Writing Assignment Education ( Test ) - 1269 Words

Writing Assignment: Education (Test) Understanding-- a concept of comprehending derived mainly from how one sees and applies something they have learned to what they know. Not everyone understands absolutely everything; where some may understand one idea, another may not understand that idea, but fully understand another. This concept comes from how and what you were previously taught and how you apply your own particular sense of knowledge to situations. Understanding goes along with the essay, School by Kyoko Mori on how she expanded that satori, â€Å"enlightenment is considered to be beyond human description† is used in the Zen-style teaching method. Mori’s input and familiarity with the Zen-style teaching method follows truly with how David Sedaris in, Me Talk Pretty One Day, found his point of enlightenment. The marvelous feeling of reaching enlightenment comes purely from the effort and speed at which you perform a certain task; from understanding someone to mast ering a skill, the end result marks a beneficial use of the time you put into that task. The Zen monk’s teaching techniques used in Japan that Mori introduced to us rely heavily on the students’ effort and desire to achieve. This Zen technique is based off satori, or enlightenment and in this style of teaching the teacher presents â€Å"a series of koans-- questions that are meant to puzzle and disturb rather than provide answers† (Mori). The goal of these koans is to break down the students’ confidence about theirShow MoreRelatedThe Chosen Signature Assessment, Iep File, An Assignment From Eduu 601, Assessment And Iep Development948 Words   |  4 PagesFile, is an assignment from EDUU 601, Assessment and IEP Development. This signature assessment clearly expresses the Program Learning Outcome (PLO) number 4. 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On the other hand, theRead MoreUsing Oral Corrective Feedback For Students Improvement Of English Writing Skill1358 Words   |  6 PagesEnglish Writing Skill Introduction Nowadays, English is one of the important languages in the world because it is used as an international language in all fields. For this reason, it is necessary to know all aspects of this language. Academic English writing is also an important skill since it is used extensively in higher education and in the workplace. However, many Thai students are not able to write accurately even English major students. This study will find out the way to improve writing skillRead MoreHomework As A Learning Experience858 Words   |  4 PagesHomework for college level students should not be required. There are three basic functions of homework that Professor of Education, University of Connecticut Ronald T. Laconte defines in his article â€Å"Homework as a Learning Experience. What Research says to the Teacher†: practice, preparation, and extension. Preparation is defined as reading done outside of class before a topic is discussed. Extension is defined as homework that is designed to t ake the student beyond what was covered in class. PracticeRead MoreQualitative Research Methods986 Words   |  4 Pagesinterview took around sixty minutes. The survey was used to understand respondents’ general education background and select suitable participants for the further qualitative data collection. Interviews asked their English and academic learning situations in Taiwan, the processes of studying in graduate programs, present doctoral learning situations, in and out of class academic (writing) activities, academic (writing) challenges they encountered during their academic acculturation, and their perceptionsRead MoreIdentify the Different Types and Different Methods of Assessment Used in Teaching.1339 Words   |  6 PagesFlemings VAK/VARK model tests are a great way to get learners talking and appreciating their varied learning styles. The variations on these tests have been used since 1987 and claim that learners can use the model to identify their preferred style of learning and be able to focus on what brings them most benefits. Visual learners- benefit from visual aids, diagrams, handouts Auditory learners – benefit from listening to recordings, discussions or talks. , Reading/writing learners- benefit fromRead MoreThe Purpose Of College Is A Subject That Is Very Important1273 Words   |  6 Pagesbeen debated for many years. There are many differing sides that have very dissimilar opinions on what they believe the purpose of college should be. In 2011, a survey done by Pew Social Trends found that 57% of Americans believed that â€Å"the higher education system in the United States fails to provide students with good value for the money they and their families spend† (â€Å"Is College Worth It?†). Correspondingly, the amount of debt that students are taking on when graduating is greatly increasing. According

The Anarchist Challenge A Theory Of Society Without Any...

What is the anarchist challenge? Anarchism is defined as â€Å"a theory of society without any established authority† at any level, a state where man has absolute freedom and his autonomy assured. The anarchist challenge is clearly put by Wolff â€Å"The defining mark of the state is authority, the right to rule. The primary obligation of man is autonomy, the refusal to be ruled. It would seem, then, that there can be no resolution of the conflict between the autonomy of the individual and the putative authority of the state. (1970 p10). If man agrees to be part of a state, the anarchist argues that their freedom to be autonomous is undermined. In any form of government, autonomy and authority are simply mismatched. Authority is â€Å"the right to command, and correlatively, the right to be obeyed† (Woolfe 1970 p. 4), If we accept the authority of the state, then we are accepting that we do not have rights of freedom and are therefore giving up our independence. The an archist will not conform to the authority of government nor recognise the state. Can the social contract as devised by either Thomas Hobbes or John Locke provide the answer. I would argue that neither Hobbes nor Locke, provide a complete answer, but Locke is closest. Hobbes advocates a dictator or Leviathan to control the state and ensure laws. Locke recognises that man is entitled to freedom but needs a sovereign power to ensure that there are no violations of man’s property by another. However, he argues that absoluteShow MoreRelatedLiberal Perspective of a State7979 Words   |  32 Pagesliberalism, which became popular in the twentieth century. Liberalism first became a powerful force in the Age of Enlightenment, rejecting several foundational assumptions that dominated most of the earlier theories of government, such as hereditary status, established religion, absolute monarchy, and the Divine Right of Kings. 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(1) Is it possible to define Dostoevskys pol itical philosophy without subjective leaps of inference? (He was

Analytic Commentary Drawing and Representation Essay Example For Students

Analytic Commentary: Drawing and Representation Essay Sammy is freely making marks on the blackboard he deeds little active encouragement to do It is clear from this that Sammy is acting autonomously and exercising his will in his actions. There must be a clear balance between child indicated and adult lead situations; this may vary from child to child depending on whether they are introverts or extroverts. A childs creative development requires this balance, according to Bruce (2006), in order to be fully nurtured. Sammy has a range of different colors in which to explore independently. This Will in theory enhance his self-image and provide him With a sense of control over his actions (Duffy, 1938). Drawing is important for young hillier because it is an open ended resource the boundaries for creativity are very wide ranging, this put the emphasis of mark making and creative freedom Write, 2007). The adult needs to consider the appropriateness of the different materials that are provided for Sammy, taking into consideration the aspect of physically holding the chalk shows that Sammy is developing hand to eye motor coordination (Bruce, 2006). The ideal would be a balance between familiar and new materials to work with so that Sammy is not restricted by the creativity opportunities presented to him; at the same time not intimidated by too much hospice to new materials (Duffy, 1998). This is shown by the choice to colors that Sammy has and the familiar by the blackboard being the only medium to draw on. Sammy is making aesthetic and representational choices that are intentional, he is not using instructions or stencils, This means that the marks that he is making are indicators as to what is important to him (Duffy, 1998). Prom the conversation Sammy has with the adult we find that he is representing a spider. Until the point of verifying that he has drawn a spider Gammas mind could be occupied by the many other possibilities of representation within the raring. Representation is a form of abstract thinking, it is ascribing attributes to concepts that are linked to the empirical world but require imagination in order to form meaning. This shows that drawing is similar to play because they use both everyday experience combined With imagination to form new concepts and ideas (Broached et al, 2010). Sammy uses this drawing activity to initiate conversation With the adult about his ideas and to express himself both verbally and non-verbally. (Write. 2007) states that drawing gives children the opportunity to communicate and be creative simultaneously. This in turn supports Krebs (1997) who claims that children show great flexibility in their cognitive capacity. This process of representation may happen in stages, According to Pigged (1951), drawing technique would moue from non-representational to representational. The childs first images would be random scribbles and eventually reach a stage of visual accuracy. This point View is disputed by Mathews (1994) points out that two-dimensional representation is a complex process rather than a stage. Mathews argues that drawing is context specific and Of an intentional nature to children. Early childhood practitioners should value childrens representations because they are valuable to the children themselves: however the creativity behind the drawing process is not influenced by merely acknowledging the childs accomplishments. The Creativity is developed fort aspects of the childs nature such as being open to change, flexible and innovative (Duffy, 1998). The aspect of acknowledging Sammy work promotes his ability to comprehend and explore his life experience and to bridge understating of concepts about the world around him. It is argued by Write (2007) that abstract understanding can occur form drawing; to expand on this idea and claim that art is fundamental to the human condition because it provides a medium to expression. We can assume from these points that giving young children like Sammy the opportunity to draw is a very positive step tort cultivating their developmental capacity. .ub8d00c3673adf72e8ab88d659037879c , .ub8d00c3673adf72e8ab88d659037879c .postImageUrl , .ub8d00c3673adf72e8ab88d659037879c .centered-text-area { min-height: 80px; position: relative; } .ub8d00c3673adf72e8ab88d659037879c , .ub8d00c3673adf72e8ab88d659037879c:hover , .ub8d00c3673adf72e8ab88d659037879c:visited , .ub8d00c3673adf72e8ab88d659037879c:active { border:0!important; } .ub8d00c3673adf72e8ab88d659037879c .clearfix:after { content: ""; display: table; clear: both; } .ub8d00c3673adf72e8ab88d659037879c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub8d00c3673adf72e8ab88d659037879c:active , .ub8d00c3673adf72e8ab88d659037879c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub8d00c3673adf72e8ab88d659037879c .centered-text-area { width: 100%; position: relative ; } .ub8d00c3673adf72e8ab88d659037879c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub8d00c3673adf72e8ab88d659037879c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub8d00c3673adf72e8ab88d659037879c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub8d00c3673adf72e8ab88d659037879c:hover .ctaButton { background-color: #34495E!important; } .ub8d00c3673adf72e8ab88d659037879c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub8d00c3673adf72e8ab88d659037879c .ub8d00c3673adf72e8ab88d659037879c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub8d00c3673adf72e8ab88d659037879c:after { content: ""; display: block; clear: both; } READ: Commentary - Shakespeare Hamlet EssayIt is important to remember that pre-shaped activates may offer little encouragement to the creativity of children (Duffy, 1938). The role of practitioners and parents should focus on cultivating the sensitive nature of the childs choice in the imagination process and not to be too fixed on trying to develop the childs presentational skills. Focusing on trying to make Sammy a good drawer would take away from his imagination process; the adult notices this and gives Sammy the freedom to draw (Duffy, 1998). Sammy at one point Starts to use his finger to rub the chalk on the blackboard this creates a smudging effect. It is clear from the initial confined area Of smudging that Sammy is more interested in the aesthetic effect of smudging the chalk rather than to erase his drawing. He is Offered a cloth to Wipe With by the adult Who perhaps is unaware that Sammy is enjoying the physical aspect of what he is doing. Sammy answers the adults suggestion with a no; this shows him confidently asserting that it is his drawing and it is he who is in control of the imagination process. There are moments in the drawing session when Sammy is more engaged with what the adults; this is noticeable because he turns his head every few seconds towards the adults and waits for their response. Duffy (1998) argues that some form of intervention is necessary because representational drawing is when children intend to communicate and share ideas because of this some form to communication is necessary. The opposite of this is the non- interventionist approach, advocated y Duffy (1 938), this means there is no active interaction with the child. This leaves the child free form adult expectations and that may outweigh the childs own ideas and creative process. Duffy does also points out that sensitive and intuitive intervention can help the child in gaining knowledge. This analytical commentary has shown that young childrens apparently random marks have a deep meaning to them, the represent experiences and ideas. Adults; practitioners and parents, have an essential role to play in the involvement of a childs imagination; a role of ensuring creativity is not confined but enhanced (Guar and Bruce, 1932).

MTB-MLE in Philippine Education free essay sample

President Benigno S. Aquino’s education agenda states the following regarding language in the curriculum: â€Å"’to use English to connect with the world, to use Filipino to connect to our country and the mother tongue to connect with our heritage. ’† (Gunigundo A9) How are these attitudes imbibed by today’s Filipino youth? This is where Mother tongue-based learning comes in. Mother tongue-based learning, also known as Mother Tongue Based-Multilingual Education (MTB-MLE), uses more than two languages as a medium of instruction. It is grounded on making children literate in their first language or L1. They are only taught Filipino and English when they have mastered their first language. When they are used to Filipino and English, the abilities and lessons they acquired in L1 can be used in their secondary languages (Nolasco, â€Å"Why children learn better while using mother tongue† A13). Its main objective is for children to learn basic skills in their regional language prior to learning in their L2 (Quismundo A10). We will write a custom essay sample on MTB-MLE in Philippine Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students learn and understand better when the medium of instruction is the language they are most exposed to, the language they know the best (â€Å"Why the ‘English bill’ is tantamount to national suicide† 9). Thus, the mother tongue-based learning program should be implemented in Philippine provinces to improve the primary foundation for education. Experiments on the implementation of Mother tongue-based learning programs have been around for over 60 years. It was first implemented in Iloilo in 1948, when Hiligaynon was made the medium of instruction. Two years later, it was found that learners under the program did better than those who were taught in only English. The next trial was the Rizal Experiment of 1960, which proved that the more a student is exposed to a language, the more capable he or she will be at using it in the future. Around 25 years later, the First Language Component-Bridging Program (FLC-BP) attested that students given proper transition from their first language to English and Filipino, their secondary languages, excel more than those who are immediately taught in English and Filipino. Then, in 1999, under Lingua Franca project, two sets of groups were observed: The experimental groups which used Ilocano, Cebuano and Tagalog were used as a medium of instruction, and the control groups which used English and Filipino. At the end of the second year, it was found that the experimental groups averaged higher scores than the control groups did (Quijano). With all these studies and experimentations, it is evident that the choice of the language for instruction is a pressing issue for Filipinos. Students cannot fully comprehend what is being taught because the medium of instruction is not a language they are familiar with (Nolasco, â€Å"’Language Martyrs’† n. p. ). According to Tarra Quismundo (A10), one of the reasons why students drop out of school is because the medium of instruction used is a language they don’t understand. How will students be able to take part in class discussions and such when they are unable to comprehend what is going on? Because these issues are not given an immediate response, there are at present, an estimated 221 million children around the world who choose not to attend school (Ndaruhutse). When a child is allowed to use his or her own language, expression becomes easier. With Multilingual Education (MLE), children are enabled to voice out their thoughts and opinions, making them part of the learning process (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 6). If a child cannot effectively express his or her thoughts, he or she will end up either questioning his or her surroundings or merely go with the flow (Tubeza, â€Å"Local dialects key to global success† A6). Aside from students, the mother tongue-based learning program would benefit teachers as well. â€Å"No less than former Department of Education Secretary Butch Abad revealed a year or two ago that easily 70 percent of public school teachers are incapable of communicating effectively in English. [†¦] It is the most basic principle of management that objective and strategy must equate with the reality of available means. † (â€Å"Why the ‘English bill’ is tantamount to national suicide† 9) When teachers are restricted to teaching with a language they cannot fully grasp, it can lead to detrimental effects for the students. With this program, teachers would be more effective, especially if they are more accustomed to the local language. In teaching with the vernacular, they would be enabled to relate to students better in class (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 6). According to Valenzuela Representative Magtanggol Gunigundo, in Valenzuela, only 13 percent of Filipino examinees got a particular question in the 2003 Trends in International math and Science Studies (TIMSS) right. A further study showed that when selected items were simplified into Filipino, top students of the lower grade scored higher than the top students in the higher grade that took the original test (A9). When the program was tested In Mindanao, there was a significant rise seen in the average National Achievement Test (NAT) scores of Manobo students who were under the Culture-Responsible Curriculum for Indigenous People-Third Elementary Educational Project (CCIP-TEEP). These students were first taught in Minanubu, then later on introduced to English and Filipino (Quijano). Results like these have motivated Rep. Gunigundo himself to propose a bill to the House of Representatives that pushes for multilingual education. This bill encourages the use of the native language during the primary years of education, and requires the provision of proper transition to English and Filipino as the child progresses to higher levels. It promotes the mother language, at the same time, it does not demean English or Filipino (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 17-18). The Department of Education has also taken some measures to address the need for mother tongue-based learning. In DepEd Order No. 60, s. 2008, the Department of Education acknowledged that mother tongue-based learning is the best way to provide proper transition from a child’s first language to the second, creating a proper foundation for education (Quijano). In June 2009, the 30-year-old bilingual policy was replaced. Then DepEd secretary Jesli Lapus signed Order No. 74, s. 2009, in support of Rep. Gunigundo’s bill, to implement Mother Tongue Based-Multilingual Education as the new teaching strategy for primary education (Tubeza, â€Å"DepEd shifts to mother tongue for grade school† A5). However, basic education in the Philippines will not be automatically better with the implementation of the Mother Tongue-based learning program (Martin, â€Å"The MTB-MLE Express: unstoppable† A15). In a recent Presidential Policy Forum, Manuel Villar Jr. , Sen. Richard Gordon and Gilbert Teodoro all said that English should be the medium of instruction for primary and elementary. Villar said that English and Filipino should be implemented in school for the nation’s progress, while Teodoro said that English should be taught in preschool to avoid difficulty in learning it at a later age (Mendez 2). Making English the lingua franca would benefit those who aim for global careers (David A12), like Filipino seafarers who have the advantage of knowing how to speak in English unlike the Chinese and Koreans, who are the country’s competitors in the business. But focusing on English alone can lead to the loss of other job opportunities. It could end up with Filipinos striving superficial jobs such as those in the call center market (Tan, â€Å"Multilingual† A15). Despite research on the MLE program showing that students learn better with their mother tongue, the House of Representatives still is still insisting on using English as the medium of instruction (Nolasco, â€Å"FIND ME PLEASE† n. p. ). There is a pending â€Å"English Bill† that â€Å"[†¦] Cebu Representative Eduardo Gullas proudly pushes [†¦] by saying ‘Mounting global unemployment [†¦] underscored the need for our human resources to be proficient in English – the world’s lingua franca – in order to stay highly competitive in the job markets here and abroad. ’† (â€Å"Why the ‘English bill’ is tantamount to national suicide† 9) With this bill, mother languages are sacrificed in favor of English and Filipino (Tan, â€Å"Mother tongue† A15). One of the reasons why English is still being pushed to be the medium of instruction because people remember how effective American education was during the American occupation, when in reality, it was mostly the upper class Filipinos who were able to graduate and attain a degree (Nolasco, â€Å"’Language Martyrs’† n. p. ). If students are taught using only English, the elitist traits of the Filipino people will be highlighted (Esposo 11). Filipinos fail to realize that using English is not for people in all social classes. Instead, they assume that everyone can speak it perfectly (Tan, â€Å"’Mother Tongue’† A15). Instead of waiting for the government decision on the permanent medium of instruction, some Filipinos have already opted to put their children in schools with a multilingual curriculum (Tan, â€Å"Mother tongue† A15). An Ateneo de Manila University graduate, James Soriano (A16), recently wrote an article that was published in the Manila Bulletin, and later on, the Philippine Daily Inquirer. The article talked about how he referred to Filipino as â€Å"the language of the streets†. He said: [ ] Filipino was a chore, [†¦] it was not the language of learning. [†¦] We used to think learning Filipino was important because it was practical: Filipino was the language of the world outside the classroom. It was the language of the streets. [†¦] Only recently have I begun to grasp Filipino as the language of identity: the language of emotion, experience and even of learning. [†¦] It might have the capacity to be the language of learning, but it is not the language of the learned. [†¦] I may be disconnected from my being Filipino, but with a tongue of privilege, I will always have my connections. [†¦] This article sparked a lot of controversy, with different people writing to newspapers with their own thoughts on the article and on the language itself. Many said that because of James Soriano’s article, the youth has given importance to the language again. They have realized the role and impact a language can have on Philippine culture and on the country itself (Pimentel A16). Others said that his real intentions were to make Filipinos understand the magnitude of the language, especially since the article first came out during the month Filipino is honored (Estoya A16). Since the Philippines is a very linguistically diverse country, with over 150 languages to date (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 7), there have been many trials on multilingual education all around the country. For instance, in Lanao, it was found that people became more interested in reading when old myths and legends were translated in Maranaw. Another example is one of the most successful multilingual programs in the Philippines in Kalinga. There, a community has already started to use the program permanently, after a successful experiment showed that teaching in Lubuagan helped students perform better in standardized tests (Martin, â€Å"Mother-tongue education is the way to go† n. p. ). These students ranked first in the provincial reading test in 2006, scoring higher in the Filipino and English reading tests than other students. Studies showed that by the third year of implementation, students in multilingual classrooms were doing better than students who aren’t (G. Dekker and D. Dekker A11). Mother tongue-based education or multilingual education is not unique to the Philippines. In fact, people in other Asian countries that are more developed than the Philippines were educated in the country’s chosen vernacular. English is only learned optionally as an extra ability (â€Å"Why the ‘English bill’ is tantamount to national suicide† 9). Parents in South American countries, such as Bolivia, have different opinions on learning with the mother language, because they think that their children need to learn Spanish more than their mother tongue. Despite this, UNICEF has implemented a Bilingual education program. With all the effort, they are still having trouble carrying out the program because of the lack of teachers and learning aids (ed. Haddad 168). In South Africa, the program is only implemented in places where there are enough capable teachers and community members to help carry it out. The choice of language to be used in the classroom is left up to the parents, however, if the school or government does not approve, they have the power to change what has been decided on (ed. Haddad 143). One of the things Filipinos don’t know about Europeans, although they are multilingual, learned first in their own languages before learning English to deal with international affairs (Esposo 11). For example, in the Netherlands, it is important to be multilingual because of their relations with neighboring countries such as Germany. They have proved that there should be no argument between English and the national language, because multilingualism is the right choice (Tan, â€Å"Multilingual† A15). To effectively execute the program, the load is not only on students and teachers. Participation of parents and the community is a key parameter that is found to be present in programs that push for the mastery of multiple languages (Hernandez A13). Parents who are more used to the local language can monitor their children better, just as teachers in the same situation can (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 6). In accordance with DepEd Order No. 74, s. 2009, the community is requested to help provide learning aids in the vernacular, because it is the lack of materials that hinders the program from being executed correctly (Tubeza, DepEd shifts to mother tongue for grade school A5). Mother Tongue-based Multilingual Education helps everyone be part of the learning process by integrating culture with education (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 6). Transferring and learning a second language is based on what the students can currently understand. Introducing them directly to a language not familiar to them would confuse their way of thinking, which is why a strong foundation in the mother tongue would help. With a strong foundation, children would be able to understand both languages and would find it easier to shift between the two (ed. Haddad 6), which is actually one of the program’s aims. The others are learning to value languages and cultures and enabling them to peacefully relate with people from different parts of the world, making them multi-literate, multi-lingual and multi-cultural learners (Nolasco, 21 Reasons why Filipino children learn better while using their Mother Tongue 5). Ludwig Wittgenstein said, â€Å"The limits of my language mean the limits of my world. † (qtd. in David, A12) Knowing that the world outside the classroom is parallel with the lessons in school, a child can better understand and appreciate his or her surroundings. In his book Language and Nationalism: The Filipino Experience Thus Far, Gonzalez said that â€Å"[†¦] the Filipino will continue to be multilingual, at least, trilingual, using the local vernacular as the language of the home, Tagalog-based Pilipino as an urban lingua franca, and English as the language of commerce, legislation, government and international relations [†¦]. † (157) In continuing to be a multilingual people, the Filipinos should neither abandon nor exchange their mother language for another. When one loses his or her own language, the identity that binds the Filipino people is lost. This proves to be a problem for exclusively English-speaking Filipinos. There is difficulty in interacting with their fellow countrymen because they cannot speak the vernacular (Pimentel A16). â€Å"As we begin to appreciate the rhythms and cadences, the humor and wisdom, in each of our many languages, we just might be able to overcome out parochialism and regionalism and build a nation strong in its multicultural foundations. † (Tan, â€Å"Mother tongue† A15) The Filipino people should use the numerous languages they have to support a nation, wherever they may be. Second generation Filipinos, the children of Overseas Filipino Workers, may not speak the mother language of their parents, but they understand it. Maybe in the future they can use it, and they can be one with the Filipino culture. Like Fr. Facundo Mela said, â€Å"There is nothing like speaking in one’s mother tongue. † (A16) Learning other languages should not mean renouncing the mother language, because it is that language that connects one to the past. It is that language that connects one to the motherland.

Deviance In Gang Involvement Why Join A Gang Essays - Crime

Deviance In Gang Involvement: Why Join A Gang? Mark Sirignano 027-66-7577 Tues. Thur. 9:25-10:40 12-14-99 Deviance in Gang Involvement: Why Join a Gang? The problem of gang activity is not a new one facing our country. Ever since the beginnings of human existence gangs have served as a means of protection for humans. The issue of gang activity has recently, however, come to the forefront of dilemmas facing our nation. While cities like Chicago and Los Angeles are chronic gang sites, other cities such as ?Miami, Portland, Columbus, Dallas, and Milwaukee have only recently (within the last decade) had what they termed as a gang problem? (Conly 7). Gang numbers have, without question, skyrocketed over the past 10 to 20 years. Los Angeles, for example, has recently been estimated to have as many as 90,000 gang members (Conly 14). The importance of these numbers cannot be overlooked. However, to fully understand the problems that gangs may pose to society, the term gang must be defined. Without a definition the impact of gang maliciousness on society may be lost. Throughout its history the term ?gang? has possessed a diverse usage, being linked to outlaws in the ?wild west? and organized crime groups among others (Decker and Van Winkle 2). Due to this, a clear-cut definition of a gang does not exist. However, most agree that a gang is a group of mostly males that engages in delinquent activities. However, the definition goes much further than that. A police officer, for example, may call a gang ?an on-going, organized association of three or more persons who individually or collectively engage in or have engaged in criminal activity? (Conly 5). Notwithstanding, this definition is terribly obscure. That definition could include a group of boys who occasionally drink alcohol. On the other hand it could also include a group of youths that rapes and steals from old ladies. This definition obviously ranges from one extreme end of the spectrum to the other end. While images of boys drinking in the woods does not conjure up representations of hard c ore gang activity it does fit under the umbrella of the definition given above. This definition, obviously, leaves much to be desired. A sociologist, on the other hand, may describe the term gang with another set of values. As a result, a sociologist may describe a gang as a group whom: Are generally perceived as a distinct aggregation by others in their neighborhood, recognize themselves as a denotable group (almost invariably with a group name) and have been involved in a sufficient number of delinquent incidents to call forth a consistent negative response from neighborhood residents and/or enforcement agencies. (Sanders 9) This definition is less obscure than the previous one. However, it still leaves much to be desired. As one can see a ?clear cut? definition is extremely hard thing to determine. In order to define the term gang one must take a combination of several definitions. As a result, a combination of these two definitions must be faceted for the purpose of this paper. Gangs, for our purpose, can be characterized in the following manner: A group of youths that commit crimes that recognizes themselves as a ?gang?. As a result of a sufficient definition being unearthed, the focus of this paper can next be turned to the reasons for joining a gang. While there are a variety of reasons one may choose to enter into the gang environment, there are three prominent reasons that stand out. These reasons are psychological, financial, and physical. The psychological aspects of gang life are plentiful. Many youths in the inner city come from broken homes. As a result, these youths may turn to the gang life as a ?pseudo? family. The gang, which has a definite family hierarchy, becomes the family for the youth. However, the purpose of a family is to provide support, love, and protection. The hazardous gang life-style often provides injury and death as well. In addition to psychological support, gang life often provides financial support as well. Teens who would normally be making fifty to sixty dollars a week at a part time job can rake in as much as a thousand dollars per week by stealing or selling drugs in a gang setting. In

How Bar Graphs Are Used to Display Data

How Bar Graphs Are Used to Display Data A bar graph is a way to visually represent qualitative data. Qualitative or categorical data occurs when the information concerns a trait or attribute and is not numerical. This kind of graph emphasizes the relative sizes of each of the categories being measured by using vertical or horizontal bars. Each trait corresponds to a different bar. The arrangement of the bars is by frequency. By looking at all of the bars, it is easy to tell at a glance which categories in a set of data dominate the others. The larger a category, the bigger that its bar will be. Big Bars or Small Bars? To construct a bar graph we must first list all the categories. Along with this, we denote how many members of the data set are in each of the categories. Arrange the categories in order of frequency. We do this because the category with the highest frequency will end up being represented by the largest bar, and the category with the lowest frequency will be represented by the smallest bar. For a bar graph with vertical bars, draw a vertical line with a numbered scale. The numbers on the scale will correspond to the height of the bars. The greatest number that we need on the scale is the category with the highest frequency. The bottom of the scale is typically zero, however, if the height of our bars would be too tall, then we can use a number greater than zero. We draw this bar and label the bottom of it with the title of the category. We then continue the above process for the next category and conclude when bars for all categories have been included. The bars should have a gap separating each of them from one another. An Example To see an example of a bar graph, suppose that we gather some data by surveying students at a local elementary school. We ask every one of the students to tell us what his or her favorite food is. Of 200 students, we find that 100 like pizza the best, 80 like cheeseburgers, and 20 have a favorite food of pasta. This means that the highest bar (of height 100) goes to the category of pizza. The next highest bar is 80 units high and corresponds to cheeseburgers. The third and final bar represents the students who like pasta the best and is only 20 units high. The resulting bar graph is depicted above. Notice that both the scale and categories are clearly marked and that all the bars are separated. At a glance, we can see that although three foods were mentioned, pizza and cheeseburgers are clearly more popular than pasta. Contrast With Pie Charts Bar graphs are similar to pie chart since they are both graphs that are used for qualitative data. In comparing pie charts and bar graphs, it is generally agreed that between these two kinds of graphs, bar graphs are superior. One reason for this is that it is much easier for the human eye to tell the difference between the heights of bars than wedges in a pie. If there are several categories to graph, then there can be a multitude of pie wedges that appear to be identical. With a bar graph, it is easier to compare heights a know which bar is higher. Histogram Bar graphs are sometimes confused with histograms, probably because they resemble each other. Histograms do indeed also use bars to graph data, but a histogram deals with quantitative data that is numerical rather than qualitative data, and of a different level of measurement.

Trade unions Essay Example | Topics and Well Written Essays - 3000 words

Trade unions - Essay Example European trade union leaders, along with their 'London Declaration', studied the financial crisis and appeal for fair dealing and rigorous action. Practical suggestions were as well made to prevent this situation from happening again: successful measures should be taken to guarantee that the economy carries on enjoying capital investments, also to put a stop to disgraceful financial forecast. The addition of public funds into the economy should correspond to public regulation, whereas the control of financial markets at global and European levels should be enhanced (Satre 2005, 804). This paper's objective is merely a wake up call. While trade unions determinedly expand their organizing attempts and ideas, there remains a noticeable need for constant research on effective strategies and techniques. It is essential to acknowledge nowadays that organizing has turned out to be increasingly complex. Under the pressing burden of feeble and incompetently enforced labour laws, aggressive employers harbouring antiunion sentiments, and a progressively intimidating political and economic atmosphere, it is not fascinating that hardly any workers surmount the threats, anxieties and hindrances and continue to in fact organize a union and negotiate an initial agreement. Problems are only worsened when labor leaders are informed repeatedly by their believed allies in government and the academe that workers are not interested anymore in unions but perceive a more workable and less intimidating option in management-offered participation activities. Confronted with an increasingly unfriendly climate, the labour movement has started to concentrate its energy on the single component of the organizing mechanism that it has power over, union strategies and techniques. This part focuses on the means by which workers, whether unionized or non-unionized, are adequately represented at work, and by which they gain differing extents of voice in the decision making of the top management or employers. Apart from collective bargaining exercised by trade unions, it emphasizes the means of information dissemination and collaborative consultation contained within an employment relationship. One premise is that an interpretation of the interaction of these systems of representation is fundamental for a positive reception of the current and potentially future trends of worker representation in the United Kingdom. In particular, it proposes that types of representation aside from collective bargaining may prospectively establish more mainstream voice systems, with employers and employees alike, than what they actually have previously (Wigley 2002). In the past, employers single-handedly made majority of decisions on issue regarding work. In a number of circumstances, typically job-related matters, expert or strategically positioned employees could single-handedly control particular features of their working lifestyles. From the latter part of the nineteenth century up until the present, collective bargaining steadily developed. In a number of incidences, to defend