The Uses Of Tissue And Skin - 856 Words

The use of fibroblasts in skin substitutes is a crucial step toward better burn wound healing. Fibroblasts, which are naturally found in the dermis layer, are in charge of synthesizing and secreting the components that make up the extracellular matrix. In order for the skin to heal properly, one component that is especially important is collagen, for it plays a major part in the structure of the skin. Lack of collagen synthesis during healing can lead to raised scar, resulting in poor skin function and appearance[18]. TransCyte is a temporary, bioactive synthetic covering with a similar structure to Biobrane, with an addition of fibroblasts. Like Biobrane, it is also used as covering for burn patients before autografting or for patients with partial thickness burns who do not require autografts[11][12]. TransCyte consists of two layers, a silicone outer layer and an inner nylon mesh seeded with fibroblasts. The outer silicone layer is a semipermeable membrane, containing a series of laser-punched holes that allow excess fluids to be drained[13]. The inner nylon mesh membrane is coated with porcine collagen peptides, creating the base onto where the neonatal fibroblasts can be cultured, since collagen is a main component of the skin. In order to seed the fibroblasts within the nylon mesh, the entire membrane, silicone outer layer included, was placed inside a specially designed bioreactor. This bioreactor provided a continuous, constant flow of fibroblasts at a rate of aboutShow MoreRelatedBreast R econstruction Procedures For Women1221 Words   |  5 Pages Breast reconstruction procedures performed near Brickell usually fall into one of two categories: implant based reconstruction; or tissue flap reconstruction. Women who undergo implant reconstruction surgery receive breast implants. The breast implants help to create the patient a new breast mound. Whereas, tissue flap reconstruction uses tissue from the patient’s body to create her new breast. When necessary, Dr. G also reconstructs the patient’s nipple and areola to provide her withRead MoreVenous Stasis Ulcer996 Words   |  4 PagesAn ulcer is an open lesion of the skin resulting in tissue loss. It is estimated that venous stasis ulcers affect 500,000 to 600,000 people in the United States every year and it is by far the most common type of leg ulcer seen (Foot Pain Explained). A person may have an ulcer on one or both legs and each leg may have multiple ulcerations. These ulcers are found in the inner part of the lower leg and can be very painful. Venous stasis is a very common disease of the leg. A venous stasis ulcer isRead MoreTypes Of Tissue, Nervous, And Muscular Tissue.epithelial725 Words   |  3 PagesTissues Project There are 4 types of tissue in our body.They are the epithelial,connective,nervous,and muscular tissue.Epithelial covers the whole surface of the body.It occurs on the surfaces on the interior of the body.The cells are packed tightly together.There are six types of epithelial tissue which are simple squamous ,simple cuboidal ,simple columnar ,stratified columnar ,stratified cuboidal ,pseudostratified columnar.Epithelial tissue is usually separated from the tissue by a thin sheet ofRead MoreDiscussion. Cause. Systemic Lupus Erythematosus Is Complex1711 Words   |  7 Pagesincluding; the kidneys, skin, heart, lungs, hematopoetic, and nervous system. An estimation of 20 – 100 different genetic factors make a person susceptible to Systemic Lupus Erythematosus (UMMC, 2017, P.3). However, one gene alone is not enough to cause the disease. Genetic factors may cause immunological defects that makes autoimmune cells inefficient in clearing of apoptotic bodies (BioMed Central, 2011, P.2). The accumulation of apoptotic bodies will cause the tissue to inflame. These geneticRead MoreThe Importance Of Homeostasis And A State Of Equilibrium Reached Through Physiological Processes1169 Words   |  5 Pagesmaintain homeostasis, living things use cells, tissues, organs, and organ systems to counteract physical changes. Using a variety of different tissues, organs are formed to accomplish specific tasks. The four main types of tissues are epithelial tissue, connective tissue, muscular tissue, and nervous tissue. Several sublevels exist for each type of tissue. Epithelial tissue covers body surfaces and lines body cavities. The three main kinds of Epithelial tissue are squamous which is composed of flatRead MoreSymptoms And Treatment Of Skin1446 Words   |  6 Pagesimpaired skin integrity. 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According to Thibodeau (2014 p. 145) the: number of structures fitting into 1 square inch of skin: 500 sweat glands; more than 1000 nerve endings; yards of tiny blood vessels; nearly 100 sebaceous glands; 150 sensors for pressure,Read MoreEssay on Unit 229 Workbook Pressure Sores928 Words   |  4 PagesUnderstand the anatomy and physiology of the skin in relation to pressure area care The learner can: 1. describe the anatomy and physiology of the skin in relation to skin breakdown and the development of pressure sores Skin is the largest organ of the body, covering and protecting the entire surface of the body. The total surface area of skin is around 3000 sq inches or roughly around 19,355 sq cm depending on age, height, and body size. The skin, along with its derivatives, nails, hair, sweatRead MoreThe Death Of A Helmet1005 Words   |  5 Pagestherapy, and prayer. However, he was disfigured. Before the twenty-first century, the remedies to his deformity would have been limited none. Skin grafts from healthy part of his bodies or cadaver skin could have been used to help heal some of the injuries sustained from the accident. Even then he faced the possible risk of infection, his body rejecting the new tissue if it were cadaver, or having heinous looking scars from where the grafts were taken. Unfortunately, nothing would have been done to make

Nutrition My First Career Choice - 761 Words

Nutrition is my first career choice. In many ways it also reflects my second and third career choice. Educators teach and lead youngsters toward success. Legislators draft policies that improve process for their constituents. And researchers commit themselves to extensive study and practise to master the skills and knowledge needed for their field of interest. As a nutritionist, I see myself incorporating all three. I want to master the fundamental knowledge of nutrition, work to improve the process of nutrition practice and successfully educate ordinary people so they are empowered to choose a healthy life. Naturally my learning must precede anything else I do. But learning in health related sciences is not simple. We are operating in a flood of information and our best evidence evolves daily. As such, learning to exercise sound nutritional recommendations requires extensive study and research, even life long. During my undergraduate studies I fell in love with learning how to start a research project, forming a hypothesis and working toward its prove or rejection. To pursue this goal, I poured over textbooks and watched countless hours of webinars and seminars of well known researchers. I even started Omega Research Team (ORT), a research group that with efforts of my friends and I, turned into a unique organization in Iran, my home country. Designing clinical trials, presenting keynote lectures in international regional conferences and publishing papers while still anShow MoreRelatedPersonal Narrative : My Love For Nutrition1621 Words   |  7 PagesMy love for nutrition began five years ago after I graduated with my first bachelor’s degree in fashion design. During college, I surpassed the dreaded freshman fifteen and gained a significant amount of weight. I decided to take a break after graduation and invested my free time in improving my well-being. I was inspired to turn over a new leaf and transitioned to a healthier lifestyle, after witnessing a major transformation in my father’s life after he was diagnosed as pre-diabetic. With greatRead MoreWhat Your Career Plans Is Your Academic Interests Or Plans For Future Study963 Words   |  4 PagesDescribe your career plans, your academic interests or plans for future study. My goal is to become a Registered Dietitian and provide healthy eating resources in various community settings. My two special interests in nutrition is nutrition for adolescent athletes to support their growth and development as well as their performance, and nutrition for disease prevention and management for adults. My first degree from the University of Wisconsin-Milwaukee is a Bachlor of Arts in dance. I am also aRead MoreHigh School Of The Arts1140 Words   |  5 Pageslived in Milwaukee my whole life and attended arts Milwaukee Public Schools- Elm, Roosevelt, and High School of the Arts. 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Bec Curriculum free essay sample

Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication. Reading is getting meaning from the printed page. It includes skills for vocabulary development, levels of comprehension namely, literal, interpretative, critical analysis and application, literary appreciation and study skills. Writing includes readiness skills, mechanics, guided writing, functional, and creative writing. Learning activities to develop competence in these phases of communication should be varied, meaningful and realistic. Science and Health concepts may be used as content in English especially for Grades I and II, but not to the extent of neglecting the content in the English books for the grade. Grade III is considered the threshold in reading. Thus, at the end of the third grade, every child is expected to be a functional/successful reader. TIME ALLOTMENT Learning Areas English Daily Time Allotment III IV V 100 80 80 I 100 II VI 80 100 The daily period of 100 minutes is allotted for Grades I-III. There is no increase in time allotment for Grades IV-VI because basic literacy skills are expected to have been developed in Grades I-III. The 20-minute increased time allotment may be used for mastery of the skills through any of the following: peer tutoring spelling lessons enrichment/reinforcement for fast learners writing (practice) remediation for slow learners free reading 1 EXPECTATIONS GOAL: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life At the end of Grade VI, the learner is expected to listen critically; communicate one’s feeling and ideas orally and in writing with a high level of proficiency; and read various text types materials to serve one’s own learning needs in meeting a wide range of life’s purposes. At the end of Grade V, the learner is expected to listen critically to different text types; express ideas logically in oral and written forms; and demonstrate interest in reading to meet one’s various needs. At the end of Grade IV, the learner is expected to listen critically to news reports, radio broadcasts and express ideas accurately in oral and in written form; demonstrate more independence in the use of language to meet everyday needs; and read independently for pleasure and get information from various text types. At the end of Grade III, the learner is expected to listen critically to get information from text heard; demonstrate independence in using the basic anguage structure in oral and written communication; and read with comprehension. At the end of Grade II, the learner is expected to listen critically to 1-2 paragraphs; use appropriate expressions in varied situations and about places and topics of interest; read critically and fluently in correct thought units, texts for information and entertainment and respond properly to environmental prints like signs, posters, commands and requests; and write legibly simple sentences and messages in cursive form. At the end of Grade I, the learner is expected to recognize differences in speech sounds, word stress, intonation patterns in sentences heard; speak clearly and use appropriate expressions in talking about oneself and the immediate environment; read with ease and understanding beginners’ books in English; and write legibly information about oneself, common words and simple sentences in manuscript form. 2 The Philippine Elementary Learning Competencies (PELC) The PELC is a listing of expected outcomes in the four phases of Communication Arts, namely, listening, speaking, reading and writing. The expected outcomes are stated in behavioral terms hierarchically arranged from the simplest to the most complex. The expected outcomes (skills) for each component are in matrix form per grade level. With this arrangement, teachers can easily pick out objectives from each phase in preparing his/her lessons to show integration within learning areas. The teacher is free to decide whether to have the four components or only two or three components integrated in a day’s lesson. Here is a sample lesson plan showing the four components integrated in a day’s lesson for 100 minutes. Science concepts are integrated in this lesson. I. Objectives Tell what the story heard is about (Listening) Use of this/that with singular form of nouns (Speaking) Give appropriate heading for a set of pictures/sentences (Reading) Write words/phrases – copying from a model (Writing) II. Subject Matter Telling what the story/picture is about Use of this/that with singular nouns III. Materials: short story, pictures 3 IV. Procedure A. Listening †¢ †¢ Motivation – showing pictures of animals; talking about pets or animals they know Listening to a story Pussy Cat is big. Its color is white and black. She sleeps under the chair with her three little baby kittens. The baby kittens are very small. Pussy Cat is always beside the baby kittens. †¢ Comprehension Questions Who has baby kittens? What is Pussy Cat doing? What are the baby kittens doing also? What is our story about? B. Speaking Show picture of a cat and say: This is a cat. The cat is big. Ask pupils to hold the picture and repeat the sentence. Ask them to tell something about their personal belongings. e. g. This is my bag. My bag is red. Introduce the use of that. Teacher says: This is a bag. What is this? Guide the pupils to say – This is a bag. (pointing to the object) Practice: Pupils take turn in asking and answering questions using this-that. e. g. Pupil 1: This is a pupil. What is this? Pupil 2: That is a pencil. (Pupil 2 shows another object and repeat the sentence pattern. ) (There is pupil to pupil interaction with this kind of activity. ) Let the pupils understand that – This and That refer to one object. 4 C. Reading Teacher recalls the story used in listening. Teacher/pupils read the story. Question: Which of the following is a good title for the story? a. My Pet b. Pussy Cat c. Pussy Cat and Her Kittens Present these words on the board or show pictures. Pupils read the words or give the names of the pictures. a. pig b. pig dog goat bird carabao monkey cow Question: What are these words called? What words would be the title/heading for the animals in Set A? Set B? Science Concepts: There are different animals around. Some animals make good pets. Some animals give us food. Infusion of Values: Animals need care. We should be kind to animals. Practice: Read these sentences and give a title for each group of sentence. e. g. There are many animals in the farm. The animals make different sound. The dog barks. The cat says, â€Å"meow, meow. † The duck says, â€Å"quack, quack† Group Activity: Assign 3 or 4 leaders who will be holding strips of paper with titles of the sentences or pictures distributed to the pupils. When the leaders show the strips of paper, the pupils holding the pictures/sentences group together to their respective leaders. D. Writing – Copy the sentences and fill in the blanks. My Pet I have a ______. I call it ______. Its color is _____. My pet eats ______. 5 V. Evaluation: †¢ †¢ Evaluation of written work, neatness, etc. Fill the blank with this or that. Father reads a book and says, â€Å"_____ is a good book. † (Picture of father holding a book. ) †¢ Give a title for the set of words and sentences. orange VI. Agreement: apples guavas pineapple Ask the pupils to write down words or sentences related to the following: Games I Like to Play The teacher should strive for mastery of a particular objective before proceeding to the next higher one. Objectives may be taught for two or more days but with different activities/exercises for each day. Criterion – reference test should be administered to measure mastery of the objectives/skills taught. ENGLISH – GRADE I LISTENING 1. Respond appropriately to expressions listened to * †¢ greeting others †¢ leave taking SPEAKING 1. Use expressions listened to in appropriate situations Ask and answer questions e. g. What’s your name? Where do you live? What grade are you in? How old are you? etc. 2. Give short commands and directions READING 1. Recognize wo rds commonly heard through sight word †¢ courteous expression †¢ one-step direction WRITING 1. Demonstrate Writing Readiness Skills * †¢ free-hand writing †¢ connecting dots 2. Follow simple one-step direction heard e. g. stand up sit down . Identify common printed materials e. g. book, newspaper, 2. 1 Turn the pages of a reading material properly 2. Trace and copy lines * †¢ straight †¢ slanting †¢ horizontal †¢ curve †¢ circular 3. Write legibly, accurately in manuscript form the capital and small letters of the alphabet 3. 1 Trace and copy letter with †¢ straight lines †¢ combination of straight and slanting lines e. g. Nn Aa †¢ combination of straight and curved lines e. g. Dd †¢ rounded strokes with loops e. g Cc 3. Identify specific sounds from a background of different sounds heard * †¢ loud and soft †¢ high and low 3. Talk about the meaning of sound signals heard e. g. roosters crow in the morning, ships make loud sounds when they arrive 3. Sharpen visual discrimination skills * †¢ similarities and differences of objects/pictures as to size, length †¢ identifying missing parts of pictures †¢ left to right eye movement Identify letters that are similar/ different in a group of letters * included in the 8-Week Curriculum 7 LISTENING 4. Identify speech sounds heard †¢ initial and final consonant and vowel sounds e. g. /f/ vs. /p/; /e/ vs. /iy/ SPEAKING 4. Produce words listened to with †¢ initial and final consonant ounds †¢ initial and medial vowel sounds READING 4. Associate names of objects/ pictures with their printed symbols e. g. words with †¢ initial and final consonant sounds †¢ critical consonant and vowel sounds 5. Sing/act rhymes, poems, jingles WRITING 4. Write the letters of the alphabet according to: †¢ grouping †¢ proper sequence 5. Ide ntify words that rhyme in poems/jingles 6. Recognize rising and falling intonation and meanings they signal †¢ yes-no questions †¢ wh- questions †¢ statement 5. Recite rhymes, jingles with correct intonation and stress 6. Talk about oneself/others/things 6. Read orally high frequency words in running print – Dolch Use singular form of nouns Basic Sight Word †¢ this/that is with objects 6. 1 Increase one’s vocabulary †¢ a and an in naming †¢ words about family members objects †¢ labels and sign in school Use the plural form of nouns †¢ synonyms and antonyms †¢ noun + s 6. 2 Identify the parts of a book †¢ these are/those are + cover, title, table of contents noun 7. Use personal pronouns 7. 1 Use the pronoun that agrees in gender with its antecedent 7. Tell what the picture or a series of pictures is about 7. 1 Tell what the story is about †¢ composite picture e. . a garden scene †¢ solo picture e. g. red rose 8. Answer wh-questions based on stimuli presented Objects: †¢ composite pictures †¢ experience charts 8 5. Write words and phrases 5. 1 Copying from a model †¢ name, grade, school 5. 2 Dolch Basic Sight Word †¢ days of the week 7 Give the main idea of a selection heard 6. Copy paragraph with 2 to 3 sentences †¢ use the correct punctuation mark 8 Note details in a selection heard †¢ answering wh- questions †¢ identifying setting, characters, events 8. Use verbs †¢ simple present form 7. Write from dictation †¢ common words †¢ phrases †¢ simple sentence LISTENING 8. Select the details of a story heard from a set of pictures SPEAKING 8. 1 Use –ing form of the verb in response to: †¢ What is _____ doing? ____ is cooking. †¢ What are _____ doing? ____ are playing. READING 9. Organize ideas †¢ Grouping pictures based on similar ideas †¢ Select appropriate heading for a: set of related pictures set of words/phrases set of sentences 10. Tell the sequence of natural events †¢ plant growth †¢ life stages of animals 10. 1 Tell what happened first, second, last in a series of pictures 11. Perceive relationship †¢ source e. g. egg-chicken †¢ function e. g. tab le-trees †¢ part-whole e. g. eyes-face 12. Predict outcomes †¢ Give the possible ending of a series of pictures/given events †¢ Tell what would happen next to a set of pictures 13. Infer 13. 1 what a person or animal does 13. 2 what have happened before/after an event 9 WRITING 8. Write names of common objects learned in listening and speaking †¢ common signs in the classroom 9 Tell the sequence of events in a 8. 2 Use the verb to be (am, is, are) story heard through pictures with nouns and pronouns as subject 8. 3 Use the simple past form of the verb (regular verb) 10 Act out best liked parts of story heard 9. Use words that describe persons, animals, places (adjectives) 9. Use the positive form of regular adjectives 9. Write sentences using synonyms and antonyms to describe objects 11. React to what the character said/did on a story listened to 10. Talk about topics of interest in 2-3 sentences 10. Write sentences about one’s self and family 12. Infer the feeling/traits of characters in a story heard 1 1. Compose greetings in cards e. g. Happy Birthday ENGLISH – GRADE II LISTENING 1. Identify speech sounds heard initial consonant blends initial and medial vowel sounds words with diphthongs 1. 1 Discriminate speech sounds heard critical consonant and vowel sounds e. g. /s/ vs. z/ /? e/ vs. /ey/ SPEAKING 1. Improve pronunciation skills 1. 1 Use initial consonant blends initial and medial vowel sounds words with diphthong critical consonant sounds critical vowel sounds 1. 2 Use courteous expressions in appropriate situations greeting others taking leave offering help READING 1. Associate names of objects. pictures with printed symbols 1. 1 Read automatically high frequency words in running print 1. 2 Recognize words using spelling patterns. c–v–v–c c–v–c–c consonant clusters in initial and final position consonant clusters and blends in initial/final position WRITING 1. Copy legibly, accurately and neatly in manuscript form of a given text sentences paragraph rhymes/poems learned 2. Recognize the rising and falling intonation in: yes-no questions wh- questions statements 2. Ask and answer questions 2. 1 Use short answer forms to questions e. g. Who is your teacher? Does the dog bark? 2. Increase one’s vocabulary by learning synonyms and antonyms of common words 2. Use capital letters in writing one’s address, names of persons, subjects, the beginning letter of the first word in a sentence 1. 1 Write common abbreviations e. g Mr. , Mrs. 1. Copy words in alphabetical order 3. Copy paragraph observing indention, capitalization and punctuation 4. Copy poems/rhymes accurately 5. Demonstrate readiness skills in cursive writing 2. Follow simple one-step directions heard 3. Give commands/directions two-step direction 3. Do accurately slow reading to follow a simple one-step direction 3. 1 Follow printed directions for test taking 4. Pantomime/act out rhymes and jingles 4. 1 Feel the rhythm through clapping, etc. 3. Identify words that rhyme in 2-3 stanza poems 4. Recite short verses, two-stanza poems with correct intonation and stress 0 LISTENING 5. Give the main idea of a selection listened to Tell what the story is about SPEAKING 5. Talk about oneself/others things/ events 5. 1 Use nouns This/that with singular form of nouns Plural form of regular noun These are/those are with plural noun 5. 2 Use possessive pronouns (My, You, His, Her, Your) Use the pronoun that agrees in gender with its antecedent READING 5. Get the main idea 3. 2 Tell what the set of related pictures is about Give the appropriate heading for a set of †¢ pictures †¢ sentences 3. 3 Group similar ideas under proper heading WRITING Write important dates, abbreviations in cursive Birthday Days of the week Months Address 6. Write from dictation Phrases Simple sentences Sentences in paragraph form 3. 4 Distinguish big ideas from small ideas 7. Write sentences/short paragraph about the pictures 3. Note details in selection listened to 3. 1 Answer wh-questions 7. Retell best-liked parts of a story heard 5. 3 Use verbs 5. 3. 1 Use simple present form of verbs with singular/plural nouns as subject 5. 3. 2 Use the -ing form of verbs (verbs of being) 5. 3. 3 Use the simple past of the verbs commonly used 5. 3. Use positive/negative form of auxiliary verbs 5. 3. 5 Use two-word verb 6. Use adjectives to describe people, animals, places Use the positive form of regular adjectives 4. Note details in short paragraph, poems, stories read 4. 1 Note explicit details descriptive words identify characters, setting etc. of the story 5. 2 Note implied details 5. Organize ideas 5. 1 Group pictures showing similar ideas 5. 2 Identify words/phrases sentences that go with a given concept/idea 7. Sequence events 7. 1 Tell what happened first, second, etc. 7. 2 Tell what happened before/after an event 7. Arrange words alphabetically based on the first letter 11 8. Act out best-liked parts of a story heard 7. Use preposition and prepositional phrase 8. Write the correct spelling of words learned in auditory discrimination LISTENING 9. Impersonate well-liked characters in a story heard SPEAKING 8. Talk about topics of interest in 3-4 sentences READING 8. Perceive relationship shown in pictures 8. 1 Identify the cause of a given effect 8. 2 Infer details in passages that are not signaled explicitly WRITING 9. Write sentences from a picture stimulus 10. Give a possible ending to a situation/story heard . Predict outcomes 9. 1 Tell the possible ending of a situation presented through pictures 10. Write a different story ending to a story read/heard 9. 2 Give events that could happen next 11. Make inferences Inf er hidden information from oral texts 10. Infer what have happened before/ after an event 11. Write a composition about a given topic 10. 1 Prepare an invitation card based on a model 10. 2 Write short notes to friends/family member 12 ENGLISH – GRADE III LISTENING 1. Identify words with – †¢ final consonant sounds †¢ initial and final consonant blends and clusters SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Use words presented under auditory discrimination in sentences READING 1. Recognize words using spelling patterns as clues e. g. digraphs Cvc Consonant clusters in initial and final position 1. 1 Recognize words through repeated exposure 2. Read orally 1-2 stanza poems with correct pronunciation, stress and rhythm 2. 1 Read orally or commit to memory well liked lines in a poem/selection 2. 2 Use context clues to get meaning of unfamiliar words 2. 3 Use the glossary to get meaning of new words 3. Read orally conversations/dialogs observing proper intonation 4. Follow simple two-step directions two separate simple sentences compound sentences 5. Get the main idea distinguish big ideas from small ideas give appropriate title for a paragraph identify key sentence in a paragraph WRITING 1. Write legibly and neatly observing correct letter form, capitalization, punctuation and spelling copying from a model letters of excuse, apology name and write the parts of a letter 2. Identify words that rhyme in poems heard 2. Recite short verses, 1-2 stanza poems with correct intonation and stress 2. 1 Recite poems with gestures 2. 2 Memorize short verses . Write contractions correctly 3. Recognize the rising and falling intonation in questions and answers heard 4. Follow two-step directions heard 3. Use courteous expressions in appropriate situations e. g. inviting someone 4. Give short commands/directions three-step directions 5. Ask and answer questions about oneself/others using pictures dialogues comic strips 3. Write different kinds of sent ences Telling, asking, requesting and exclamatory sentences 3. 1 Write one’s own address correctly 4. Copy paragraph with 4-5 sentences observe indention, capitalization and punctuation 5. Give the main idea of a selection listened to 13 LISTENING 6. Note details in selections listened to (1-2 short paragraphs) answer who, what, when, where questions SPEAKING 6. Talk about oneself things/events 6. 1 Use the singular form of nouns with verbs of being 6. 2 Use the plural form of Nouns 7. Use possessive pronouns 7. 1 Use pronouns that agree in gender with its antecedent 8. Use verbs 8. 1 Use the correct form of the verb that agrees with the subject in number 8. 2 Use the correct time expression to tell an action in the present past future 8. 3 Construct sentences with simple subject and predicate 9. Use words that describe persons, places, animals, ideas, events (adjectives) READING 6. Note explicit and implied details from a story read Answer how and why questions 6. 1 Decode words using structural analysis prefixes compound words 7. Organize ideas 7. 1 Classify related ideas/concept under proper headings 7. 2 Identify proper heading for related sentences 7. 3 Outline a 2-paragraph text with explicitly given main idea 8. Sequence events 8. 1 Arrange events as to space order line order both space and time order 8. 2 Number events in a story read 8. 3 Arrange words alphabetically based on the first and second letter 9. Perceive relationship 9. 1 Identify cause – effect relationship 9. 2 Identify and use language clues that signify cause-effect relationship e. g. because, as a result 10. Predict outcomes 10. 1 Give an appropriate ending to a given situation 14 WRITING 5. Write from dictation different kinds of sentences with correct punctuation marks –telling, asking etc. 6. Write the correct spelling of words learned in listening, speaking and reading 7. Write simple letters for a given purpose letter of excuse letter of apology 7. Sequence events in the story listened to through pictures/groups of sentences/guided questions 8. Write utterances on a given situation/comic strip presented 8. Retell best-liked parts of a story heard Use the positive, comparative and superlative forms of adjectives 9. Write a different story ending 10. Write sentences from a set of pictures to make a story LISTENING 9. Make inferences Infer traits of characters based on what they do or say in a story listened to SPEAKING 10. Use expressions to show location 11. Talk about topics of interest in 4-5 sentences 11. Infer READING WRITING 11. Write a different story ending 11. 1 what have happened before or after 11. 2 insight from what is read or observed 12. Draw conclusion using picture-stimuli/passages 12. Fill out forms correctly †¢ library form †¢ Information Sheet 10. Distinguish between facts and fancy from stories heard 13. Evaluate ideas 13. 1 Tell whether an action or event is a reality or fantasy 13. 2 Identify irrelevant ideas in a passage 14. Read orally or commit to memory poems/verses 13. Write a short story from a given situation 15 ENGLISH – GRADE IV LISTENING 1. Distinguish rising and falling intonation 2. Identify the stressed and unstressed syllables e. g. stress on the: first syllable (library) second syllable (industrious) third syllable (elementary) 3. Recognize pauses and stops in utterances that signal meaning e. g. Roy, the boy in white/is my cousin. (describing Roy) Roy/the boy in white is my cousin. (talking about Roy) 4. Follow 3-4 step directions heard 2. Give series of directions using sequence signals e. g. first, then, next, etc. SPEAKING 1. Use words with stressed and unstressed syllables in sentences READING 1. Decode words in stories read using phonetic analysis e. g. /ze/z/- breeze /th/ thank Read orally stories/poems with correct stress and Intonation Show enjoyment of stories/poems read 2. Use the dictionary to interpret stress marks for correct accent select appropriate meaning from several meanings given to locate words using guide words 3. Do accurate, slow reading in order to follow common directions in: prescriptions medicine labels simple experiments 4. Identify meaning of unfamiliar words through structural analysis words with affixes and inflectional endings compound words and their components words written as: one word (backyard) two words (security guard) hyphenated (sister-inlaw) WRITING 1. Write the correct spelling of words with stressed and unstressed syllables e. . words with silent letters words ending in –ph sounded as f 2. Write sentences/paragraphs giving simple directions in doing something e. g. making a project playing a game 3. Write from dictation sentences and short paragraph observing correct spelling capitalization and punctuation marks 5. Get information from a conversation listened to 3. Use courteous expressions in ap propriate situations e. g. telephone conversation 16 LISTENING SPEAKING 4. Ask and answer questions about oneself/others/pictures use because, so that, in order 5. Use the plural form of nouns in sentences e. g. ouns ending in f: chief-chiefs leaf-leaves use expressions denoting quantity e. g. a lot of, some, etc. READING use context clues synonyms, antonyms, homonyms WRITING 6. Give the main idea of a selection listened to: -Tell what the story/poem/ news is about in two or three sentences 4. Give the main idea of a 2-paragraph text 4. 1 Identify the main idea that is implied or explicitly stated 4. 2 Evolve a title in topic form for text based on the main idea or big idea 4. 3 Skim the general idea on what the material is about 4. 4 Read orally one’s best liked part of a story 5. Note significant details that relate to the central theme 5. Locate answers to wh-, how and why questions that are explicitly stated in the texts 5. 2 Demonstrate knowledge of story grammar by be ing able to identify setting, characters and main events in the story 5. 3 Find descriptive words/action words in selection read 5. 4 Read orally one’s best liked part of a story 6. Organize ideas 6. 1 Classify related ideas/concepts under proper heading 6. 2 Give a heading or title for texts read 6. 3 Identify sub-heading for a given heading 17 4. Write a paragraph/short story from one’s experience 7. Note details in a selection listened to: -identify setting, suspense, climax in the story 6. Use possessive form of singular nouns e. g. Renato’s bag 6. 1 Use possessive form of plural nouns e. g. the boy’s shirt 5. Write letters observing the correct format thank you letter letter of invitation letter of congratulations 8. Classify related ideas from news/ stories heard 7. Use a variety of sentences declarative interrogative imperative exclamatory 7. 1 Construct simple sentences with modifiers and compliments 6. Write a paragraph based on an outline LISTENING SPEAKING READING 6. 4 Outline a two-paragraph passage 6. 5 Outline a story read 6. 6 Use the outline as a guide in retelling or summarizing the story 7. Sequence events/ideas 7. 1 Sequence the major events/ideas in a selection 7. 2 Arrange a set of given events in logical order to make a story e. g. time order space order both space and time order 8. Perceive relationship 8. 1 Identify statements/events that show cause-effect relationship 8. 2 Give cause-effect relationship in paragraph/passages read 8. 3 Use the word because/so that to identify statements that show cause-effect 9. Predict outcomes 9. 1 Give an appropriate ending to a given situation and give justification for such ending 10. Infer 10. 1 character traits from a selection read WRITING 9. Sequence events in the story listened to through groups of sentences/guided questions 8. Use object pronouns (me, him, her, us, them, you) 8. 1 Use the object pronoun that agrees in number with its antecedent 7. Write essays arrange paragraphs according to order of time/events and location 9. 10. Report on a news item/radio broadcast heard Use the different verb forms (regular and irregular) present form past future 9. 1 Use the verb that agrees with the subject in number 8. Write a variety of texts letters, paragraphs using a variety of sentences riddles, mottos, sayings 11. Predict the outcome of stories heard 0. Use words that describe persons, places, animals, events (adjectives) 10. 1 Use the positive, comparative and superlative forms of regular adjectives 11. Use adverbs of place and time 9. Compose riddles, slogans and announcements from given stimuli e. g. semantic maps, planned activities/programs 10. Write utterances/expressions on situations/comic strip presented e. g. Thank you! You’re great! 12. Infer the feelings of characters based on how they talk (volume, voice, stress) 13. Give conclusions to situations/ news/oral report heard 12. Use prepositions and prepositional phrase e. g. among in a month 11. Draw conclusions based on information given 18 LISTENING 14. Evaluate ideas and make judgments on oral texts presented orally 14. 1 Distinguish between fact and opinion SPEAKING 13. Talk about topics of interest in 56 sentences READING 12. Evaluate ideas and make judgments 12. 1 Tell whether an action or event is reality or fantasy 12. 2 Distinguish between fact or opinion 12. 3 Compare and contrast text information with prior knowledge 12. 4 Evaluate the likelihood that a story could really happen 12. 5 Determine an author’s perspective on the central topic WRITING 11. Write paragraphs Descriptive Narrative 12. Write diaries and journals 13. Write summary of story read fable fairy tale 19 ENGLISH – GRADE V LISTENING 1. Distinguish changes in meaning in sentences caused by shift in intonation e. g. She’s coming. (plain statement) She’s coming? (for confirmation) 1. 1 Distinguish changes in meaning of words caused by stress shift e. g. Please record (verb) the test result in the class record (noun) SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Pronounce words putting stress on the correct syllable 1. 2 Use the correct intonation for statements and questions 1. 3 Use courteous expressions in conducting a club meeting READING 1. Decode meaning of unfamiliar words 1. 1 Decode words in stories using structural analysis 1. 1. 1 words with affixes prefixes and suffixes 1. 2 Identify the different information given to a word in a dictionary syllabication stress marks multiple meaning of words. 1. 3 Use synonyms and antonyms 2. Follow printed directions in filling up school forms Information Sheet 3. Get the main idea 3. 1 Give heading to a set of related ideas 3. 2 Identify the key sentence in a paragraph 3. 3 Identify the details that support the key sentence 3. 4 Skim to get a general idea on what the material is about 4. Note significant details 4. 1 Identify the setting, characters and ending of stories read 4. 2 Draw pictures of Incidents/characters from a selection heard 4. 3 Identify oneself with a character in the story WRITING 1. Write the correct spelling of words learned in listening, speaking and reading 2. Follow a series of directions (5 to 6 steps) 3. Give titles to paragraph/stories listened to 4. Note details in a selection listened to: Make a story grammar to remember details (setting, character, events Give implied ideas or information 5. Get information from news report heard 5. 1 List down important ideas/events . Make simple and accurate descriptions and announcements 3. Use plural form of nouns in talking about oneself/others irregular nouns 4. Retell selections listened to 5. Use a variety of sentences simple compound complex 6. Use possessive form of plural nouns proper nouns ending in s or z 2. Fill out school forms correctly Information Sheet Bank deposit and withdrawal s lip 3. Write a paragraph from the pictures drawn Beginning sentence Middle Ending 4. Arranging sentences according to order of time/importance in writing a paragraph 5. Write rhymes/jingles related to the selection read 20 LISTENING 6. Sequence events in the story listened to through groups of sentences SPEAKING 7. Use pronouns 7. 1 Demonstrative (who, where, etc. ) 7. 2 Reflexive (myself, herself, etc. ) 7. 3 Ask and answer questions about oneself/others No + negative (No, I’m not. ) rejoinder Yes + positive rejoinder (Yes, I am. ) positive stem + negative stem It’s a puppy, isn’t it. negative stem + positive tag READING 5. Organize ideas 5. 1 Identify the major ideas/concept in a selection 5. 2 Organize the key sentence and supporting details into an outline 5. 3 Make a two-point outline of a 2 to 3 paragraphs 6. Sequence the major ideas/concept in a selection 7. Perceive relationship give possible causes to a given effect and possible effects to a given cause 8. Predict outcomes 8. 1 Give possible endings to a selection 8. 2 Give an appropriate ending to a selection WRITING 6. Write a 2-point sentence outline 7. Identify cause/effect from statements/situations heard 7. Write reports from writing models Science report television shows schools and community news 8. Write an ending to an incomplete story 8. Give justification to a possible ending to a story heard 8. Use the different verb forms 8. 1 Simple present for general truth 8. 2 Habitual past (use to + verb) 8. Future (going to + verb) 8. 4 Use two-word verb 9. Use words that describe Persons, places, animals, Ideas (adjectives) 9. 1 Use the positive, comparative and superlative forms of adjectives 9. 2 Use descriptive words and phrases as + adj. + as 10. Use adverbs10. 1 Adverbs of manner and frequency 10. 2 Use words that can function as adjectives and adverbs 10. 3 Use prepositio n + prepositional phrase 21 9. Identify action words/ descriptive words in sentences/paragraphs heard 9. Infer traits of character the general mood of expression in a selection how the story would turn out if some episodes were changed 9. Write descriptive paragraph letters of invitation/request telegrams announcements 10. Evaluate and make judgments on oral texts presented orally 10. Draw conclusions based on information given 11. Evaluate ideas/make judgements 11. 1 Identify facts/opinions in a selection read 11. 2 Give opinions about information read 10. Respond in writing based on stimuli- result of an observation/ experiment acceptance letter descriptive/narrative LISTENING 11. Report accurately information heard SPEAKING 11. Direct and indirect discourse e. g. Direct – Lydia said, â€Å"Fe write a letter. † Indirect – Lydia told Fe to write a letter. 1. 1 Transform direct to indirect or vice versa 11. 2 Change statement to question or vice versa e. g. Nora writes a letter. Does Nora write a letter? 12. Talk about topics of interest in 7-8 sentences READING 11. 3 Get information from newspapers parts of a newspaper and information from each part 12. Use library resources to get informa tion Card catalog Atlas, encyclopedia Newspapers WRITING 11. Write reported statements in paragraph form 11. 1 direct discourse to indirect 12. Write different texts Narrative Description Appointments Advertisements 22 ENGLISH – GRADE VI LISTENING 1. Distinguish changes in meaning of sentences caused by stress e. g. This is your dress. (It’s yours. ) This is your dress. (It’s definitely a dress. ) 2. Follow a series of directions listened to labeling diagrams completing a chart 3. Give the main idea of a selection listened to 2. Use courteous expressions on appropriate situations Participate in club meetings Conducting an interview 3. Ask and answer questions using pictures/dialogues/comic strips 3. 1 Change statements into questions 3. 2 Use tag questions negative and positive e. g. We get food from the forest, don’t we? You don’t buy junk food, do you? . Retell a selection listened to – news broadcast fiction stories 4. 1 Read orally/recite poems cast for a verse choir 4. 2 Give accurate announcements Give a report based on an interview SPEAKING 1. Increase one’s speaking vocabulary 1. 1 Relay information accurately using different discourse (statement, questions, commands) 1. 2 Use the correct intonation Yes-No questions Questions introduced by interrogatives READING 1. Decode meaning of unfamiliar words using structural analysis words with affixes †¢prefixes and suffixes the dictionary †¢words with multiple meanings context clues 1. Learn some common idioms e. g. stone’s throw 1. 2 Use figurative language to describe people and events Simile; Metaphor; Hyperbole 2. Follow a series of directions in- experiments prescriptions cooking 3. Tell the big ideas/key concepts implied in each paragraph of the story read3. 1 Give the details that support the big idea 3. 2 State the main idea of a paragraph that is explicit or implied 4. Note significant details 4. 1 Identify the events of the plot of a story, poem, short plays 5. Sequence the key concepts/big ideas to show wholeness of the story/selection 5. Use a story grammar to show sequence of episodes in a story 23 WRITING 1. Write a composition showing introduction body conclusion 2. Write specific directions on given situations e. g. interpret a diagram/road map 3. Write a model composition arrange details in order †¢ home reading report †¢ diaries †¢ minutes of meeting 4. Write a summary of what was read 5. Write from dictation 5. 1 Reconstruct a dictated text by taking down important notes 4. Note details in selections listened to- identify the setting, main and secondary characters, climax and ending of the story 5. Sequence events of a story listened to through guided questions LISTENING 6. Give possible cause/effect to situations/news stories heard SPEAKING 5. Use nouns- plural of compound nouns, gerunds 5. 1 Use nouns that are plural in form but singular in meaning e. g. news, measles 6. Use a variety of sentences as to structure †¢ †¢ †¢ †¢ †¢ †¢ simple simple subject with compound predicate compound subject and simple predicate simple subject and compound predicate compound predicate and compound subject compound using connectors and and but complex dependent and independent clause READING 6. Organize ideas Make a heading/sub-heading for paragraphs in a selection Identify the key concept/ sentence that make up the story Identify the details, heading for an outline Make a three-point outline of an expository text read 7. Perceive relationship Tell the relationship expressed in the selection as to cause and effect Give other possible causes to a given effect and other effects to a given cause 8. Predict outcomes 8. 1 Give other events that could happen next 8. 2 Draw pictures of incidents/characters that is possible to happen 8. 3 Give possible endings to a selection 9. Infer traits of character the general mood of the selection how the story would turn out if some episodes were changed alternative actions taken by characters alternative actions taken by characters 24 WRITING 6. Write reported statements in a story form 6. 1 Change statements, questions, requests and commands to reported sentences 7. Analyze ideas as to what could happen next from stories heard 7. Write an ending to a given situation 8. Write a model composition write about one’s feelings/reactions using the correct form of the verb 8. Make inferences 8. Infer the mood of certain events through the speaker’s actions/ intentions/utterances 7. Use indefinite pronouns 7. 1 Use the verb that agrees with the indefinite pronouns 8. Use verbs 8. 1 Use the different verb forms present perfect form active and passive voice expressions about future plans – hope-can; wish, could if were 9. Write an outline of a story read Write a two to three point sentence outlin e LISTENING SPEAKING 9. Use adjectives 9. 1 Use descriptive words and phrases too + adj. + nominal e. g. too short for adjective + enough e. g. old enough two-word adjective e. g. two-story building 9. degree of comparison of irregular adjectives 9. 3 adjectives in series 10. Use adverbs degrees of comparison of adverbs words that can function as adjective /adverb 11. Use direct and indirect discourse 12. Talk about topics of interest use a variety of sentences preposition and prepositional phrases READING 10. Draw conclusions based on information given 10. 1 Evaluate if a conclusion made is justifiable 10. 2 Identify sufficient evidences to justify a conclusion/generalization 11. Evaluate ideas/make judgement 11. 1 Give opinions about information read 11. 2 Determine the purpose of the author 11. Identify author’s device to bring out his message 12. Use the library resources effectively 12. 1 Use card catalog, atlas, almanac, and other general references 12. 2 Get inf ormation from newspapers and other references Parts of a newspaper Information one gets from each part WRITING 10. Organize one’s thoughts in writing information description resume 9. Evaluate and make judgments 9. 1 Distinguish advertisement from propaganda 11. Respond in writing based on stimuli and triggers application letter directions ads for work, editorials 12. Fill out forms Information Sheet Community Tax Certificate Bank Notes 25

Psychosocial Tendancies free essay sample

I am someone who has Attention Deficit Hyperactive Disorder, bipolar reactions, and I can have those moments where I just can’t think very clearly. Do we truly understand what the human psychology can do to us, or what we can use the human psychology for? Humans have already discovered some means of psychological warfare. We have also found out how to display things that can spike a person’s psychological patterns in which they either need what is displayed, or in which the person tries to destroy this display due to their rage being intentionally triggered. Many scientists may be working on developing new patterns in the human psychology. Human psychology has been shown to be a very powerful adversary due to the fact that so many humans are different. People are shown to believe almost everything they hear from their religion, or believe that their government is always correct. We will write a custom essay sample on Psychosocial Tendancies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I am someone who is fascinated by the sheer power that any human can possess if they study their psychological thinking patterns, along with the thinking patterns of those around them. The human psychology is used for good in many ways, like how I have 2 psychiatrists because of my ADHD and my anger management problems. These doctors have helped me overcome the obstacle of losing my temper very quickly. I have taken a few different medications to counteract my ADHD, but the first few that I had taken were not as helpful as the medication I currently take. I have taken Concerta, Rhesperdon, Focalin, Ritalin, and I am currently taking Adderall, which is showing great improvements in my behavior. The thing that strikes my interest when it comes to the human psychology is how are we able to connect so easily to one another all because of a few similar fluctuations in our brain waves? I enjoy how much my psychology can relate to that of someone that is 12 years old, 47 years old, or even 83 years old! Even though people always say â€Å"No two humans are the same†, or â€Å"Me and him/her have nothing in common†, does not mean we are not similar to one another. Our psychology is basically the way we think, or how our brainwaves fluctuate in certain patterns that display certain thoughts. This is something that just makes me want to learn more. I am greatly interested in what my psychiatrists do. I plan to pursue a career that is similar to theirs, so that I can assist others in the way that I have been helped. The psychiatrists that assist me and others with our behavioral patterns are extraordinarily helpful and I would enjoy seeing the improvements that others make from their prospective. Even though I am happy to have made these improvements, I would greatly enjoy seeing the smiles on the faces of others because I was helpful to them. We all have our own psychosocial tendencies that show characteristics that can possibly be the same as someone that we decide is not worthy enough for us to associate ourselves with. I am insanely curious about how much the human psychology could teach us, and how much help we could provide for others.

Knights Templar, the Famous Crusading Order

Knights Templar, the Famous Crusading Order The Knights Templar were also known as Templars, Templar Knights, Poor Knights of Solomons Temple, Poor Knights of Christ and of the Temple of Solomon,  and Knights of the Temple. Their motto was Not unto us, O Lord, not unto us, but unto Thy Name be the Glory, from Psalm 115. The Origin of the Templars The route traveled by pilgrims from Europe to the Holy Land was in need of policing. In 1118 or 1119, not long after the success of the First Crusade, Hugh de Payns and eight other knights offered their services to the patriarch of Jerusalem for just this purpose. They took vows of chastity, poverty, and obedience, followed the Augustinian rule, and patrolled the pilgrim route to aid and defend pious travelers. King Baldwin II of Jerusalem gave the knights quarters in a wing of the royal palace that had been part of the Jewish Temple; from this they got the names Templar and Knights of the Temple. The Official Establishment of the Knights Templar For the first decade of their existence, the Knights Templar were few in number. Not many fighting men were willing to take the Templar vows. Then, thanks largely to the efforts of Cistercian monk Bernard of Clairvaux, the fledgling order was given papal recognition at the Council of Troyes in 1128. They also received a specific rule for their order (one clearly influenced by the Cistercians). Templar Expansion Bernard of Clairvaux wrote an extensive treatise, In Praise of the New Knighthood, that raised awareness of the order, and the Templars grew in popularity. In 1139 Pope Innocent II placed the Templars directly under papal authority, and they were no longer subject to any bishop in whose diocese they might hold property. As a result they were able to establish themselves in numerous locations. At the height of their power they had about 20,000 members, and they garrisoned every town of any considerable size in the Holy Land. Templar Organization The Templars were led by a Grand Master; his deputy was the Seneschal. Next came the Marshal, who was responsible for individual commanders, horses, arms, equipment, and ordering supplies. He usually carried the standard, or specifically directed a specially-appointed standard-bearer. The Commander of the Kingdom of Jerusalem was the treasurer and shared a certain authority with the Grand Master, balancing his power; other cities also had Commanders with specific regional responsibilities. The Draper issued clothes and bed linen and monitored the brothers appearance to keep them living simply. Other ranks formed to supplement the above, depending on the region. The bulk of the fighting force was made up of knights and sergeants. Knights were the most prestigious; they wore the white mantle and red cross, carried knightly weapons, rode horses and had the services of a squire. They usually came from the nobility. Sergeants filled other roles as well as engaging in battle, such as blacksmith or mason. There were also squires, who were originally hired out but later allowed to join the order; they performed the essential job of caring for the horses. Money and the Templars Though individual members took vows of poverty, and their personal possessions were limited to the essentials, the order itself received donations of money, land and other valuables from the pious and the grateful. The Templar organization grew very wealthy. In addition, the military strength of the Templars made it possible to collect, store, and transport bullion to and from Europe and the Holy Land with a measure of safety. Kings, noblemen, and pilgrims used the organization as a kind of bank. The concepts of safe deposit and travelers checks originated in these activities. The Downfall of the Templars In 1291, Acre, the last remaining Crusader stronghold in the Holy Land, fell to the Muslims, and the Templars no longer had a purpose there. Then, in 1304, rumors of irreligious practices and blasphemies committed during secret Templar initiation rites began to circulate. Very likely false, they nevertheless gave King Philip IV of France grounds to arrest every Templar in France on Oct. 13, 1307. He had many tortured to make them confess to charges of heresy and immorality. It is generally believed that Philip did this simply to take their vast wealth, though he may also have feared their growing power. Philip had previously been instrumental in getting a Frenchman elected pope, but it still took some maneuvering to convince Clement V to order all Templars in all countries arrested. Eventually, in 1312, Clement suppressed the order; numerous Templars were executed or imprisoned, and the Templar property that wasnt confiscated was transferred to the Hospitallers. In 1314 Jacques de Molay, the last Grand Master of the Templar Knights, was burned at the stake.

Food Idioms

Food Idioms Food Idioms Food Idioms By Maeve Maddox A universal preoccupation with food is apparent in the many idioms based on it. Here are just ten: 1. apples and oranges: two things that are inherently different or incompatible. For example, â€Å"To compare The Chronicles of Narnia to the Twilight series is to compare apples to oranges.† 2. bad apple: a negative or corrupting influence on others; a troublesome or despicable person. For example, â€Å"One official of a national motorcycle organization argued that a few bad apples shouldnt be allowed to ruin all motorcyclists reputations† 3. bring home the bacon: to bring home the prize, to achieve success. In American usage â€Å"to bring home the bacon† means â€Å"to earn the living for a household.† The expression probably originated from the custom/legend of the Dunmow Flitch. A â€Å"flitch of bacon† is a side of bacon, salted and cured. Married visitors to the town of Dunmow in Essex who knelt on two sharp stones and could swear that during the past twelvemonth they’d never quarreled with their spouse or wished themselves unmarried could claim a free flitch of bacon. Another possibility is that the expression derives from greased pig contests at county fairs. The contestant who succeeded in catching the pig â€Å"brought home the bacon.† 4. chew the fat: originally the expression meant to argue over a point, perhaps because people arguing make energetic mouth movements similar to what is required to masticate gristle. In British usage, both â€Å"chew the fat† and â€Å"chew the rag† mean to argue or grumble. In American usage, the expressions mean â€Å"to engage in friendly conversation.† 5. cream puff: literally, a cream puff is a shell of puff pastry with a cream filling. In British usage, a â€Å"cream puff† is an effeminate person. In American usage, a â€Å"cream puff â€Å"is a used car in especially good condition. 6. cup of tea: something that suits a person’s disposition The expression is used in both positive and negative contexts: â€Å"A Mozart concert? Just my cup of tea!† â€Å"A ball game? Sorry, football is not my cup of tea.† 7. a pretty/fine kettle of fish: an awkward state of affairs; a mess or a muddle. For example, â€Å"As the crisis dragged on to the eleventh month, Bishop Segun introduced a pretty kettle of fish to the whole matter when he instituted an ecclesiastical court† In researching this post, I discovered that the expression â€Å"a pretty kettle of fish† (with the meaning â€Å"a fine mess†) seems to be morphing into â€Å"a different kettle of fish† or â€Å"another kettle of fish† with the meaning â€Å"something else entirely.† For example, â€Å"Your website needs to be a whole different kettle of fish.† 8. a lemon: something that is bad or undesirable. Anything that fails to meet expectations can be called a lemon. For example, â€Å"Her first husband was a lemon.† Most often, the term is used to describe a car that has problems from its time of purchase. Individual states have â€Å"lemon laws† intended to protect consumers from substandard vehicles. The federal lemon law (the Magnuson–Moss Warranty Act) was enacted in 1975 and protects citizens of all states. 9. full of beans: full of energy and high spirits. For example, this headline: â€Å"Hollins still full of beans as he settles in at Crawley Town† In current usage the expression â€Å"full of beans† is so frequently associated with children that it has been adopted as a brand name by child care centers and a children’s clothing store. I’ve always assumed that the expression derived from the idea of a frisky bean-fed horse, but recently I read that at one time beans were considered an aphrodisiac. 10. hot potato: a delicate situation that must be handled with great care. For example, this headline: â€Å"Herberts Healthy Utah Plan Could be a Political Hot Potato† 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 Expressions category, check our popular posts, or choose a related post below:The Meaning of "To a T"10 Colloquial Terms and Their MeaningsGrammatical Case in English

White Collar Crime in America Research Paper Example | Topics and Well Written Essays - 2000 words

White Collar Crime in America - Research Paper Example â€Å"White-crime statistics are drearier still. Though two out of every three Americans have been the victims of a white-collar crime, 85 percent of victims don't file reports with the authorities. An untold number may never even know they have been the victims of crimes such as stock manipulation, double billing for purchases, unnecessary home or auto repairs, embezzlement, or as evidenced by recent events, Ponzi schemes.† (O'Donnell, Jan 29, 2009.) Is there a permanent solution to root out white-collar crimes from American society and if so what are the measures to be initiated? White collar crime baffles definition. The industrialization and the internet revolution which are the foundation stones of the materialistic civilization have contributed much to the advancement of the white-collar crime. Explaining the inability of the thinkers and writers on the subject to come to an acceptable conclusion to tender a definition that is acceptable to all, David O Friedrichs goes to elaborate the major crimes which can be classified as white collar crimes. He writes, â€Å"Some of these terms include economic crime, commercial crime, business crime, marketplace crime, consumer crime, respectable crime, â€Å"crime at the top†, â€Å"suite† crime, elite crime and deviance, official crime and deviance, political crime, governmental crime, state (or state-organized) crime, corporate crime, occupational crime, employees crime, vocational crime, techno-crime, computer crime †¦.†(Friedrichs, 2006, p, 5) That which is evident needs no further app reciation, explanation or elaboration. White collar crime has taken hold many segments of society and is growing in all directions like the octopus. This is also a contentious topic- whether one is committing a legitimate business activity in a free enterprise system which is the hallmark of a capitalist society or indulges in white-collar crime.  

INDEPENDENT STUDY RESEARCH ON THE PURPOSE AND IMPORTANCE OF BUDGETTING Paper

INDEPENDENT STUDY ON THE PURPOSE AND IMPORTANCE OF BUDGETTING TO AN ORGANISATION - Research Paper Example 22 4 Study Methodology 22 5 Analysis & Findings 23 6 Conclusions, limitations of the study and recommendations for further study 24 7 Bibliography 27 List of Table S.NO Heading Page No 1 Capital Expenditure Spent by Various Companies 15 2 Alternatives to Traditional Budgeting 18 2.0 PROBLEM STATEMENT A lot of effort has been made in the theoretical area of budgeting and its concept but little has been done to show the applicability and the importance of the budgeting process to organisations. It is no wonder the truth that many students in the field of finance, accounting, strategic management and other related fields have a lot of theory and little practicability about the theories. This study was aimed at linking theory with practical applications of the theory of management accounting. This was done by looking at how organisations apply the various theoretical aspects of strategic managerial accounting. 2.1 IMPORTANCE OF THE STUDY This study is important since it was carried out t o reinforce the theory of budgeting and its application in real life situations. The study also gives advice on how businesses can go about budgeting and this will go a long way to provide information on the same to organisations. 2.2 OBJECTIVES OF THE STUDY The objectives of the study were: To appreciate the managerial accounting theory. Appraise the importance of budgeting to the success of an organisation and discuss the available budgeting methods. Discuss the budgeting process. Analyse the assumptions of budgeting. To link managerial accounting theory with practical application. 2.3 Learning outcomes Appreciate the purpose of traditional budgets Appraise the conventional process of budgeting, including variance analysis Critically assess alternative methods of budgeting, including ‘beyond budgeting’ Analyse budget assumptions and critically review budget outputs To under the significance of capital budgeting To comprehend about the purpose and the nature of a marke ting budget. To know whether the company is functioning within its means. To help both management and employees to strive hard on common goals. Though a budget is a useful tool, it may not always drive the financial activity of a business organisation. To illustrate how budgets can be employed and amended for control and planning.(Open University 2006 :10) 3.0 LITERATURE REVIEW Management accounting is a specialisation of accounting that deals with provision of information to managers for use in planning, decision making and control functions (Bragg 2009). It involves collection, analysis and interpretation of accounting information for managers of an organisation to help the managers to make plans, make decisions and control to ensure that the organisation goals are being achieved. Management accounting extends to cover strategic management, performance management and risk management which are key issues in management. The tools used in management accounting are costing techniques, budgets and control charts among other tools (Waygandt, Kimmel and Kieso 2009). According to UK

An Argument on Education Essay Example for Free

An Argument on Education Essay Abstract Education is important to have with today’s economy in the shape that it is in. However, there are different ways that people define education. Some people believe that to be considered well educated they need to have the top education in the United States, the highest GPA, and the highest standardized testing scores! I firmly believe that your knowledge first comes from the Lord and that he will bless you in whatever area he has for you! There are many examples that we can use to see both sides and not just judging someone as well educated only through grades ad excellence in school. An Argument on Education Education is important for everyone to have growing up if they want to make it by in today’s modern world. However, everyone seems to determine how well educated someone else is in a different ways such as: their test scores, papers that they write, their grade point average, and their knowledge of knowing how to do things. In Alfrie Kohn’s Article (2003), â€Å"What does it mean to be well –educated† he cites a quote from an Alred Whitehead stating, â€Å"A merely well-informed man is the most useless bore on God’s earth. . .  . Scraps of information† are only worth something if they are put to use, or at least â€Å"thrown into fresh combinations. † There are parts of this quote that I agree and disagree on. I agree with Alred saying that men on this earth that just have bits and pieces of information are useless unless it can relate to their job that gets them by. Acquiring knowledge isn’t a bad thing, its just not always needed. I only disagree because I believe that if someone does know a large amount that it is not pointless, it just should not determine whether or not they are educated or not. Throughout the years I have had the chance to be in school I have learned and observed much through my own personal experiences as well as being surrounded by my peers at school and at home. Personally, I am one of those students who can learn the material I am asked to learn but when it comes to taking tests I freeze up and get extremely anxious, which allows me to do poorly on the tests. I had extremely low SAT scores and low-test scores from any big test, but I was also an honor graduate and gradated in the top one hundred out of six hundred students. Many people would consider me uneducated just because of low standardized tests when they do not think of other factors that could reason for why I get low scores. High-test scores alone and high GPA’s cannot determine whether or not someone is well educated. At the beginning of Alfrie Kohn’s article he gives a superior example of this by telling us that his wife who went to Harvard and does not even know her math or English well. â€Å"She will, however, freeze up if you ask her what 8 times 7 is, because she never learned the multiplication table. And forget about grammar (â€Å"Me and him went over her house today† is fairly typical) or literature (â€Å"Who’s Faulkner? †). Harvard is known as One of the top prestigious school in America, and because of that most people would assume that who ever goes to that school is well educated. This is example is similar to how it is with anything but what people do not realize is some of the world’s well-educated people did not even graduate from high school. I believe that being well educated means being able to put what you know to use and being able to use that knowledge to glorify the one who created me. As a strong believer in Christ, I believe my relationship with God and spreading his word is more important than knowledge. However, that does not mean that I believe a person should be uneducated. I believe that if given the opportunity to learn we should not take it for granted and that we should bring glory to God through it. I just believe that at the end of your days that God does not care about what degree you have in your hand but he cares about how you lived your life for him. â€Å"The fear of the LORD is the beginning of wisdom, and the knowledge of the Holy One is insight. 11 For by me your days will be multiplied, and years will be added to your life† (Proverbs 9:10-11). Our good lord explains that education is first gained through God himself and that your purpose is to live solely for him. Gaining knowledge in Christ is the most important first and he will Bless you in every other area in your life that he feels you need. However, I do believe that getting a degree in something that God is calling you to do. For me, God is calling me to be a missionary Nurse overseas. I know in order to do that I have to get an education on how to be a Nurse in order to carryout God’s will for my life. Most people believe that you need to go to a good school to be considered well educated. I was going to a community college back at home and was learning much when people were questioning why I was going to a community college and that I could get a better education at a different college or university that was away from home. Alfrie Kohn’s wife attended Harvard and still did not know her multiplication tables and wasn’t good at grammar or literature. I believe this is a good example to my previous statement about how it shouldn’t matter what school you go to and that it should not determine how well educated he or she is just because of the title the school has. Everyone has his or her own view on what they believe is a well-educated person, but I feel as if not everyone looks at every viewpoint. They just go off what they know and what first comes to mind. Today because of the way our economy is set up people believe that the only way someone can be considered well educated is if they go to a college to further their degree. There are other ways that someone can get jobs such as enlisting in the military or even through taking over a family-owned business. Determining whether or not someone is educated through tests, and by what schools he or she attended is absurd. You can see that from taking a glance at the people in the world that are huge successes to back that statement up. If we determined whether or not someone was well educated by whether or not he or she graduated college than something is wrong. Bill Gates is a wonderful example because if it were not for him then a lot of today’s popular gadgets such as the Mac Books, iPhones, and iPods would not exist today. He is an intelligent man and has brought on huge changes in todays society. It is not our place to judge who is and who is not educated based on these assumptions References Kohn, Alfie. What Does It Mean to Be Well Educated?. Alfie Kohn author teacher lecturer www. alfiekohn. org. N. p. , n. d. Web. 2 Feb. 2012. http://www. alfiekohn. org/teaching/welleducated. htm. Proverbs 9:10-11 ESV The fear of the LORD is the beginning Bible Gateway. BibleGateway. com: A searchable online Bible in over 100 versions and 50 languages.. N. p. , n. d. Web. 4 Feb. 2012. http://www. biblegateway. com/passage/? search=Proverbs%209:10-11version=ESV. Outline 1. What does it mean to be well educated? * Definition * Articles definition * Personal definition 2. Test scores * Personal grades to back up statement * Quote insert from article * Wife from Harvard 3. Educated * Other ways to be educated 4. Knowledge thru Christ * Proverbs 9:10-11 * Living for Christ first * Honoring his will for out lives 5. Well-educated. * Bill Gates (Did not graduate high school and was still successful) Thesis Education is important for everyone to have growing up if they want to make it by in today’s modern world. However, everyone seems to determine how well educated someone else is in a different ways such as: their test scores, papers that they write, their grade point average, and their overall knowledge of knowing how to do things. In Alfrie Kohn’s Article (2003), â€Å"What does it mean to be well –educated† he cites a quote from a Alred Whitehead stating, â€Å"A merely well-informed man is the most useless bore on.

Genetic Engineering: There is No Genetic Definition of Humanity Essay

With advances in genetics and the decryption of the human genome, many people are taking the time to sit back and ponder the questions of what humanity is and where it comes from.1 Will techniques such as gene therapy eventually create people who aren't quite human? If humanity is a flexible and ever-changing concept, then how do people know if they are human? Does some standard measure of humanity seem likely in our future, and is it even ethically proper to impose such a standard? Philosophy offers the most satisfying definition of humanity: a human person is a conscious individual who interacts with an outside world. The details of the various philosophical debates on the exact nature of personhood would be enough to fill a library, but the main ideas can be summarized as follows: a person is self-aware, having the ability to think about thinking. Nothing in this definition of humanity involves matters of genetics or quantitative analyses of specific traits, which makes this definition applicable to people who may not be human in the way science tries to define the term. Defining humanity in a scientific sense, however, is a nettled endeavor. Many "strictly human" traits can be found in animals. Wolves have a complex social structure. Bonobos, a subspecies of chimpanzee, can learn an abstract symbol-language and show the ability to understand grammar and syntax.2 In other experiments dolphins-who are genetically more distant from humans than bonobos-learned a type of sign language showing that they, too, are able to grasp complex rules of language.3 One only has to yell at the family dog to see that animals can express emotion and empathy. What, then, is left to humans? Many point to our advanced technology as proof... ... 1. This paper was originally written for the course, "Human Genetics, Society, and Ethics," held at Washington College, Chestertown, Maryland. 2. Robert A. Baron, Psychology 5th ed. (Boston: Allyn and Bacon, 2000). 3. Baron. 4. N. A. Campbell, J. B. Reece, and L. G. Mitchell, Biology 5th ed., (New York: Addison Wesley Longman, 1999). 5. Matt Ridley, Genome: The Autobiography of a Species in 23 Chapters (New York: HarperCollins Publishers, 1999) 24. 6. Ibid. 7. Baron. 8. Ridley, 24. 9. Ibid. 10. Campbell et al., 446. Bibliography Baron, Robert. A. Psychology. 5th ed. Boston: Allyn and Bacon, 2000. Campbell, N. A., J. B. Reece, and L. G. Mitchell. Biology. 5th ed. New York: Addison Wesley Longman, 1999. Ridley, Matt. Genome: The Autobiography of a Species in 23 Chapters. New York: HarperCollins Publishers, 1999.

Causes of Civil War Essay

You hear the word civil in such terms as civil rights, civilian, civilization and civil liberty. All are related to the concept of a common citizen and a member of society. So, a civil war is a war between citizens representing different groups or sections of the same country. That is how the Civil War in the United States between 1850-1860 started. The distinction of ideas about slavery between the South and the North was pretty much the main cause of the war. However if we look at the details carefully, the economic forces in the South combined with the cotton plantations and the reactions to abolitionism in the South were the main factors that caused the Civil War. Economics was an important cause of the Civil War. Economic reasons affected and still affect almost everyone around the world. The economy, simply money gives people a lot of power, which causes a lot of problems between people, and makes everything more complicated. That’s pretty much why it was a big deal with the starting of the Civil War. It started around early 1800s with the harvesting of cotton in the South (Holland, â€Å"The North-South Divide†). Harvesting of cotton required the labor of many people with the invention of cotton gin. So, the way of making a lot of money out of cotton was to find enough laborers to work with. That’s how slavery became essential for the South’s economic future because it was a great source of laborers. In this way slave and cotton plantation owners were making a lot of money and expanding their plantations and of course the number of slaves they owned, which made slavery expand in the South pretty quickly. Also, people who owned slaves and the cotton plantations were mostly the men of social and political power, and of course they didn’t want to lose their power. They were getting richer and richer every day with the expanding plantations with the invention of the cotton gin. For example, Jefferson Davis and Robert E. Lee were some of the most powerful slave owners of that time. Davis had a great political career, and Lee was an important commander and general in the army. They and the other slave owners got their power from slavery and didn’t want to lose that power. While slavery kept expanding in the South, the North didn’t like that. The North was against the expansion of slavery, an opposition captured by Free Soil Ideology. Their main purpose was opposing the expansion of slavery into the western territories, because they saw it as a corrupt economic system. This made the South see the Free Soil movement as a threat of making slavery totally disappear. The South was threatened because they thought this ideology in the North would keep expanding and finally free all the slaves they owned, and ruining the Southern economy (Brinkley). While this happened in the South, the idea of abolitionism kept spreading through the North. Another cause of divisions between the North and the South was the abolitionist movement. The South saw this movement as a threat from the North, and becoming suspicious of them. John Brown was clearly the most significant radical abolitionist at that time. He fought slavery for years but his most significant action took place at Harper Ferry, Virginia. Brown seized federal arsenal, and he hoped the slaves would come to Harpers Ferry and march through the South, fighting slavery. This way he scared the South, because a slave rebellion had always been the region’s main fear, and therefore the South formed militias. Most Southerners were convinced Brown had done what a lot of Northerners wanted to do, which threatened them (â€Å"John Brown Farm, North Elba, New York – New York History Net†). In other wards, Brown’s raid at Harpers Ferry 1859 fed fear of slave uprising. Southerners basically thought the Republican Party supported John Brown’s Raid and what he had done (Holland, â€Å"Abolitionism†). This was a big issue for them, because the sixteenth president of the United States, Abraham Lincoln, was elected the next year and he was a member of the Republican Party. The South thought that being a member of the Republican Party meant being an abolitionist. This worried them, because abolitionists wanted to make slavery disappear, and they thought that’s exactly what the new president of the whole country, Lincoln wanted to do. So, the South saw the election of Abraham Lincoln as a threat. On the other hand, Abraham Lincoln was not an abolitionist, and he didn’t think what John Brown did was good and ethical. He didn’t want to make the South be against him. He was just supporting the Free Soil Ideology. So Lincoln just didn’t want slavery to expand. However the South didn’t see this distinction. Even before Lincoln was inaugurated, Southern states began to secede from the Union (â€Å"Abraham Lincoln†). So that was pretty much how the conflict first started, and caused the Civil War to begin. The Civil War ended in 1865 and slavery was finally abolished. Slavery had been the main reason for its start, because of the economic divisions it sparked along with abolitionism. The harvesting of cotton was a big source of money at that time, especially after the invention of the cotton gin and needed a great source of slaves as laborers. The abolitionist movement added more to this conflict with the misunderstandings about Lincoln’s political views in the South. At the end, the price for the war was pretty high. Lincoln, a visionary president, was assassinated, and it was the bloodiest and the saddest war in American history. It has a valuable part in American history and worth remembering a clear example of what’s right and what’s wrong.

The types and benefits of Open distance learning

Open distance larning refers to instruction and preparation in which utilizing the learning resources, instead than go toing schoolroom Sessionss, is the cardinal characteristic of the learning experience. There are three types of unfastened distance scholars ( ODL ) : Face to face acquisition: Classroom Environment, Formal Classroom, Computer Laboratory, Science Laboratory, Number of Meetings, 5 or less meetings, 5 or more meetings, Teaching Schemes, Direct & A ; Indirect. Self managed acquisition: Specialy designed faculties with support from: – CDROM Courseware, Digital Library, Physical Library, Capable Matter Experts, Peers, Tutors. Online acquisition: Resources, Learning Objects ( iTutorials, iWeblets ) , Multimedia Courseware, PDF Documents, Microsoft Office Attachments, Digital Library, Discussions. Most of ODL are part-timers and have households. Learners will be confronting jobs in equilibrating their work and instruction because of that and is genuinely disputing for them. As debut I want to foreground about the job face by get downing on-line scholars. In the modern-day age is the ability to have an instruction 1000s of stat mis off from a schoolroom in a convenient and efficient mode. Majority of universities presents offer unfastened online larning for pupils all around the universe. Get downing on-line scholar ‘s categories might non be an ideal circumstance for every interested individual. What are the jobs faced by get downing on-line scholars really?2.0. Three chief job face by get downing on-line scholars:2.1. Lack of socialising with equals and working with your larning manner: –A traditional schoolroom state of affairs is non possible to get downing on-line scholars for acquisition. If a societal interaction were accomplishable with get downing on-line scholars, pupils might be unsure to run into with person whom they merely know from the Internet. This job with online larning would decidedly impede a kinaesthetic or haptic scholar, and if the plan does n't supply video interaction so an auditory scholar would besides non do as well.So by listening and discourse something or working with manipulatives, so get downing on-line scholars one think is non your best choice.As an coach, supervising pupil comprehension is of import otherwise pupils wo n't understand the lesson moves on and one or more pupils are left behind to seek and calculate out what they did n't catch up. Feeling behind while all others continue with the lesson will rapidly allow down their self-belief degree. Reflect on all of your options and judge what type of pupil you were in the yesteryear every bit good as what are the jobs faced by ODL in the last few old ages. Finally, you could detect an educational plan that hysterics your demands whether that is with a traditional manner instruction or an beginning online scholars instruction.2.2. Juggling life: –When asked what are the jobs faced by unfastened distance scholars, life and its ensuing complications seems to be the figure one response. Most enrolled pupils in unfastened distance acquisition are committed to their life in some other manner apart from school such as a household to care for, some facet which occupies the their clip, a mandatory full-time occupation to pay the measures. Except the pupils make a personal committedness to finish the class of survey, odds are life will happen a manner to deflect and rupture them off from carry throughing their end of go oning their instruction. Unlike traditional university pupil s who are ever in their acquisition group which supports them most of the clip, on-line scholars pupils are non. Online scholars pupil besides have a difficult clip in being independent and responsible to their ain ego. Most of the clip, no 1 would steer pupil larning procedure. Unfocused position of their acquisition ends besides will do the pupils act irresponsibly towards their acquisition. Beside that, they besides face jobs in acknowledging and get the hanging strengths and accomplishments. In on-line acquisition, engineering is the chief conduit which information and communicating flow. The pupils need to hold some basic authorship accomplishments and a go on-line appreciation of English linguistic communication. For this they must hold a computing machine with internet entree. Those looking to heighten their skill sets and capablenesss through online larning demand to fight with issues such as self-motivation, household committednesss, work life, clip direction, and other proficient activities. Balancing these issues with regular online categories, assignments, trials and tests can be ra ther disputing. Assignments and undertakings can be limited by feedback and appraisal by teachers. Developing relationships with real-world schoolmates and networking with other equals is besides restricted.2.3. No established modus operandis: –Merely like pupils in a traditional school environment, unfastened distance scholars must make a dedicated topographic point for analyzing and larning to take topographic point. Successful pupils assign to a clip to analyze and a topographic point to analyze. It is portion of set uping a modus operandi that keeps pupils stop uping in front when times get tough yet life has demands and pupils of unfastened distance larning tend to derive a false sense of freedom. Yes, you ‘re free to larn at place but the other committednesss of life are traveling on around you. Students who stop, bead, and larn do n't be given to retain as much information. Self-monitoring is non ever helpful particularly when cunctation sets in and one time the work starts stacking up there is less penchant to retrieve from that cunctation. Do non hold adequate clip, excessively many plants to be done and lazy are among other grounds given by this type of pupils in order to avoid analyzing for tests.3.0. Solutions to the stated jobs for get downing on-line scholars:3.1. Time direction: –To finish your surveies via a flexible agenda in an on-line format can be really advantageous as get downing on-line scholars. Many scholars who enroll in an on-line grade plan think that it is traveling to be easy to complete their coursework without a set category agenda to follow. Anyone who wants to win in an on-line grade plan should hold clip direction accomplishments. To do certain you devote a plenty sum of clip to your surveies, set aside specific period each hebdomad that you will give to your coursework. It ‘s besides of import to be after your f riends and household members for the fact that you will be puting aside certain times for surveies. If non they will evidently believe that you ‘re available to them because you are at place. Efficient clip direction is n't the lone challenge faced by pupils in on-line instruction plans but acquiring your agenda under control is one of the first things that every online scholar demands to make to fix to stand out in his or her categories.3.2. Introduce new classs: –Introduction of a nucleus class to cover the needed accomplishments is the most great manner to guarantee that pupils are both enthusiastic and suitably prepared for ODL. The scholars need to ease the debut of group work into an otherwise â€Å" traditional † grade model, fit group work into the semester system and to develop academic staff in their apprehension of group accomplishments and theory. Supremely, a short class for staff should be run on a regular footing and an introductory nucleus class for pupils in the first twelvemonth of the plan should be introduced. This solution enables any classs within the plan to use group acquisition, confident that the key demands and accomplishments will already be familiar to the pupils prior to the beginning of the class. Likewise, get downing on-line scholars will be cognizant that group work may organize portion of the standard acquisition procedure, and are likely to near such classs with far less nervousness than might otherwise be the instance.3.3. Skills required at the beginning of the class: –In this instance where ODL engagement in a group work of minimal two hebdomads at the start of the class should be devoted wholly to the nucleus advantages, benefits of group acquisition and the accomplishments required without any anterior formal preparation in group skills.It seems hard. However, readying of get downing on-line scholars in this manner is an indispensable demand for successful group work and someway assumes less importance when one steps out of the more usual talk, seminar and tutorial manner. Group facilitation, duties to other group members and effectual online communicating are amongst the accomplishments that should be stressed in these Sessionss. One of import accomplishment to larning online is larning to pull off your clip foremost. We have to do a hebdomadal survey agenda for the most effectual ways to maintain on top of your studying.A Make clip usefull for offline activities. Make note of these at the beginning of the class and program consequently for them to be a succesfull scholar. Follow the schemes below: ( GOAL SETTING STRATEGIES )S SpecificM MeasureableA AccomplishableR RealisticT Time-bound4.0. DecisionTaking a class or gaining a grade via online acquisition can be a worthwhile experience but requires some subject on your portion. Proper readying can take to a direct focal point on your classs. A coach ‘s counsel is important for the success of synergistic and brooding acquisition. The findings reveal that the teacher ‘s counsel reduced such jobs and that, to a certain extent, successful acquisition was achieved.A It is apparent that distance instruction pupils in the survey benefitted from this signifier of acquisition and possible to set about certain steps to minimise the jobs and to guarantee greater success in future efforts. Last but non least, squad instruction should be implemented with each teacher taking on certain function. So, when you sign up for online acquisition, do n't merely excited at the beginning but as the hebdomads advancement, motive can diminish .A When this occurs, remind yourself of the ground you enrolled in the first topographic point.