Darwinism further supported â€Å"white† society’s claim to racial superiority. African Americans in the North African Americans began their migration north in search of equality * In an effort to leave behind the segregation and Jim Crow Laws of the south, they found jobs on the bottoms rung of the occupational ladder. Asian Americans * Asians= scapegoats of the changing economy A new king of racism * Many Americans saw newcomers as impossible to assimilate * Trade Unions and old-stock aristocrats criticized America’s Immigration policies * A literacy test for new European immigrants passed through Congress but was vetoed by President Grover Cleveland.Jacob Riis * His How the Other Half Lives (1890) graphically showed the poverty of the ghettos * The nouveaux riches (new rich) provided the grandeur and splendor of the age with their magnificent mansions and ostentatious costume parties. * With 1% of the populations owning more than half of the property in America. Plessy v. Fergoson -Separate but equal is ok Brown v. Board of education Topeka, Kansas * Separate but equal is unconstitutional With industrialization and urbanization came both great poverty and great wealth within the cities. * In the outer circles of the cites, people had more money, lived in single family homes, and commuted to work on streetcars. What types of workers were there? * Workers in American industry in the late nineteenth century worked in a variety of settings , ranging from: * Skilled occupations in factories * Piecework that was contracted within the home * construction White-collar office work. * Backbone of the American labor force were the common labor ers. * These â€Å"human machines† stood at the bottom of the country’s economic ladder and generally am recent groups * At the opposite end of the labor spectrum were skilled craftsmen * Employers attempted to end the control that skilled works had ove their. work by bearjng slmalled oarts andtrokcadin the skiled workers with the unskilled * Women typically earned less money than their male counterparts, many oung worjubg men sought hear in dance halls, social clubs, and amusement park after exhausting. America’s diverse workers * Although such efficiencies meant that a greater variety of goods at lower * Boys who lived in the cites some as young as 6 years old, plied their trades as bootblacks and newsboys; Many of the boys were homeless, orphaned or cast off by their families The family economy : women and children * In new york city, the children’s aid societiey tried to better the situation of these, the city’s youngest works=er

History of Love Essay

The fear of losing something, whether it is one’s own life, the lives of love ones, or memories, is what drives many of the things people do. The characters in The History of Love are from different generations and have gone through different experiences but they all strive to sustain love, avoid death, stave off misery, and find a bearable truth in the sometimes unbearable reality of living. They are linked together through the theme of survival. Through different methods, they seek to physically survive and keep their love for others alive. To begin with, Bird attempts to help his sister and mother physically survive when the world ends. Bird believes that the world will end by a flood. He goes around the neighborhood looking for â€Å"things that people have thrown away with the garbage† and â€Å"Styrofoam because it floats† to build an ark (151). Bird believes that with the ark, his mother and Alma â€Å"don’t have to worry† about survival when the flood comes (204). Secondly, Alma Singer demonstrates a strong desire to physically survive and preserve her memories and connection with her deceased father by taking interest in surviving in the wilderness and reading The History of Love. When she discovers that her father loved the outdoors, Alma decides to become an expert at surviving in the wilderness in order to keep her memory of her father alive and maintain a connection with him. She learns survival skills by purchasing and closely reading a book called Edible Plants and Flowers in North America, memorizing the Universal Edibility Test, and practicing assembling her father’s tent in record time so that she can survive in places like the Peruvian Andes â€Å"like [her] father† (42). In addition, her memories of her father become more† faint, unclear, and distant† as each year passes and it does not help that her mother threw away most of his belongings (190). She turns to the book, The History of Love, hoping to â€Å"find out something true about [her] father, and the things he would have wanted to tell [her] if he hadn’t died† (181). Alma tries to keep her love and memories for her father alive by find meaning out of the passions and belongings of her father. In contrast to Alma, Charlotte Singer survives and continues her love for her husband by creating a world that focuses on her memoires and feelings for her husband, David. She survives by never falling out of love with him and keeping her love as alive â€Å"as the summer they first met† (45). She holds on to her memories and love for her husband by following sculptor and painter Alberto Giacometti’s idea that in order to â€Å"paint a leaf, you have to sacrifice the whole landscape† (45). In attempt to â€Å"hold on to a certain feeling†, Charlotte insulates herself with memories of her life with David by building a world out of them where â€Å"she [knew] how to survive in, even if no one else could† (181). As a result, she â€Å"sacrificed the world† and her connection with her children and other people (46). Similar to Charlotte, Leo’s unwavering love for Alma Mereminsky allows him to physically survive the Holocaust in Europe. With the Nazi invasion of Slonim, Leo was forced into a constant state of running and hiding. In order to survive, he hid in â€Å"trees, cracks, cellars, and holes† and lived in forests, subsiding on â€Å"anything he could put in [his] mouth† such as bugs, worms, and unclean water from puddles (12, 226). During the winter, he would hide in potato cellars for warmth and eat raw rat meat. Despite these horrible experiences, Leo’s deep love for Alma M. and his hope to reunite with her motivated Leo to want to live â€Å"very badly† and ultimately enabled him to survive the Holocaust (226). Just as Leo used the writing of The History of Love to help him survive his separation from Alma M. during his youth, at the end of his life he uses writing once again to help him survive. Leo uses writing and imagination to survive loss and loneliness. At the end of his life, he writes Words for Everything, his life story. He uses this creative process as a way to cope with the separation and loss of his parents, siblings, â€Å"the only woman [he] ever wanted to love†, son, time, and childhood home, among many other things (168). Leo also uses his imagination to survive loneliness. During his childhood he used imagination to cope with being â€Å"different than others† and later in his life, he uses it to create a friend, Bruno. Bruno, Leo’s â€Å"old faithful† is revealed to be â€Å"the friend that [he] didn’t have† and â€Å"the greatest character [he] ever wrote†, based on his childhood friend who was killed in Slonim during the Holocaust (6, 249). Bruno, someone Leo â€Å"invented so [he] could live,† was resurrected in his imagination to compensate for his inability to relate to the world and assuage his own loneliness (167). Leo uses writing and imagination to survive in different stages of his life. For the characters of The History of Love, there are different contexts and methods for survival. For Bird, it is important that his mother and sister physically survive the flood that he believes is coming. To Alma Singer, her obsession with physical survival in the wilderness stems from her attempt to keep her connection, memories, and love for her father alive. Simultaneously, Charlotte closes herself from the world so that she can preserve her love and memories of her deceased husband. Bird, Alma S., and Charlotte’s connection and methods for survival all underline Leo’s journey of survival. In the early part of his life, Leo uses his love for Alma Mereminsky to physically stay alive during the Holocaust. At the end of his life, he uses writing and imagination to survive separation, loss, and loneliness. Each character has their own story but they are connected through a strong will for their own survival and the survival of their loved ones and irreplaceable love and memories of them.

Psc 304 Legislative Politics Essay example

Psc 304 Legislative Politics Essay example Psc 304 Legislative Politics Essay example PSC 304 Chapter 8 1) Who can introduce legislation into the Congress? Answer: only members of Congress can introduce legislation. 2) Who sets the agenda for the House of Representatives? Answer: The Speaker, in consultation with party and committee leaders, the president, and others, largely determines whether, when, how, and in what order bills come up. 3) There are four types of bills, what are their differences? What is an omnibus bill? Answer: Bill-Most legislative proposals before Congress are in a bill form. Public bills deal with general questions and become public laws if approved by Congress and signed by the president. Private bills deal with individual matters they become private laws if approved and signed by the President. Resolution- a simple resolution deals with matters entirely within the prerogatives of one house. It requires neither passage by the other chamber nor approval by the president and does not have the force of law. Concurrent Resolution- must be passed by both houses but does not require the president’s signature and does not have the force of law. Joint Resolution- requires the approval of both houses and the president’s signature, just as a bill does, and has the force of the law. Omnibus Bill- A bill consisting of a number of related but separate parts which seek to amend and/or repeal one or several existing Acts and/or to enact one or several new Acts. 4) What are each of the different calendars used in the House? What type of bills go onto each? Answer: The House of Representatives has five calendars of business: the Union Calendar, the House Calendar, the Private Calendar, the Corrections Calendar, and the Calendar of Motions to Discharge Committees. The calendars are compiled in one publication printed each day the House is in session. This publication also contains a history of Senate-passed bills, House bills reported out of committee, bills on which the House has acted, as well as other useful information. Union Calendar: is a large majority of public bills and resolutions reported to the House. House Calendar: The public bills and resolutions that are not placed on the Union Calendar are referred to the House Calendar. Private Calendar: All private bills reported to the House are placed on the Private Calendar. The Private Calendar is called on the first and third Tuesdays of each month. Corrections Calendar: If a measure pending on either the House or Union Calendar is of a noncontroversial nature, it may be placed on the Corrections Calendar. The Corrections Calendar was created to address specific problems with federal rules, regulations, or court decisions that bipartisan and narrowly targeted bills could expeditiously correct. Calendar of Motions to Discharge Committees: When a majority of the Members of the House sign a motion to discharge a committee from consideration of a public bill or resolution, that motion is referred to the Calendar of Motions to Discharge Committees. 5) What are the various procedures the house uses to expedite minor/ uncontroversial bills? Answer: The House tends to operate on a Monday-to -Thursday schedule, with Mondays reserved primarily for non-controversial legislation considered under shortcut procedures such as suspension of the rules or unanimous consent. Minor/ uncontroversial bills may also be considered under suspension of the rules, which means it does not have to be reported from committee before the full House takes it up. There are also occasions where the minority party will contend that noncontroversial bills that could easily pass by suspension are instead brought up with an open rule- which permits more than forty minutes of debate and allows amendments – granted by the Rules Committee. 6) What happens under Suspension of Rules? Why is this procedure used in the House? Answer: Suspension of the Rules in the United States Congress is the specific set of procedures within the United States Congress

The Quest for the Best Word Ever

The Quest for the Best Word Ever The Quest for the Best Word Ever The Quest for the Best Word Ever By Mark Nichol Last year, an advertising executive named Ted McCagg embarked on a whimsical endeavor: Using a bracketing schematic like that employed to record the outcome of athletic tournaments in which, in each iteration, the number of selections displayed is reduced by half according to some criterion, until only one choice remains McCagg subjectively selected the best word ever. McCagg’s Final Four?: diphthong (two vowel sounds in one syllable), gherkin (a type of cucumber, or the vine from which it grows) hornswoggle (a hoax, or to hoax), and kerfuffle (a disturbance). Is there any practical use for this exercise? I see it as an entertaining vocabulary-building activity: Brainstorm any number of interesting words, whether you know their meaning or not. Subject them to match-ups, two words at a time, and select the one you favor on whatever merits definition, euphony, or some ineffable quality (I like euphony and ineffable). Repeat until you have a winner, then resolve to learn the word’s meaning if you don’t know it already, and use it in your writing. There are no losers in this game: The runner-up simply takes its place in line, followed by the favored term in the duel between the no. 3 and no. 4 seeds and then by the runner-up in that contest. Try to use each new front-runner as it is identified. Organize a tournament with a circle of friends (in real life or online), a writing group, or a class. Make submissions anonymous, match them up randomly, and have the participants vote on their favorite word in each pair, which then advances to a run-off with another favored word. Perhaps this activity seems silly. After all, maybe the writing you’re paid for is about finance or technology, or you produce marketing content. However, I doubt you work in a kerfuffle-free milieu, and hornswoggling may occur betimes (I like milieu and betimes), but you can apply your best-word-ever efforts to specific jargon and vocabulary. Oh, and McCagg’s best word ever? Diphthong. 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 Vocabulary category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsProved vs. ProvenWord Count and Book Length

Social Performance, Part 1 Essay Example | Topics and Well Written Essays - 1250 words

Social Performance, Part 1 - Essay Example Customer relationships are often improved with the use of social performances as the use increases. Modern times have caused the use of such techniques in organizations to increase. This is since everyone is keen to be affiliated with progress in their respective corporations. What it aims at improving is seen with the poverty eradication schemes that it has enabled grow in the areas that it is in close proximity with. Social performance advocates primarily for the different functions that stakeholders, for example, the community present and employees of a company have at a specified time. Firms have specified their functions, and through rules and regulations, they can ensure that the organization’s standards are met. This paper will review the social performance of an organization. Also, how changes incorporated in the field could lead to improvements in the organization. The company being dealt with is a security firm that deals in protecting high profile people. The role it plays ensures that whenever something important is happening in the city, the firm would be able to protect them, and ensure their safety. There are different ways in which these personalities’ security is ensured. When they do seek the services of this firm, they entrust it with their lives. This means that everything they do is handled by the firm from when they arrive, to when they decide to depart. Stakeholders are people interested in the dealings of a company or business entity (Cooper, 2004). These interests make them want to be part of the growth of this venture so that they get to benefit from it. The primary stakeholders in this firm are the people who find that they are directly affected by the actions carried out by the firm. In this case, the primary stakeholders are the persons in need of the security details. They are directly affected in that the actions the firm undertakes make them highly susceptible to

Disability as a Social Issue Essay Example | Topics and Well Written Essays - 2000 words

Disability as a Social Issue - Essay Example As the report declares the social model of disability is one of incredible importance and significance, particularly so now, when the war in Iraq is still taking place, as the issue of disability has never before been put so much into the spotlight. The media, not only in Britain but across the world as well, has truly pulled the matter of disability into being a major one in the media universally, and thus this explains why the term disability as well as the social model of disability itself is presently in so much question and controversy. This social model of disability sees the issue in general as being mainly and primarily as being a result of a socially created problem, and basically thus as well a matter of the full integration of individuals into society. â€Å"Disability is not an attribute of an individual, but rather a complex collection of conditions, many of which are created by the social environment. According to the discussion findings the social model of disability basically distinguishes between the matters of impairment and disability, impairment referring to the concrete mental or physical state, and disability referring to the socio-cultural construct. This goes to say then that impairments are in fact not considered as being inherently disabling, but rather that disability is caused by a society which fails to provide for those people who do have impairments, and that there are obstacles which are unnecessarily and wrongly put in their way. The ways in which disability is viewed socially is not only incredibly significant in itself as an issue but as well has