Tom Brennan notes Essay Example

Tom Brennan notes Essay Toms letter- sentences- maybe you could go to a councilor or talk to someone outside of the family to help you cope Its not your fault mum, you did nothing wrong to cause this I feel Like kylie is punching me away, the whole family changed. We are all here when the time comes, when you are ready to start again. I miss the way our family was before the accident. I am making friends with the guys on the football team, they are a nice bunch of blokes. You are missing out on so much of my life and it hurts that you dont care. Chapter 4 His legs had wasted to long pieces of bone wrapped in shiny skin. (p. 61) If I was Fin- Maybe Itll come back, first my toes then my legs. What if it doesnt though? Daniel didnt know what he was doing, but he still conscious and hes the only one I can blame. I dont think I can forgive him. What am I going to do with my life now? I cant play footy, cricket, swim, and even write. Ive got future of endless misery for trying to help my mate. Why me? Chapter 5- Tom Is really upset by Daniels behavior towards him at the beach. Write his diary entry for that day. The silence. The darkness. Vive seen it before, the night of the crash. I saw the anger in his eyes. Man sometimes Daniel annoys me We will write a custom essay sample on Tom Brennan notes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tom Brennan notes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tom Brennan notes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It haunts my memories even today The moment I saw him my heart sunk Memories that make me hurt make me want to cry We were able to have able of a Joke and a laughs together, but It wants the same It never will be. Im always In danger when Im with Daniel. Daniel would be so but better without his temper. Daniel likes his privacy, I shouldnt have told Brendan. He always takes his anger out on me He kept me under the water for ages. I thought I was going to die. Chapter 6- Activity: Discuss whether Kylies reaction to her situation is the way most teenagers would 0 respond. Discuss how the class would have dealt with Tees. Could Tom have done anything Tot help her? Activity 1- All Individuals react In a different way, there Is no average way to respond to hidden away; others block it out and move on. In her situation where she meets new friends and Just tries to start a new life to fit in and forget I think its a healthier way to respond even though the rebellious attitude she has adopted is impacting on her and others negatively she is at least confronting it. Activity 2- In this situation Tom could have tried to help and become more understanding but he himself is trying to find a way to deal with his emotions and past. Chapter 7- Activities: You are a psychologist who has been assigned to help Tees in the days following The accident. Write the report you would make on her emotional state. Discuss Tallboys recommendations should Daniel have pleaded guilty or not Guilty? Activity 1- Tees has seen the stages of denial, remorse, sadness and uncertainty. Her progress has been negative as she tries to get a grasp on what has happened and how the community is responding as days before the accident her family was respected and liked. Now they face the families and friends of the 2 children her son had killed. Activity 2- Considering the statements that the witnesses made the options for denials plead were restricted. To face the court and have an honest testament the court would see his remorse and character before his actions maybe giving him a better option for his future. If he pleads not guilty and the evidence is against him the sentence will be much larger, the families inflicted will be angrier and the character of Daniel will be compromised. Chapter 8- In small groups, compare Tom how is emotionally at this stage with how he was at the beginning of the story. Is there any change? At the beginning of the story he was cared and confused as he was pushing his car out the driveway to escape the gaze of the neighbors. This is slightly contrasted with his more developed character by chapter 8 where he starts to put things together and realize why everything happened. He is still emotionally unstable because of the event and what had happened to him, his family and the community but his understanding and progression of the realization of it seems to be developing through the next few chapters. He now takes control, gets along with life, accepting yet still hiding and burying it below his new life. Gets back into footy ND running, his old life. JOURNEY INTO THE WORLD) My short Journey to next year. At this stage in my life with study, work, social life, hobbies, adulthood and other interests its hard to hold it all on one plate, to balance the workload and find the priorities. The Journey mainly involves study up until the end of the HAS hopefully, if I can find a routine and beyond that its all about work, friends, alcohol and parties. Len- between those I should be looking into my future as fair as nun and career goes but at the moment my main concerns are on going well in school but not forgetting the things that make me happy. Although all these things are most important for my study, work, school and sleep. To still have a sense of adventure in-between all the hassles of senior life. Chapter 9 the legend of the Brenna Brothers In the last 2 years these two remarkable brothers have almost carried their footy team towards the win. Along with the help of their teammates and rivals to motivate them they have blown away the competition with their brotherly instinct out on the field. They say the strongest bond is love, but there is one stronger than Just love, love and brotherhood. In the recent season that has Just passed the two have said heir intention for the next season, to make it a trisects, no team has done it before and I have, their family has and the community has high expectations for their future. Chapter II- 6 lines on reasonable assumption It wasnt a reasonable assumption by tom but because of his state of mind in the time this line was said its understandable. He didnt take into account the opinions and perspectives of the people in the town and his familys view of how they should react. It was more of an emotional response than a conscious one, making the reaction usually more heated and unstable. Lines on a discussion of dawns future. For Daniel I believe his future is looking to be that of progressive. From the news of his condition in goal and how he is helping other inmates he is already on the way to his new life outside of goal. I believe that his journey will have foundations around his family and final maintenance by the people he posit ions himself around. Chapter 12 6 lines to say I dont think it is fair for the whole family to be blamed for Daniels actions but that is the reality with their circumstance in their community. I think from what has been stated up to this point that the blame shouldnt go towards the whole family. That is what one persons downfall. Although I think it shouldnt be shared by the family its almost better that way so we can see the development and reaction of each individual character. Chapter 13 Kylie speech Good morning my fellow Chill classmates. Today I am going to talk to you about a very serious Chapter 14 Journal entries. (3) Journal entry 1- Going out for dinner, I thought itll be a change from eating hard boiled meatloaf all joining us though. Crisis, the goddess who walked among us. I was so nervous. The start of the night went salamander, I was interrupted naked and burnt as I was herring, but in a way it was good. The rest of the night went well, Just Jokes and laughs. Id forgotten all about my nervousness of the glistening beauty of Crisis and it Just seemed like it was a normal dinner with mates. It was an amazing night, seemed like old times, Entry 2- Heading off to the footy camp I had very low expectations for the resulting week but it didnt mean we couldnt have a bit of a social thing. These boys couldnt catch a cold but it started out to be a lot of fun. I tried teaching them a few moves that Daniel and I use to do, killer tactics they were but it didnt work out. I was beginning to get bait upset because from the years past footy camps were all about learning new things, refining our skills and fitness. This excuse for a gathering was mostly the opposite. My attitude must have been showing because dad pulled me over and started to have a word. Entry 3- After dad had a very meaning full conversation, he almost had a tear in his eye. For the next 4 days I worked those boys through all the training runs Dan and I use to do, teaching them new tricks and refining their skills as much as I could. After the conversation dad made me realize that the game wasnt all about winning and eating the shield but doing it as a team and enjoying it. Tom b- 1st person flash backs non- chromo accident obstacles- mother, kylie sport/girlfriend transition change, obstacles, transformation, responsibility, choice, identity. ROT- the kings of summer Tommy B Chapter 16- He was on a self-destruct mission. (p. 229) In a class discussion students could share ideas on this topic. Do they believe that Daniels parents should have been also charged for taking a passive resistance towards his behavior? What could have been done to help Daniel prior to the accident? Are liquor laws the same for underage drinking in all countries? What influence do friends have when someone is going off the rails? Question 1- no I dont. They were having a hard ti me controlling their sons behavior like many parents do around the same age as Dan. It is completely understandable and excusable. Question 2 taken a deep breath, and thought about what has happened. Maybe taken a walk to relax and sweat the alcohol out, sober up. Question 3 no, some countries take it very seriously having harsh penalties such as probation and steep fines. Australia is quite relaxed about the matter and consider it within our culture I believe. Although this is my opinion there are still Judges and officers that take it very seriously and go beyond the laws to teach the offended a lesson. Question 4 depends what sort of attitude and frame of mind they are in. If they are negotiable and sociable friends can have a very big influence. Calming them down or sometimes heating the situation. But while they are totally negotiable friends advice can be easily deflected. Chapter 17- The siren rang for full-time, the score still 9-7 but you wouldve thought we were the winners. (p. 251) Activity 1 Students are to write a sporting column for a local newspaper describing the match. Vive got to ring him. (p. 253) Activity 2:0 What would Tom have said to Matt? Working in pairs, write a script of this phone call. Activity 1- One of the most intimidated matches for the season Chapter 18- l think Ill call you Harvey, she crooned. Because Saint Harvey was famous for his miracles.

Speech Delivery Essay Example

Speech Delivery Essay Example Speech Delivery Essay Speech Delivery Essay Make a list of at least seven attributes that epitomize effective delivery. It might help to actually think of a person who is an excellent public speaker. What makes this person effective? Be as specific as possible.Here is the list of seven attributes that characterize effective public speech.Full posession of the subjectThe speaker should very familiar to the subject of speech. The feeling that the speaker is well aware of the subject grabs attention and inspires respect towards the speakerLiteracyThe speech should be grammatically and stylistically ideal. Any failure in these two aspects may destroy the positive image. At the same time, the language of the speech should correspond to the levels of the subject and the audience. The right stile may greatly influence on the overall impact of the speech.Structured and clear speechThe ideas expressed in the speech should follow each other logically. The aim of the speech should be clear and should be stressed separately.ConfidenceMost novice speakers experience fear, which does not give and impression of a professional attitude. The audience expects confidence and trustworthiness. Fearful and shy attitude may cause sarcasm, distrust and disrespect.Effective eye contact and body gestureSincere eye contact creates a silent dialogue, whereas effective body gesture may confirm the trustworthiness of the ideas expressed and will serve as an effective performace tool to keep the interest among the audience.effective pausingPausing is one of the tools which are used by the experienced speakers. A sucecssful utilisation of this tool ensures real success of the speech.clear selection of the length of the speechLong speech does not mean good speech. Most novice speakers fear that a limited number of sentences will mean a bad speech, whereas a long, uninteresting and boring speech is not better. The speaker should sum up the speech as soon as the main points are already covered.List and define the six elements of vocal pre sentation.1.  Ã‚  Ã‚  Ã‚  Ã‚   PitchTone of sounds, ranging from high tones of soprano to low (or deep) tones of bass.1.  Ã‚  Ã‚  Ã‚  Ã‚   Volume ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fullness or power of the sound, ranging from loud to soft,1.  Ã‚  Ã‚  Ã‚  Ã‚   Rate ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The speed at which words are spoken. (Most people speak about 150 words per minute, the equivalent of one-half to two-thirds of a double-spaced, typewritten page.)1.  Ã‚  Ã‚  Ã‚  Ã‚   Quality ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The characteristic tone of a speaking voice1.  Ã‚  Ã‚  Ã‚  Ã‚   Animation ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Has to do with the liveliness of the presentation.1.  Ã‚  Ã‚  Ã‚  Ã‚   Pause ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A temporary stop or hesitation.3. How does physical appearance affect delivery? Provide an example of a speaker whose physical appearance enhanced or hindered effective delivery. This can be a public figure (e.g., celebrity, pol itician) or someone you know (use no real names, please). Your answer should be approximately 200 words in length.It is widely believed that the most successful speaker is the most handsome person. A thorough study of the world history of speakers reveals that the inner beauty has greatly been the guarantee of the success, rather than the physical appearance. Nevertheless, tidy, tasteful and appropriate wearing, appropriate haircut and energetic manners enhance effective delivery of the speech. At the same time, there should not be anything that may grab the attention of the audience and shadow the delivery of the speech by its present, e.g. extra bright clothing, tired and sleepy manners, or a masquerade makeup. On this occasion, I tried to recall a single speech made by Marylyn Monroe; I hardly remembered a singe word, although I clearly remember her making small speeches; her brilliant appearance does not allow the audience to remember her expressing anything. In contrary to this , I am still puzzled over the speeches of the late John Paul II, who with his non attractive appearance, great difficulties in maintaining all the rules of effective public speaking could possess with the attention and admiration of thousands of people. His present and holiness, the wisdom and the contribution to the world history were the most powerful factors for him to be successful in any of his speeches.How does movement enhance delivery? Explain how gestures and eye contact affect delivery. Your answer should be approximately 100–200 words in length.The human nature believes the body first and than the language. This is why the body language adds credibility to the oral speech. Many presentations require that the speaker uses visual aids during the speech. Especially for those cases the posture, eye contact and movement enhance the speech and make the audience feel comfortable. However, the movement and body language should be developed appropriately; they must contribu te to the actual subject and not exaggerate or confuse the audience. The body language should be natural and be embedded into the speech itself. The effective use of eye contact, movements and facial expressions will make the speech livelier; they will serve as additional tools to express the feelings, and naturally, the main points of the speaker. Therefore, the speaker should feel free in expressing his/her inner feelings. A person speaking about a happy occasion without a smile on the face will sound strange, whereas speaking in from of the audience may drive the speaker into a stressful situation and force the person to use contradictory gestures and non appropriate style in general.5. Watch Bill Cosby’s commencement address at Old Dominion University. In approximately 200–400 words, comment on Cosby’s delivery, addressing all elements of voice, physical appearance, and movement as discussed in your textbook.?

Statement of Purpose for TESOL Master's degree Essay

Statement of Purpose for TESOL Master's degree - Essay Example These are the primary reasons for my selection of this noble and important field. Certainly, I have a great vision for the future. I envision the world where all students would be able to communicate effectively in a standard language. Therefore, my ultimate goal is to become an efficient and effective teacher primarily for students learning English as a second language. I was lucky to have been born in U.S and therefore, my language foundation is good. However, I have experienced the challenges of second language learners when I went back to my native country. The teachers could not teach effectively since they had problems in pronunciation due to poor background in English. I have invested a lot in my education and my graduate qualifications can attest to that. I still wish to continue investing in myself until I become nurtured enough to impart the knowledge to others. I am deeply motivated and encouraged to achieve my objectives of making English easy and interesting to learn for second language learners. Although there are many challenges along the way, I have not relented on pursuing my dreams. I have worked in a bank as a banker. Actually, I got a promotion to a well-paying position within the bank but declined the offer and came back to U.S to realize my objectives. Education is not primarily about money but an inner and strong drive to make life simpler and easier for the society. Therefore, I am not driven by money but by a strong passion. I believe that the gratification that comes with assisting students in learning cannot be quantified with anything. My parents have been a great motivation and have accorded me all the support I need. They are still willing to support me to the end since they believe in me and believe that I have what it takes to realize my noble dream. Needless to say, my professional aspirations are indeed great. Therefore, I need a good university that will equal my passion

Current and Future Trends in a Sector of the Hospitality Industry Research Paper

Current and Future Trends in a Sector of the Hospitality Industry - Research Paper Example As time changes, even the hospitality industry has changed a lot for the better. While many of the issues have been effectively dealt with, a number of new asking issues have come to the scenario. A person lacking in skill is likely to be less productive than someone who possesses such a skill (Frogner 2002). The problem of creating and maintaining a loyal and skillful workload is always a challenge for all the business owners around the world. It has been anticipated that all the aspects of construction and renovation cost will continue to keep on increasing. 'It was mainly because steel prices experienced a 48.8-percent increase in 2004, which was preceded by significant increases in scrap iron and steel prices in 2002 and 2003. Steel prices held steady in 2005 but jumped again in 2006 through 2009. They are expected to increase again in 2010 and beyond as demand for steel from construction projects in China and India increases. Scrap iron and steel prices have increased by approximately 20 percent in the past twelve months' (Hotel Line Special Report 2006). Hospitality management systems have evolved into sophisticated, well integrated, multi-discipline tools capable of helping properties of all types and sizes attract more guests, generate more revenue and reach much-improved levels of efficiency. But still, in certain areas of the world, the main technological factors of the hospitality industry completely have to depend on outsourcing facilities which at times turns out to be more complex operations.

What is Rhetoric Assignment Example | Topics and Well Written Essays - 250 words

What is Rhetoric - Assignment Example From an analysis of these three major definitions, I would say that rhetoric is a manner of speaking that helps a speaker convey a message effectively. As can be seen, rhetoric is a communication tool, so its importance arises from the ability of a speaker to manipulate its use to convey messages. Rhetoric is a tool that can be used by the speaker to influence the listener’s mindset, so it is important for convincing people of opinions that they should understand. However, rhetoric is a combination of the good and bad. Just like any tool, rhetoric can be used for negative and positive purposes. This means that rhetoric is a tool, a tool used in speech for different purposes. Rhetoric is a tool that can be used to build or destroy lives, depending on the way the speaker chooses to use it. For example, a speaker can choose to use to use rhetoric as a weapon, which is still an application of a

The national curriculum of Indonesia

The national curriculum of Indonesia In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone change several times, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest curriculum of KTSP 2006 (best understood as School Based Currriculum), those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology change in the living of state community (Soekisno, 2007,). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesias national curricula were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the 1945 constitution; the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it. Continuing to improve the quality of education in order commensurate with other developing countries, the Indonesian government has made various changes, and continues to review the implementation of education in Indonesia. The National Education Standards of Indonesia (BSNP) had regulated through Government Regulation (PP) No. 19 Year 2005 and set eight contents of the Standards of Education, specifically Content Standard, Standard Process, Graduates Competency Standards, Educators Standards and Education Workforce, Infrastructure Standards , Management Standards, Financial Standards and Evaluation Standards. Simultaneously the Government Regulation No.19 year 2005 affected the direction of Indonesian curriculum development policies to implement its Content Standard (SK) and Graduate Competency Standard (SKL) as established through the Regulation of The Minister of National Education: Number 22, 23, 24 year 2006. These three regulations then further elaborated KTSP (School Based Curriculum) which is built and developed by each educational unit or school in Indonesia. According to Azumardi Azra (2006), explained that the changes in education in Indonesia means that there are two new paradigms emerged in education, shifting the orientation of the policy where previously being centralized to decentralized, then national education is more oriented to the learning process rather than results. Decentralized system means to implement the new breakthrough School-Based Curriculum known as KTSP in Indonesia. Change of curriculum had affected the national education system of Indonesia; it had not only affected the learning climate in the classroom, but the readiness of the principal and subject teachers in efforts to understand and apply the curriculum in practice. In addition, Sutrisno and Nuryanto (2008) viewed that the implementation has not been optimally practiced as educational practitioners think KTSP differs with KBK. Meanwhile Suhadi (2006) argued that such an assumption was due to a prior attitudes and psychological resistance against the changes. The changes enhanced the operational practice of curriculum which are developed and implemented by each school consisting of their own respective goals, local content perspectives, educational calendar and syllabus. KTSP which was being mandated by the Ministry of National Education Indonesia (MoNE) through The National Education Standard Institution (BSNP) means to reinforce the implementation of its predecessor (read: KBK), it implies that KTSP still put pressure on developing students competencies. According to Fasli and Bachruddin (2007) said that KTSP implementation will not be undergoing a public test, because this curriculum had been tested through KBK which was being applied by several schools in a pilot project before the birth of KTSP. This is then a following-up toward curriculum change in the context of regional autonomy and decentralization of education programmed by the government of Indonesia. The implementation of this curriculum is focused on three dimensions of students enrichment of knowledge (cognitive), attitude formation (affective) and behavior (psychomotor). Under KTSP the school and teacher have the authority to decide the educational goals based on their own schools perspective, in other words, teacher have duties on: (1) constructing and formulating the proper goal, (2) choosing and constructing the right lesson material according to the needs, interest and childrens development phase, (3) using various methods and teaching media, (4) and constructing the program and the right evaluation. A curriculum should be made systematically and detail, which will help the teachers in its implementation. However, KTSP faces major challenges related to integration of local information, national, and international. Combining these integrations may only be solved by having resources which are prepared ahead of time, not by the teachers who prepared instantly through a variety of curriculum development assistance programs. It is more dangerous if the schools eventually just offered cheat or trace the guidelines offered by National Education Standard (BSNP). If so, KTSP will create the instant schools and result in stunted creativity, contrary to the mandate of the KTSP. Some of the reasons behind the needs for this research include (a) KTSP implementation needs to be evaluated simultaneously in qualitative and quantitative terms; and (b) the results of that evaluation can be made as the basic information for all policy decisions related to educational elements in Riau Province especially at Indragiri Hilir Regency. Research Problem However, having been launched on 2006, there were many issues discussed by experts and parties whose responsible for education, particularly in the implementation of School Based Curriculum (KTSP) which has inadequate human resources whose capable to interpret even elaborate it into the practice of educational unit , incompleteness of the supporting facilities of its implementation, the teachers do not understand KTSP as a whole, both in terms of concept and its implementation in schools and even still busy using the previous theory in the process of teaching and learning in classroom. In accordance with the principal of KTSP, all levels and types of education in Indonesia must develop their own curriculum based on their potential areas and students. This is supported by Minister of National Education Regulation No. 22 of 2006 on the Content Standards, as well as Minister of National Education Regulation No. 23 of 2006 on Graduates Competency Standards (SKL); these regulations mandate to the schools in order being required to prepare their own curriculum. However, this policy is not accompanied by teachers readiness or even understanding. These generate confusion among them while applying the KTSP. As informed by Curriculum Center 2010, the monitoring noticed the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances undertaken by various parties will ensure the success of its development and help improve understanding of the concept and philosophy, and encourage them to develop the curriculum based on their respective conditions. Various obstacles occurred during realizing the empowerment of schools and KTSP. First, lack of ability is the main construct, developing of staffs members capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes the Curriculum Center to experience substantial cost-cutting measures; it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also creates distrust between local education authorities and Curriculum Center. But the best spirit in welcoming this new curriculum to be highly efficacious for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. Therefore, any problems arise due to the implementation of KTSP supposed to comprise more serious concern of Indonesian Government, especially Indonesian Ministry of National Education. The aspects to be considered include the following: Improving teachers quality and understanding toward relevant concepts of KTSP implementation. Providing such of facilities and infrastructure that can support the successful of KTSP implementation. Simultaneously help every educational unit in developing KTSP. Evaluating its process at provincial level to local district and regions. Whatever the responses from the concerning person/social in regard to the implementation of KTSP, school and teacher are the central to implement this school based curriculum; they themselves have the potential to overcome any weaknesses occurring, if not it will be in vain. As suggested by Nana (2001) no matter on how good the curriculum, the results are highly dependent on what is being done by teachers and pupils in the classroom. It means the success of education through curriculum reformation will ultimately be determined by the teacher as an executor of the curriculum, and school as a learning provider. Research Objectives This study aims to see how the implementation of School-Based Curriculum (KTSP) is carried out in Junior High Schools and Senior High Schools as well as Madrasah at Riau province Indonesia. Specifically it will be conducted in one part of Riau Province namely Indragiri Hilir Regency. Particularly the objective of this study is to assess the status of KTSP implementation in the dimensions of context, input, process and product (CIPP model by Daniel Stufflebeam). To figure out the extent to which KTSP has been implemented in High Schools and Madrasah To investigate the complexities of its implementation during 4 years running To find out the supporting facilities provided by national and local government in its implementation Overall purpose of this study is to see the implementation of the KTSP in terms of context, input, process and product. Significance of the Study The result of this study will give some of practical benefits as follows: The policy recommendations to Indonesian Ministry of Education (especially for Indragiri Hilir Ministry of Education) based on the objectives data that will be resulted at the end of the study. Information to the public (stakeholder and parents) For basic development of relevant curriculum materials accordance with local potentials and teacher competency standard. As reference to the theoretical basis for the development of KTSP paradigm based on schools potential needs on respect to its planning, implementation, and evaluation. Research Questions In overall objectives, this study will formulate the research questions based on the evaluation model of curriculum developed by Stufflebeam (1972); those are Context, Input, Process and Product. Thus the research questions are formulated as the following: Dimension of Context How do the English teachers at Indragiri Hilir Regency develop their own curriculum based on schools desires, students needs and local needs? How do they implement and integrate all aspects of KTSP into their lesson plan and teaching? Dimension of Input How does the Indragiri Hilir Education Ministry assist the schools in developing their teachers capability in implementing KTSP? Dimension of Process How is the implementation of KTSP in Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How do they (Schools and teachers) evaluate its implementation? Dimension of Product How are the results of KTSP implementation? What is the effect of KTSP implementation on students competence in English (Impact of teachers creativities in designing their own curriculum development) CHAPTER II THEORETICAL FRAMEWORK Literature Review As the latest curriculum on 2006 which is derived from KBK (CBC-Competence-Based Curriculum, 2004), KTSP becomes a new breakthrough in the history of Indonesian education curriculum, which to progress its development to down-top approach. Contextually, KTSP develop by any groups or committees of the education unit or school/madrasah those under coordination and supervision of the National Indonesian Education Ministry and Local Indonesian Education Ministry. It emphasizes on developing the ability to perform competences and tasks with specific standards, so the results affect the students on mastery of a set of specific knowledge competencies, and values used in many fields of life. Indeed, KTSP is the curriculum that reflects the knowledge, skills and attitudes and also refers to the concept of education in turning to improve students potentialities. Moreover, according to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003 as cited in Mochtar Marhum, n.d.). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The governments and communitys interest in English has been growing since the early 1990s (Alwasilah, 1997). This position of English can be traced from government documents on the results of Parliaments meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997) suggested that the need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language (p. 89). Yet, the uniqueness of this KTSP hopefully brings the new education model to the success of Indonesian education. The development of a KTSP is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The freedom of schools to create their own curriculum which is relevant with the needs of students cannot be fully implemented (Harry Burhanudin, 2008). The general model of it which is being developed as a model and fully adopted by a number of schools has tended to cause a similar curriculum among schools as to what was being implemented in the centralistic era. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The capacity of school community to analyze the conditions and needs of the students and implement them in school curriculum needs to be further improved. Therefore, school assistance through professional development programs provided for the head teachers and teachers in the context of this kind of school based curriculum is still considered important for several years to come. In line with the school assistance, capacity building of the educational management in autonomous regions (regency/municipality) managing the curriculum development still remains to be completed A number of studies have been carried out to investigate KTSP implementation; a study conducted in 2008 in Jambi province of Indonesia revealed (Sutrisno Nuryanto, 2008) that KTSP to all levels (Elementary Schools, Junior and Senior High Schools) having less applicable in term of (a) KTSP developmental preparation, (b) syllabus development, (c) teachers self development, (d) integrated learning, (e) local content development, (f) outcomes assessment, and (g) report process (p. 27). As such the issue above, implementation in this context leads to the true readiness of Jambi province in anticipating of changes toward educational paradigm from a previously centralized to decentralized model. For example, KTSP which was launched in late 2006 gave more emphasis on school autonomy through developing their own curriculum according to local needs and wisdom. This means Indonesian curricula is no longer centralized nationally and it is mandated under Indonesian Regulation No. 22 legislated in 1999 by the republic of Indonesia (R.I). Regarding local government, decentralization implies that the authority to implement and manage education shall be transferred from the national government to local districts or municipal government levels. At this point Sutrisno and Nuryanto (1998) also asserted that the teachers rules as facilitator in KTSP elements have not been working as the schools and committees expectations. Furthermore, on different angle was reported as in the following: The real condition shows that the paradigm shift is not necessarily accompanied by better result. A number of problems still advance in Jambi while on level of provinces, cities and countries. First, not all sectors which are directed to educational policy have human resources competent to formulate the technical policy and its implementation. Second, the increasingly of dominant political intervention in determining of policy and implementation, contextually in line with the trend of autonomy, bureaucratic chain is very closely possible to having dominantly power to education. (Sutrisno Nuryanto, 1998 p. 24). In a sense, it is important to consider the argument rose on where the KTSP developed, Endo viewed from this perspective that KTSP is similar to the concept of School-Based Curriculum Development (SBCD) in Australia which had begun to set on the mid-1970s, the discourse was in essence of giving more freedom in determining the curricula by the schools members (Endo, 1997). SBCD has several characteristics that are generally similar to SBC development in Indonesia, proved on through the participation of teachers, participation of the whole or part of school staffs; range of activities including selection (choice of a number of alternative curriculum), adaptation (modification of existing curriculum), and creation (designing a new curriculum); responsibilities transformation from centralist to decentralist (not terminating of responsibilities) and a continuation process among the community and stake-holders (to assist teachers and schools). Other studies have indicated, however, Indonesian KTSP is not derived from SBCD in Australia. Wachyu (2009) argued KTSP is having the differentials factors from SBCD in Australia, KTSP is an integrated curriculum combining between the Top-Down and Bottom-Up approach that was being confirmed in USPN (Legislation of Indonesian National Education Standard) on chapter X, article 36 and 37. USPN revealed that Indonesian curriculum development is based on National Education Standard (SNP) and considerately pay attention on learners potential diversities, schools diversities and local needs. Chapter 38 also states that the structure and framework of the curriculum of primary and secondary schools are determined by the government. Therefore, KTSP was divided into core (subjects tested nationally) and local subjects that are developed by each educational unit based on the assessment of its potential, including the content to develop learners personality and potential based on his interest in the form of extra-curricular activities. While SBCD in Australia tend to apply bottom-up approach, the entire process and the stages of curriculum based on the potential school. As confirmed by Skillbeck (1991) that School based curriculum is a process when some or all members of a school take part on planning, implementation, and evaluation on the aspects or elements of the curriculum (Sklill beck, 1991, as cited in Wachyu, 2009, p. 2). Decentralized curriculum; such of designing, implementing and controlling (evaluation and improvement) carried out through locally by each educational unit, teachers who design its curriculum working together with experts, schools committee/madrasah and others part of society. KTSP development could include all components of the curriculum or some only, instead of compilation can be done by a group or all teachers with regard to the needs of each school in accordance with the conditions in each educational unit or its surrounding communities. KTSP will be more meaningful because of the different situations in a certain local condition that lead to the fulfillment of needs, demands and local development. It will produce a variety of design but is easier to understand, master and implement by teachers by virtue of their involvement in expanding KTSP. Particularly the center of curriculum by Indonesian Education Ministry (2007) has pointed out also the advantages and its shortcomings, the advantages are taking on (a) KTSP is accordance with the needs, conditions, and on diversities which every local communities have, auto assist in developing society, (b) easier to carry out due to the designs that have been prepared by teachers considering the local factors that really support to develop. Instead, it has also several shortcomings, (a) not all teachers have the expertise or skills in curriculum development then, not every local schools have the teachers or an expert that proficiently in developing such of it, (b) with content being localized, the graduate can have lack of ability to participate in national competitiveness, (c) various designs that lead to the complexity of monitoring and evaluating in term of national learning outcomes, (d) transferring students from certain schools to another schools can cause difficulties (Cente r for the Development of Curriculum, 2007). Listen Read phonetically Recent reports have noted, 60 English teachers from junior and senior high schools spread of 24 regencies and cities in West Java Indonesia were being selected, most teachers who participated in this study had trained and socialized about KTSP (Wachyu Sundayana, 2009). Wachyu explored the research questions on (a) How are English teachers understanding about KTSP, (b) How are their perceptions on the development of KTSP, (c) What complexities were raising during implementing and developing its curriculum. This study showed the development of KTSP in every unit of education especially junior high schools and MTs (Madrasah) in West Java is still not in line with the stages of development as suggested in the guidelines of BSNP (Institution of National Education Standard). Data collection showed most teachers (74%) know what KTSP was, but they were not clear to what function they have in practice, implement and develop KTSP; for the same reason Faizah and Ismono investigated the readiness of chemistry teachers in Bangkalan district of Madura and found that Chemistry teachers from five schools were not ready to apply, the percentage just reached on 60% (Faizah Ismono, 2008, as cited in Yuli Eko Siswono, n.d). Simultaneously with the finding of Wachyu Sundayana study, the complexities on its implementation concluded as follows: (a) lack of supporting facilities of the schools, (b) incompleteness of KTSP guidance received by teachers, (c) KTSP guideline was not detailed and clear, (d) teachers understanding on KTSP documents. These data are consistent with the finding of research conducted by Miftahul Jannah (2008) showing teachers abilities are low in developing syllabus and lesson plan; most of respondents (75%) stated about their inabilities in developing syllabus but just copying and duplicating the examples from BSNP without having a preliminary investigation throughout students potentials and schools needs. Most of interviewing respondents admit to their complexities in making a good syllabus and lesson plan lines with the students and schools needs. This fact showed that teachers having many difficulties in developing varieties stages on KTSP (Miftahul Jannah, 2008, as cited in Wachy u Sundayana, 2009. p. 7). Regarding Riau province, whole schools on current educational year 2009/2010 are progressing to adapt KTSP, such socialization have always done, it felt as complexity because the entire process of transforming from being centralize to decentralized was not much understand by some teachers, referring to the function of teachers on KTSP, teachers are together with schools members to develop KTSP based on students potential and local needs (UUD No. 20 year 2003/article 37). In fact, it is of utmost importance to examine what we could learn from prior and present efforts to bring about the strategies that are currently progressed by BSNP to help every educational unit in developing its curriculum. Harianti (2008) explained although the authority of national curriculum development has changed, it is not making a sense for curriculum center to lose their jobs, the task change progressively to assist schools to prepare their own respective curricula. Furthermore, Harianti pointed out the job responsibility does not seem to be easy where there are a large number of schools in Indonesia contains 43.461 (elementary schools), 12.731 (junior high schools), 4.499 (senior high school) and 2.655 (vocational high schools), yet, not including Early Childhood education, Extraordinary Schools and Madrasah (Harianti, 2008). It does not allow for curriculum center helps one by one, there should be a strategy then schools can develop their own curricula. The expectation is that they can develop a curriculum, becoming true backbone in improving local human resources through education in national or even in international competitiveness. Empowering the schools and community in developing KTSP done through a technical assistance, both at the provincial level as well as at the level of district/city, at the provincial level expected to present a TPK (Curriculum Development Team) whose responsibility to provide the information and give assistance on the development of KTSP to TPK at the district level. Empowering at the provincial level such as Riau is concentrated in the area of curriculum development till the teams performing evaluation and monitoring its implementation based on their own respective regions, beside at the district level is concentrated on the ability of the team to perform in school curriculum development assistance. KTSP where commonly known as school based curriculum gone to be discussed for a long, the broad study of Marsh Collin (1990) on their final finding of School based curriculum development had suggested through sub of specifics SBCD issues: The key actors involved in political decisions about schooling in their respective countries tend to use several terms to describe or promote their efforts. Such term include quality of schooling, school-improvement, school-focused improvement, self-managing school, and many others. Be that as it may, there are a number of interesting issues about SBCD and (its synonyms) which are currently of considerable interest and are likely to remain so in the immediate future. They include: The role of parents and students in decision making Financial management by schools Professional development for teachers Teacher appraisal School evaluation Pressure of tightening central control (Marsh Colin, 1990, pp. 206-207) The Curriculum center in its official website released about the uniqueness of KTSP implementation in term of diversity of schools needs, although the two junior high schools are located in the adjacent neighborhood both were very much different in term of pupils conditions. The A school whose current learners come from upper and middle class of socio-economic level had high academic achievement; all of them want to continue on to university. On the other hand, the B school where the majority of learners come from disadvantaged of socio-economic groups planned to graduate soon and earning money is a primary goal of schooling. Both of these two schools will develop a very different curriculum. School A will focus on studies with higher order thinking that enables learners to have high academic thinking in leading them to continue university, while school B will enrich the subjects with several activities that cultivate the skills to work so that learners feel a sense of great benefici al skills after graduating from school B. Many researchers have investigated KTSP, Specifically on its implementation, based on the reviewing above some researchers had focused on the effectiveness on its evaluation based on the real phenomenon which occurred in the real situation of the schools, the writer although cannot find the way of their investigation by using several methods of curriculum evaluation models, where known on several studies like Glatthorn Allan, Floyd Bruce (2006) studied in their books that curriculum evaluation should be concerned with assessing the value of a program studies, a field of studies, and a course of study, furthermore, they argued of all these three levels of curriculum work are important. Hereafter, the evaluation models of curriculum as best known are practical such as: Tylers Objectives-Centered Model, Stufflebeams Context-Input-Process-Product Model, Scrivens Goal-Free Model, Stakes Responsive Model and Eisners Connoisseurship Model (Glatthorn, Floyd Bruce, 2006 pp. 302-306). For further study, the writer will focus on the evaluation model developed by Stufflebeams on Context-Input-Process-Product Model 1971. The context-input-process-product (abbreviated as CIPP) model, has several attractive features, namely: its emphasis on decision making seems appropriate for administrators concerned with improving curricula, its concern for the formative evaluation remedies. However the CIPP model has some associated drawbacks; its main weaknesses seems to be its failure to recognize the complexity of the decision making process in organizations. It assumes more rationality than exists in such situations and ignores the political factors that play a large part in these decisions (Glatthorn et al., 2006). Definition of the Terms Several operational definitions used by the researcher to conduct and focus on this study are as follows: Curriculum The original derivation of the word curriculum is from the Latin verb currere, to run; curriculum, a diminutive form, came to mean a racing chariot or race track (David Pratt, 1994, p. 5). Curriculum also can be defined as prescriptive, descriptive, or both. Ellis explained that Prescriptive definitions provide us with what ought to happen, and they more often than not to take the form of plan, an intended program, or some kind of expert opinion about what needs to take place in the course of study (Glatthorn et al., 2006, pp . 3-5). According to the Indonesian Institution of National Education Standards (2006) curriculum is a set of plans and rules about the goals, content, teaching materials, and the methods used to guide the implementation of instructional activities on achieving certain educational goals, its certain goals include the national education goals in accordance with the local potential

Intelligence and Happiness in Flowers for Algernon :: Flowers for Algernon Essays

In the story "Flowers for Algernon", the main character, Charlie Gordon is a mentally retarded 37 year-old man with an IQ of sixty-eight. Although he might not have been smart, I believe that Charlie was the definition of happiness. He worked happily as a janitor, was motivated to learn, and had a great time with his so called ?friends.? After Charlie undergoes an experiment that triples his IQ, his life changes for the worse. With intelligence does not come happiness. For Charlie, Ignorance is bliss. He realizes that his so called ?friends? were just using him to entertain their perverse humor. Also, he was also fired from the job that he loved so much because his new intelligence made those around him feel inferior and scared. This sends Charlie into a short depression. His life was better before the experiment because he had a job he looked forward to and ?friends?. "Now I'm more alone than ever before," Charlie says on April 30th. He had nobody to relate to because at this point of the story, Charlie?s intelligence has already exceeded that of his teacher and the doctors. Before Charlie became smart, even the simplest things in life were good enough for him. As a genius, none of those things mattered to him. His mind was more complex, he needed more and he wanted more. As a result, he felt alone and buried himself in his work. Charlie?s experiment was temporary, and overtime his IQ regressed. Algernon, a mouse that went through the same surgery as Charlie, died. If Charlie?s hypothesis proves correct, then he will die as well. Charlie?s life was better before the experiment because he was not exposed to the risks and consequences of the surgery. Without the experiment, Charlie would still be living his ignorant but happy life. In conclusion, I believe that Charlie?s life was better before the surgery. Although ?

Calveta’s Dining Services, Inc: A Recipe for Growth? Essay

Higher chances of attaining goals and will obtain desired market penetration Increases Calveta’s geographic coverage and market share GSD is presently in a good position, when the revenue generation is taken into consideration. Calveta would attain a great deal of customer potential as it was maintained by GSD. The organization hierarchy could be restructured so that it could accommodate significant growth while preserving the company’s core values. The disadvantages of choosing this option are: Very risky Plagued with labor issues and management turnover Quality of service may suffer. Higher debt load Does not have a strong balance sheet but has great income potential. Jennifer Calveta COO of firm: Could have been CEO instead of her brother Very detail oriented and concerned about preserving the company’s culture Is concerned about the acquisition of business for growth expansion Is concerned with the organizations structural modification 1. What role (if any) have Calveta’s values played in the organization’s success? Calveta has clearly defined values to guide the staff’s behavior. The immense growth of the organization confirms that Calveta’s is doing an excellent in embedding their values in their employees’ actions and management decisions. The values necessitate the inclusion of everyone and the exclusion of none. The organization’s values enabled all levels of management to usher the employees toward a continuous growth. 2. Does Calveta’s operating approach offer a sustainable competitive advantage? Calveta’s operating approach offered a unique competitive edge over many of its competitors. While their competitors focused on highly regularized systems and standards, Calveta chose to build local food service teams and menu offers to serve each facility distinctively. Additionally, Calveta’s wait staff treated the residents like family following their behavioral standards. This type of customer service garnered rave written reviews from the facility’s residents. Finally, implementing programs that increase efficiency while satisfying the needs of bed ridden or immobile residents confirm a very innovative operating approach that resulted in a sustainable competitive advantage. 3. Why haven’t other food service providers copied Calveta’s approach? Calveta’s competitors were not focused on conducting a profitable business without straying away from its core values. Passion, customer service and efficiency remained at the forefront of every decision. On the other hand, their competitors were focused on growth, meeting financial goals and increasing market share. Rarely do we find companies who keep both service and profit as a priority. 4. Given Calveta’s communication and internal organizational challenges, how important will training and development be to maintaining growth and culture? The internal challenges within Calveta confirm that the organization must continue to rely on training and development to ensure success. However, training and development should not be done in a manner that reduces quality or at the expense of the residents’ positive experiences. Upper management must create systems that focuses on the development of new managers and establishes a solid means of communication between staff and management. Growing pains is inevitable but it cannot become a deterrent to taking the company to the next level. 5. Calveta’s fifth goal is profitable growth. Goals one through four is more ethical in nature. Is goal five inconsistent with the first four? Establishing growth as a goal is consistent with Calevta’s other goals. However growth, whether by acquisition or market penetration, should not mean that â€Å"Antonio’s Way† is watered down in any way or removed from the way Calveta conducts business. Calveta’s unique approach to business cannot be lost while increasing revenues and market share. As long as Calveta’s values remain the guiding force to management decisions and employees’ actions, having growth as a priority should be expected. 6. How, if at all, should Calveta’s organizational structure be changed to resolve communication issues, preserve the company’s culture, and support future growth? Calveta’s uses the top-down management structure. This structure contains layers of managers (rank structure) which all communications must pass through. With each layer there is a risk of distorted information being sent to the next level. Each level adds to the communication becoming more confused and out of context. Therefore more layers mean a greater risk of distortion and confusion among the staff. Such distortions cause a lack of productivity, frustration, confusion, and inept management. Conversely, management is receiving feedback from the field that is invalid since the original plans, orders, and ideas were not acted on; the same risk of distortion exists with the return flow. The end result of this is that customer service suffers. The image and prestige of Calveta is damaged. Calveta should simplify its management structure, implement an information network, combine some positions and eliminate others. The implementation of a more flat management structure will reduce the chances of distorting communication. 7. Should Frank Calveta move forward with an expansion into the hospital sector? With the proposed acquisition? Calveta should focus on making serious internal improvements before piling on debt, increasing the chances of management turnovers, and getting into business with an organization known to not have the best reputation. Calveta has a great reputation and its ability to function and grow with little debt confirms that their balance sheet is in excellent condition as well. An internal restructure and a recommitment to its values and goals should be the number one priority. Calveta should not move forward with the expansion into the hospital sector at this time. On the other hand the acquisition of GSD may be an excellent move for Celveta. This acquisition will increase Celveta’s geographical presence and increase its assets without increasing its debt load. With some management restructuring done within GSD, Frank should be able to meet his father’s financial goal to double profit in 5 years.

Cervantes Quotes in Spanish With Translations

Cervantes Quotes in Spanish With Translations Miguel de Cervantes Saavedra (1547-1616) is by far the most famous Spanish author, and his international influence on literature rivals that of his British contemporary, William Shakespeare. Here are some of the most well-known sayings and quotes that are attributed to him; note that not all translations are word for word: Cervantes Quotes About Love and Friendship Amor y deseo son dos cosas diferentes; que no todo lo que se ama se desea, ni todo lo que se desea se ama. (Love and desire are two different things; not everything that is loved is desired, and not everything that is desired is loved.) Amistades que son ciertas nadie las puede turbar. (Nobody can disrupt true friendship.) Puede haber amor sin celos, pero no sin temores. (There can be love without jealousy, but not without fear.) Cervantes Quotes About Gratitude La ingratitud es la hija de la soberbia. (Ingratitude is the daughter of pride.) Entre los pecados mayores que los hombres cometen, aunque algunos dicen que es la soberbia, yo digo que es el desagradecimiento, atenià ©ndome a lo que suele decirse: que de los desagradecidos est lleno el infierno. (Of the worst sins that people commit, although some says its pride, I say it is ingratitude. As the saying goes, hell is filled with the ungrateful.) Cervantes Quotes About Living Wisely Una onza de buena fama vale ms que una libra de perlas. (An ounce of good reputation is worth more than a pound of pearls.) El ver mucho y el leer mucho avivan los ingenios de los hombres. (Seeing much and reading much sharpens ones ingenuity.) Lo que poco cuesta aà ºn se estima menos. (What costs little is valued even less.) El hacer bien a villanos es echar agua en la mar. (Doing good for low-lifes is throwing water in the sea.) No hay ningà ºn viaje malo, excepto el que conduce a la horca. (There is no bad trip except for the one that goes to the gallows.) No puede haber gracia donde no hay discrecià ³n. (There cannot be grace where there is no discretion.) La pluma es la lengua de la mente. (The pen is the tongue of the mind.) Quien no madruga con el sol no disfruta de la jornada. (Whoever doesnt rise with the sun wont enjoy the day.) Mientras se gana algo no se pierde nada. (As long as something is earned nothing is lost.) El que no sabe gozar de la ventura cuando le viene, no debe quejarse si se pasa. (He who doesnt know how to enjoy good fortune when it comes to him shouldnt complain when it passes him by.) Cervantes Quotes About Beauty Hay dos maneras de hermosura: una del alma y otra del cuerpo; la del alma campea y se muestra en el entendimiento, en la honestidad, en el buen proceder, en la liberalidad y en la buena crianza, y todas estas partes caben y pueden estar en un hombre feo; y cuando se pone la mira en esta hermosura, y no en la del cuerpo, suele nacer el amor con à ­mpetu y con ventajas. (There are two kinds of beauty: one of the soul and the other of the body; that of the soul shows and demonstrates itself in understanding, in honesty, in good behavior, in generosity and in good breeding, and all these things can find room and exist in an ugly man; and when one looks at this type of beauty, and not bodily beauty, love is inclined to spring up forcefully and overpoweringly.) Bien veo que no soy hermoso, pero tambià ©n conozco que no soy disforme. (I see that Im not handsome, but I also know that Im not hideous.) Cervantes Quotes About Memory  ¡Oh, memoria, enemiga mortal de mi descanso! (Oh, memory, deadly enemy of my rest!) No hay recuerdo que el tiempo no borre ni pena que la muerte no acabe. (There is no memory that time doesnt erase nor any sorrow that death doesnt extinguish.) Cervantes Quotes About Foolishness Ms vale una palabra a tiempo que cien a destiempo. (One word at the right time is more valuable that 100 words at the wrong time.) El ms tonto sabe ms en su casa que el sabio en la ajena. (The most foolish person knows more in his home than the wise person knows in someone elses.) Cervantes Quotes Everyone Has Heard Cuando una puerta se cierra, otra se abre. (When one door is closed, another is opened.) Dijo la sartà ©n a la caldera, quà ­tate all ojinegra. (The frying pan said to the cauldron, Get out of here, black-eyed one. This is believed to be the source of the phrase the pot calling the kettle black.)

Answers to Questions About Commas #4

Answers to Questions About Commas #4 Answers to Questions About Commas #4 Answers to Questions About Commas #4 By Mark Nichol Here are several questions about punctuation from DailyWritingTips.com readers, including two about too, and my responses. 1. I was taught to always put a comma before the word too. I realize this is a technical part of punctuation, but I see several instances where no comma precedes too. Is there an absolute rule for this, or are there times when the comma isn’t necessary? A trend toward open punctuation, a minimalist approach to commas that includes omitting punctuation before too, has prevailed in informal writing for some time. However, I support closed punctuation and advise always retaining the comma to set off too, regardless of the degree of formality of the prose. 2. Should you place a comma before too when it’s at the end of a sentence? â€Å"He decided to go, too,† or â€Å"He decided to go too†? Does it depend on the context of too? Some writing handbooks advise that inserting the comma in such sentences is optional; it’s necessary only to signal emphasis. But in that case, it would be better to state, â€Å"He, too, decided to go.† When too is at the end of the sentence, a comma to signal emphasis might be inserted when the word indicates an additional action or thought, rather than a similar one: â€Å"He watched her jump, and he jumped too,† but â€Å"He decided to hop and skip. He jumped, too.† But these distinctions, I think, are too complicated. My solution is to always insert the comma. 3. In the sentence â€Å"The subdimensions that were measured were accessibility and responsiveness and security,† responsiveness and security go together. How should I punctuate it to give clarity to the reader? Here are several options to clarify the subdimensions; I prefer the third one, which is more direct and concise, is in active voice, and omits intrusive punctuation or numeration: a) â€Å"The subdimensions that were measured were accessibility, and responsiveness and security.† b) â€Å"The subdimensions that were measured were 1) accessibility and 2) responsiveness and security.† c) â€Å"The test measured accessibility, as well as responsiveness and security.† 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 Punctuation category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?How to Play HQ Words: Cheats, Tips and TricksWood vs. Wooden

Infrastructure Protection Essay Example | Topics and Well Written Essays - 750 words

Infrastructure Protection - Essay Example The Homeland Security is responsible for the coordination of the nation’s overall protection efforts expressed by NIPP and the SSP. The homeland security watches and directs the development, integration and the NIPP with the national preparedness initiatives. The NIPP and the SSP therefore relies on homeland security department for success in implementation of their plans towards achieving infrastructural security in the nation. This is therefore how the three departments relate with one another and each of them is quite essential for the development of tight infrastructural security in any nation (National Infrastructure Protection Plan, 2015). Every Sector-Specific Plan is developed by a Sector-Specific Agency with a purpose of providing information on the application of concepts borrowed from the NIPP to the special characteristics and conditions of their sector. These Sector-Specific Plans are undergoing updates to make them work effectively with the most recent NIPP. An example of an effective SSP is the Information Technology sector-specific plan. The Information Technology Sector-Specific Plan (ITSSP) provides details of the efforts made by the IT department in managing the national level risks experienced in the nation. It provides the information on its progress and how promising these efforts are in managing the risk. This includes the details on the completion of the IT sector Baseline Risk Assessment. The IT SSP is also expected to make a presentation on how the IT department is making use of the results from the baseline analysis to inform the sector’s infrastructure and key resources (CIKR) protective p rograms, development, research, and measurement activities. For the sake of maximum protection of its critical infrastructure, the IT SSP provides updates each year on the details required. In the past years, the sector has also accomplished a few missions here and

Job Materials Portfolio Essay Example | Topics and Well Written Essays - 500 words

Job Materials Portfolio - Essay Example Customer service experience is another mandatory requirement since people to hold this position will have a lot of exposure to the customer. Therefore, one should have the necessary experience to serve customers in a hospitable manner hence making sure that the customer comes back once more. I have chosen to apply for a sales associate in Zara this is because this is the field I have got a lot of experience. In fact, I have studied a course related to sales in the college and this makes me feel that this field can be my best. In fact, I am looking forward to developing my career very much in sales. The opportunity with Zara will give me an opportunity to learn more on what selling really entail. These include selling, restocking and merchandising. Zara is an American company that deals with fashion for both men and women. This means that the company sells clothes to the American population bearing in mind the essence of fashion. For instance, every time designers keep on introducing new fashions in clothes market. This calls for business people to be so keen when it comes to deciding what customers need in order to survive. Zara takes into consideration customers’ preferences in a great way to make sure that their wishes are given priorities when designing their out fits. The company’s mission is to provide excellent customer service. This means that the organization works hard to make sure that they provide perfect services to their customers. This can be achieved through various methods which include involving customers in developing their designs. This means that the organization goes extra miles to make sure that they obtain necessary information from customers in terms of their fashion preferences and tastes. In addition, they use their sales associate to merchandise their stores hence creating a visible image to their customers. Zara Company started its operation in