Theme Essay Young Goodman Brown :: Free Essay Writer

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Young Goodman Brown†, by Nathaniel Hawthorne, delves into the classic battle between good and evil; taking the protagonist, Goodman Brown, on a journey to test the resolve of his faith. Goodman ventures out on his expedition deep into the sinister forest, in order to repudiate the attempt of the devil to sway him from Christianity; a test he believes his devout faith is prepared to confront. Goodman Brown is forever altered in ways unforeseeable by taking a stroll with the ultimate antagonist, the devil himself. The prevailing theme in this literary work, which is common in Hawthorne’s gothic writing, is the realization that evil can infect people who seem perfectly respectable. Throughout the course of his journey, Goodman Brown discovers that even highly reputable people of Salem are vulnerable to the forces of darkness.   Ã‚  Ã‚  Ã‚  Ã‚  Goodman Brown embarks on his journey into the forest with the fervent belief that his potent dedication is indomitably ironclad, and thus will be able to overcome even the most tempting persuasions of the devil. As Goodman and the devil continue sauntering along the serpentine path, they encounter Goodman’s old catechism teacher, Goody Cloyse, and it is eventually revealed that she is heading to the satanic occult meeting at the core of the forest. Goodman is absolutely confounded at the sight of her, as he had always considered Cloyse as a moral and spiritual guide in his life. Goody Cloyse’s appearance is the first moment where Goodman begins to question his faith. Brown's illusions about the purity of his society are finally obliterated when he discovers that many of his fellow townspeople, including religious leaders and his wife (aptly named Faith), are attending a Black Mass or â€Å"witch-meeting†. At the end of the story, it is not cle ar whether Brown's experience was a nightmare or biting reality, but the results are nonetheless the same. Brown is unable to forgive the possibility of evil in his loved ones, and as a result spends the rest of his life in desperate loneliness and gloom.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of his journey, Goodman Brown’s will and pride were both embedded in the belief that he was a pious man. Goodman’s pride in piety evidently fails him, as he discovers that his faith was based on the principles of individuals who had sworn allegiance to the devil. This deplorable truth destroyed his conviction, and in this sense the devil prevailed against Goodman Brown. Theme Essay Young Goodman Brown :: Free Essay Writer   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Young Goodman Brown†, by Nathaniel Hawthorne, delves into the classic battle between good and evil; taking the protagonist, Goodman Brown, on a journey to test the resolve of his faith. Goodman ventures out on his expedition deep into the sinister forest, in order to repudiate the attempt of the devil to sway him from Christianity; a test he believes his devout faith is prepared to confront. Goodman Brown is forever altered in ways unforeseeable by taking a stroll with the ultimate antagonist, the devil himself. The prevailing theme in this literary work, which is common in Hawthorne’s gothic writing, is the realization that evil can infect people who seem perfectly respectable. Throughout the course of his journey, Goodman Brown discovers that even highly reputable people of Salem are vulnerable to the forces of darkness.   Ã‚  Ã‚  Ã‚  Ã‚  Goodman Brown embarks on his journey into the forest with the fervent belief that his potent dedication is indomitably ironclad, and thus will be able to overcome even the most tempting persuasions of the devil. As Goodman and the devil continue sauntering along the serpentine path, they encounter Goodman’s old catechism teacher, Goody Cloyse, and it is eventually revealed that she is heading to the satanic occult meeting at the core of the forest. Goodman is absolutely confounded at the sight of her, as he had always considered Cloyse as a moral and spiritual guide in his life. Goody Cloyse’s appearance is the first moment where Goodman begins to question his faith. Brown's illusions about the purity of his society are finally obliterated when he discovers that many of his fellow townspeople, including religious leaders and his wife (aptly named Faith), are attending a Black Mass or â€Å"witch-meeting†. At the end of the story, it is not cle ar whether Brown's experience was a nightmare or biting reality, but the results are nonetheless the same. Brown is unable to forgive the possibility of evil in his loved ones, and as a result spends the rest of his life in desperate loneliness and gloom.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of his journey, Goodman Brown’s will and pride were both embedded in the belief that he was a pious man. Goodman’s pride in piety evidently fails him, as he discovers that his faith was based on the principles of individuals who had sworn allegiance to the devil. This deplorable truth destroyed his conviction, and in this sense the devil prevailed against Goodman Brown.

Affordable Care ACT

The patient protection and Affordable Care Act of 2010 (ACA) is expected to have a major impact on the financing of healthcare, principally by expanding insurance coverage to approximately 32 million of the current 50. 7 million uninsured by 2014. If the goal is reached, 95% of all Americans will have health insurance (Kovner& Knickman, 2011). The Affordable Care Act will expand coverage in two key ways: expanding Medicaid eligibility and through a blend of subsidies and mandates that encourage the working class to purchase affordable insurance coverage in the private market.Medicaid eligibility rates will be expanded so that most people who earn less 133% of the federal poverty level will be covered. Furthermore, the Affordable Care Act is one of the biggest changes to our Health care system since the introduction of Medicaid and Medicare. However, there still will be 29 million Americans who will still lack healthcare insurance even after the Affordable Care Act is fully instituted (Andrews,Darnell,Mcbride& Gerlert,2013) fundamental goals of the ACA are to decrease the cost of healthcare, increase quality of healthcare, services, and make healthcare assessable to all Americans, particularly the uninsured.One of the largest changes to healthcare through ACA is that everyone must have insurance this is the largest positive factor of the ACA (Hayes, 2011) The ACA is meant to target insurance policies that have limitations based on preexisting conditions the goal is to eliminate this kind of policy and improve access to quality health care(Hayes,2011). The fundamental goal of the ACA is that by making insurance available to millions more Americans that this will hopefully decrease healthcare cost by allowing more people to receive preventative care.In the long run, it is generally cheaper to prevent healthcare problems than it is to treat active diseases (Cleary, Brenda, and Peggy Wilmoth, 2011). Beginning in 2014, most individuals will be required to maintain mi nimum essential coverage or will be required to pay a penalty of 95 dollars the first year 350 dollars in 2015 and 750 dollars in 2016 ,and indexed thereafter for those under 18 years of age the penalty will be one half the amount for adults(Robeznieks& Andis,2011).For individuals who make over 10, 0000 dollars a year the cost of health care cannot exceed 8% of your yearly income (Hayes, 2011). The drafters of the ACA believed that increasing insurance coverage would not only improve quality of life, but also help reduce medical bankruptcies currently the leading cause of bankruptcy in America. Additionally, ACA will establish state based health insurance exchanges. The exchanges are regulated online market places administered by either the federal or state governments, where individuals and small business can purchase private insurance plans.Individuals with incomes between 100% and 400% of the federal poverty level who purchase insurance plans via the exchange will be eligible to receive federal subsidies to help m pay premium costs (Robeznieks& Andis, 2011). The ACA is a step forward in decreasing health disparities in our country by decreasing the influx of chronic diseases on patients and thereby decreasing the amount of preventable diseases that occur in this country. However, opponents of the law want to argue that the individual mandate is unconstitutional.Ethically for individuals and organizations this is the right thing to do by providing the less fortunate with insurance coverage (Hayes, 2011) . The ACA is a golden opportunity for our country to decrease a lot of preventable diseases from occurring by decreasing preventable diseases hopefully it will bring down the cost of healthcare for every American. Conclusion In conclusion, the ACA is not a cure for all that ails our health care system it is going to take several years to realize the full implications of the law, but is a step forward in improving Healthcare in our country.Moreover, there will remain some injustices and health disparities for example, there will 29 million Americans will still be without insurance even after the ACA is instituted among those who will lack insurance coverage are: Illegal immigrants an estimated 23 million will be ineligible for insurance subsides and Medicaid, citizens not enrolled in Medicaid despite being eligible Citizens who whose insurance would cost more than the 8% house hold income are exempt from paying ,and Citizens not otherwise covered and opting to pay the annual penalty instead of purchasing insurance.Under the ACA more North Carolinas’ will be eligible for Health care prior to the ACA only children, the elderly and disabled qualified for Medicaid. I n January of 2014, all North Carolinas’ whose income is below 133% of the Federal poverty level will be eligible for Medicaid this will drastically improve access for North Carolinas’ working class single parent homes and those previously uninsured.

High School and Cruz Elementary School Essay

Introduction The prime function of education is to prepare men and women for life and service. As such, it does not only develop the mental, moral, and spiritual capacities but also the physical powers of man. This is not an easy task for the teachers, guidance counselors and administrators to perform. It demands special facilities and equipment, qualified educators with special talents to match the need, and above all, dedication and commitment on the part of the teachers and school administrators. The statement of our National Hero Rizal that, â€Å"the youth is the hope of our fatherland†, cannot be denied. The children are the leaders of tomorrow. They will be the ones to build the edifice of this nation. For them to become great leaders, they must be guided and supported accordingly. Guidance has long been recognized as an important function of education particularly in elementary education because it is the most significant foundation of the basic education The need for it in our school system becomes more urgent. Thus, every school should have a comprehensive guidance program and well-trained and professional guidance counselors that would render help to pupils who is in need. Background of the Study All people have certain basic needs in common, the satisfaction of which helps and the frustration of which hinders normal personality growth (Walter and Ohara). The rapid increase in population is a cause for alarm. Today, children represent the energy of the present and the hope of the future. In addition, there is a need to know and understand the children with their skills, knowledge, intelligence, competencies, and understanding. There is every reason to believe that the children population, many largely determine the kind of government a nation will have. (Health and Home vol. 36 no. 2, 1995) Pupil guidance and discipline is an important area of concern for school administrator. Given today’s advancement of science and technology and modernization in our ways of life, guidance becomes a necessity owing to the complex of problems confronting school administrators and teachers on dealing with pupils. There are numbers of factors that have to be discussed that can cause problematic situations involving not only pupils but teachers as well. These problem situations and their causes have to be addressed appropriately in order that pupils’ involvement into more serious ones can be averted, if not minimized. The school is a learning-teaching venue. Inside its classroom, productive and efficient learning takes place, which translate learning opportunities into actual learning engagement under the direction of teachers. One of the factors that stimulate learning is the operation of guidance service. In broad terms, guidance implies advice. It is a conscious attempt of an administrator to stimulate and direct the activities of the student/pupil toward definite and worthy objectives. Guidance involves all those influences and opportunities designed to assist the pupil in discovering how he may make his vocational, educational, social, cultural and adjustment most successful. One purpose of guidance is to make individual discover the mode of life by which he can realize most fully his potentialities for worthy and satisfactory service. To this end, school must have a sympathetic understanding of the pupil’s interest, aptitude and abilities and make a conscious effort to help develop them for the satisfaction of their needs; discharge of duties and responsibilities; and enjoyment of these opportunities. Guidance is a tool to make wise decision and choice (Gregorio, 1965). Children in contemporary times are exposed to several conflicting, distracting, and stressful situations inside and outside the school premise. An individual makes an adjustment when he finds contentment in his relationship with the environment and in the relationships between his needs and interest. Satisfactorily, adjustment leads on a well-adjusted personality. (Health and Home Vol. 42. No. 3, 2000) Grade six is a time of adjustment especially because it is a period of adjustment to high school work. Every pupil undergoes this stage. This level is crucial and usually characterized with doubt, fear and confusion. The top five areas of concern that need adjustment are spiritual, academic, career, social and economic. The major objectives why schools are now introducing intervention programs that are based from pupils needs is to help them the opportunity to be promoted and to meet the demand for higher quality education. Schools have great role to play in assisting pupils. Similarly, Sta. Cruz Elementary School Pupils have needs that are needed to be satisfied for a better quality of education, they encounter failures in their performances especially in terms of cognitive level, as well as faculty members need to adopt some methods to meet the needs of their pupils. Identifying these needs would lead them find ways and means of assisting pupils to cope with their different problems that can affect their performance in school. The SCES pupils also face this kind of problems and needs. Grade Six Level has a large population in the school and the determination of these needs may not be easy. This research aims to determine the Guidance needs of Sta. Cruz Elementary School Grade Six Pupils especially under academics and the other needs that may arise that hinder their growth as pupils. This will also determine the performance of the school in meeting the needs and the effectivity of teachers, since academic needs and problems may arise in the classroom. STATEMENT OF THE PROBLEM This study will seek to identify the needs of Grade Six Pupils of Sta. Cruz Elementary School, Year 2012 – 2013. Specifically, the study will attempt to answer the following problems. 1. What are the needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, spiritual/moral of the SCES Grade Six Pupils? 2. Is there any significant relationship between their needs and the academic performance? 3. What is the better guidance program for the needs of the respondents? SCOPE AND LIMITATIONS This study was focused on the Guidance Needs of the Grade Six Pupils: A Basis for a Proposed Program of Sta. Cruz Elementary School, Dasmarinas City. The study has a population of 50 respondents, in school year 2012 – 2013. SIGNIFICANCE OF THE STUDIES The result of the research study will be very significant and useful to the pupils, the teachers, and the school administrators. For the pupils, he may be able to apply the guidance program in enhancing the skills on how to manage different needs. For the teachers, this will be of great help in guiding their pupils as they interact in class. In addition, it maybe be the basis of the teaching strategy that may use in teaching to be effective teachers. For the school administrators, this will serve as its basis in dealing with pupils and by coping their needs that greatly affect their academic performance and the good standard of the school. The guidance counselors can also assist the pupils in their needs and can be able to guide and formulate action flows necessary to address the said needs. This study will also of great help to parents to sense the current existing needs of their children so that they can be able to cope up with and to make necessary adjustment to strengthen family relationships. CHAPTER II THEORETICAL FRAMEWORK. The theoretical framework of this research was based on Henry Murray’s Theory on needs of Kurt Lewin’s Dynamics of Personality on Needs. Murray defined seeds as a construct convenient fiction or hypothetical concept which stands for a force in the brain region, a force which organizes perception, appreciation, intellection, conation and action in such a way as to transform in a certain direction on an existing, unsatisfying situation. A need is sometimes provoked directly by internal processes of a certain kind, but more frequently (when in a state of readiness) by the occurrence one of a few commonly effective press (environmental force). Thus it manifest itself by leading the organism to search for or to avoid encountering or when encountered, to attend and respond to certain kinds of press. Each need is characteristically accompanied by a particularly feeling or emotion and tends to use certain modes to further its trends. It maybe weak or intense, monetary or enduring, but usually it persist and give rise to a certain course of overt behavior (or fantasy) which changes the initiating circumstances in such a way to bring about an end situation which still (appeases or satisfied) the organism. (Murray 1998, p. 123-124). From Murray’s definition, it is important to consider the bases for distinguishing different types of needs. First, there is the distinction between primary and secondary needs. The primary or viscerogenic needs, are linked to characteristic organic events and typically refer to a physical satisfaction, urination, and defecation. The secondary, or psychogenic, needs are presumably derived from the primary needs and from the characterized by physical satisfaction. These needs are needs for acquisition, construction, achievement, recognition, exhibition, dominance, autonomy, and deference. Second Murray’s destination between overt needs and covertness, that is manifest needs and talent needs. Overt needs typically expressed themselves in motor behavior while covert needs usually belong to the world of fantasy or dreams. Third, there are focal needs and diffuse needs. Some work needs are closely link to limited classes of environmental objects whereas others are so generalized as to be applicable in almost any environmental setting. Murray pointed out that unless there is some unusual fixation as a need as always subject to change in the objects toward with which it is directed and the manner in which these are approached. That is the sphere of environment events to which the need is relevant may broaden as narrowed, and the instrumental acts linked to the need may be increased or decreased. If the need is firmly attached to an unsuitable objective; this is called a fixation and is customarily considered pathological. Fourth, there are proactive needs and reactive needs. The proactive need is one that is largely determined from within, one that becomes â€Å"spontaneous kinetic† because of something in the person rather than something in the environment. Reactive needs, on the other hand activated because of, or in response to some environmental event. Murray used these concepts also to describe interaction between two or more persons where usually one individual can be identified as the pro actor (initiates the interaction, asks the questions, in general provides the stimulus to which the other must respond) and other individual can be identified as the reactor. (Reacts to the stimuli provided by the pro actor). Fifth, there is distinction between process activities and modal needs plus affect needs. Effect needs are needs that lead to some desired state or end result. Process activity and modal needs are tendencies to perform certain acts for the sake by the performance itself. The random coordinated non-functional operation of various processes vision, hearing, thought, speech and so fort) that occurs from birth on is called process activity. Modal needs, on the other hand, involve doing something with a certain degree of excellence or quality. It is still the activity that is sought and enjoyed, but it is now rewarding only when it is performed with a certain degree of perfection. According to Kurt Lewin (Hall C. 1997,) need is an increase of tension or the release of energy in an inner personal region is caused by the arousal of a need. A need may be a psychological condition such as hunger, thirst or sex; it maybe a desire for something such as job or a spouse; or it maybe an intention to do something such as completing a task or keeping an appointment. A need is therefore a motivational concept and is equivalent to such terms as motive, wish, drive, and urge. Changing needs of a pupil is considered crucial to the development of effective guidance program. An individual makes an adjustment when he finds contentment in his relationship with his environment and in the relationship between his needs and interest. CONCEPTUAL FRAMEWORK The review of related literature and relevant studies presented here provide a good background and for the study. Some studies conducted both in United States and in the Philippines as well as literature related to the present study are presented. Foreign Related Readings The Randolph Township Schools guidance program in New Jersey, seeks to foster the social and emotional growth of students in an effort to have them succeed academically and personally. Guidance   is an integral part of the elementary education program. The counselor is a child advocate. A goal of elementary counseling is to be preventative in nature while also identifying and addressing current problems. Another goal is to help children understand themselves and others. The elementary program is characterized by intervention and prevention techniques. Counselors help students develop social skills including conflict resolution, interpersonal relations skills, decision making and problem solving. Counselors also assist students in their transition to Randolph schools and in moving up to the middle school. Counselors conduct individual and group session, classroom lessons, district-wide programs, and parent consultations as needed. Counselors work collaboratively with other school personnel, especially the classroom teacher, and serve on each building’s Pupil Assistance Committee. Counselors attend professional conferences and belong to professional associations. The counselors are available to consult with parents, teachers, and administrators to help address specific academic, social, and/or personal concerns of students. Counseling is for everyday people with everyday problems. Elementary guidance counselors are responding to today’s needs by providing children with developmental school counseling programs and support. There are many reasons a child may see the elementary school counselor as stated in Maine School Administrative District #22 in Hampden, Newburgh and these may include help with peer relationships/social skills, low self-esteem, worry or anxiety, a family concern, behavioral and/or learning difficulties, absenteeism and any other concern that is interfering with the child’s ability to learn. Local Related Readings The Philippine Education Act of 1982 Sec. 9, states the Rights of all students in school. In addition to other rights, and subjects to the limitations prescribed by law of regulations, students and pupils in all schools shall enjoy the following rights: The right to receive, primarily through competent instruction relevant quality education in line with National goals and conducive to their full development and persons with human dignity. The rights to freely choose their fields of study subject to existing curricula and to continue their course there in up to graduation, except in cases of academic deficiency or violation of disciplinary regulations, and; The right to school guidance and counseling services for making decisions of selecting the alternatives in field of work suited to his potentialities. Annotated by Amado C. Dizon (1983). Therefore, the Philippine Constitution itself, states the vital role of the schools play in molding and guiding the youth. Foreign Related Studies. The article â€Å"Academic Problems† of the University of Cincinnati stated some common reasons why pupils experience academic problems: a) Motivation; b) Inadequate Time Management; c) Study Skills; d) Social Distractions; e) Learning Disabilities; and f) other Psychological Needs (Cited in campblues). According to Kauffman (1993) managing pupils’ behavior has always been a demanding task, but it has become much more exacting during the past decade. He explained that when teachers are not successful in helping pupils learn and enjoy school, the reason is likely to be, in large measure the difficulty they experience in managing classroom. Many teachers who become discouraged feel â€Å"burned-out† or leave the profession and attribute their unhappiness in teaching to their difficulty in managing pupils’ behavior. What experienced teachers tell people in the field, what they read and what they see in schools – a very reliable indicator – tell them that disruption, aggression, disinterest in school, social withdrawal, and other forms of undesirable behavior are increasingly common in nearly all schools. Without effective strategies for dealing with unacceptable and troublesome behavior, teachers are unlikely to have a career in teaching, and even less likely to enjoy and be successful in their chosen profession. Furthermore, pupils are more unlikely to learn what they should when their teachers are unhappy and feel defeated. Hence, understanding how to respond to behavioral concerns and being responsive to each child begin with understanding of problem behavior and how one can prevent it from occurring through effective classroom behavior management strategies. A study of Missouri high schools as stated in Lapan, R. T. , Gysbers, N. C. , & Petroski, G. F. (2001). Helping seventh graders be safe and successful: A statewide study of the impact of comprehensive guidance and counseling programs. Journal of Counseling and Development, 79, 320-330, Implementing comprehensive school counseling programs is consistently associated with important indicators of student safety and success. The study found that school counselors who were more fully engaged in providing students with a unique network of emotional and instructional support services were more likely to exert a positive impact than counselors who did not implement such activities. After researchers controlled for differences between schools due to socioeconomic status and enrollment size, students attending middle schools with more fully implemented comprehensive programs reported (a) feeling safer attending their schools, (b) having better relationships with their teachers, (c) believing that their education was more relevant and important to their futures, (d) being more satisfied with the quality of education available to them in their schools, (e) having fewer problems related to the physical and interpersonal milieu in their schools, and (f) earning higher grades. A study done in Gwinnett County, Georgia in Mullis, F. & Otwell, P. (1997). Counselor accountability: A study of counselor effects on academic achievement and student behaviors. Georgia School Counselors Association Journal, 1:4, 4-12. Watts, V. & Thomas, B. (1997), shows that school counselors impact students’ academic performance and can increase the on-task, productive behavior of students and reduce disruptive behaviors. The Behavior Rating Checklist indicated statistically significant decreases in disruptive behaviors and significant increases in productive, on-task behaviors for both the third grade and the fifth grade students tested. Language arts progress was statistically significant for both grade levels as well. The impact of more fully implemented guidance programs on the school experiences of high school students: A statewide evaluation study. Journal of Counseling & Development, 75, 292-302, shows that schools with more fully implemented model guidance programs had students who were more likely to report that (a) they had earned higher grades, (b) their education was better preparing them for the future, (c) their school made more career and college information available to them, and (d) their school had a more positive climate (greater feelings of belonging and safety at school, classes less likely to be interrupted, peers behaving better). After removing the variables of school enrollment size, socioeconomic status, and percentage of minority students in attendance, positive program effects were identifiable. Results highlight the important roles school counselors play in promoting the central educational goals of their schools and support a comprehensive guidance program focus for university counseling faculty who train school counselors. Local Related Studies Another problem that the researchers find crucial is financial problem and their lifestyle. All students in public/government schools considered these the most serious problems. As Sompong Poungcharoen revealed in his study in the â€Å"Problems of College Freshmen of the University of Northern Philippines: Implications to the Guidance Program. † According to him, all students considered their most serious problems to be are in the area of finance, living conditions and employment and that they need help to solve their problems. In the sense that education is a lifelong process, socialization is also a continuous process of learning. Both are concerned with the development of man and society. Socialization begins within the intimate relationships in the home. Next to the family, the most potent and effective socializing agent is the classroom, which is natural extension of the home. The school in itself is a social system. When the students attend a class, they are interacting within the formal social system of the school which consists of the students, the teachers and the administrators, all of them acting and reacting according to their respective roles and status. All these activities in and out of the school are included in socialization. (Alicia S. Bustos, Ed. D. and Socorro C. Espiritu, Ph. D. , Foundation of Education, 1996). Structured curricular activities can promote mental health among all adolescents and particularly for those at risk of negative academic outcomes. It is important therefore, that at risk, teens be involved in a structured activity of the choice under the influence of positive peer networks and competent adults. These activities can lead to greater self-esteem, satisfaction and engagement in school, social competence, improved academic performance and graduation. (Educational Research Vol. 4 No. 1 January 2004). Confidence is another aspects that pupils should have at the very early stage, or should we say, must be learned. Students under the category needed guidance and counseling to be able them to minimize or totally eradicate social anxiety and fear of public speaking. Especially that the students understudied are future teachers of the young. â€Å"We pay the price of fear and worry to live the life of a human being. Our susceptibility to anxiety is the root cause of our problems†. As Dr. K. Sri Dhammananda stated on the 1st chapter of his book entitled â€Å"Why worry? † states that Fear and Worry seem to be part of human life. One who is immersing in the world is not free from these unpleasant mental states. Their worries are due to various commitments and responsibilities they have. Their worries come in many various guises. They feel inadequate when they compare themselves with others. They may be afraid to be themselves as they really are in the presence of others, so they act and pretend to be someone else when in fact they are not. People worry about their physical appearances. They are afraid of being criticized, to present their ideas or opinions before a crowd for fear of being ridiculed, but feel angry with themselves whenever someone else present the same idea and gets credit for it. Others worry about their families. In their workplace, they may have to face problems in carrying out assignments and have difficulties in making decisions. Therefore, parents and school’s guidance counselor and personnel should guide pupils accordingly. Considering the researches above, we can notice that there are needs or problems that needs to be intervened immediately. Such concerns of pupils are the following: Physical needs, Academic needs, Psychological-Emotional needs, Sexual needs, Spiritual needs, Family needs, Career needs, Social needs and Character Building. According to Kapunan, Guidance does not solve problems for an individual, but it helps the individual to solve them. Guidance therefore, is directed on problems but on the individual because its purpose is to promote the growth of the individual toward self-development. It leads the individual toward self-understanding, self-appraisal, and self-direction. To check whether the function is adequate to the task, the methods fitting, the guidance program needs to assessment. Attention should give to the development and crisis needs of pupils. Special consideration should be given to psychological as well as intellectual development, creative ability, vocational preparation and a balance socialization and individuality. Farrales (1997) conducted a study, which focused on determining the prevalence of behavioral problems among children 5-12 years of age who consulted at the Zamboanga City Medical Center Out Patient Department. With the use of a Random Questionnaire Checklist, out of 50 respondents, 15% were found out to have maladjustment problems underlying the presenting medical complaints of cough, fever and colds. While the aforementioned study focuses more on possible co-existing, if not causative psychological problems along with medical complaints, such results show that emotional problems can exist but subtle and easily overlooked, remaining undetected unless sought for. If such is the case, then most certainly it is vital we determine the true prevalence of behavioral problems among children, as many may present with physical ailments, but are with nevertheless underlying serious emotional problems. RESEARCH HYPOTHESES In the conduct of this study, the following hypotheses were tested. 1. There is no significant relationship between the performance of the respondents and their guidance needs in terms of academic, character building, economics, family, physical, psychological/emotional, sexual, social, and spiritual/moral Figure 1. Research Paradigm Figure 2 Figure 1, paradigm showing the needs of SCES grade six pupils’ basis for a proposed guidance program. DEFINITION OF TERMS The following definitions are conceptual or lexical definition. Academic needs- pertains to one’s needs along scholastic adjustment and performance. (Torres 1987) Adjustments- this refers to the individual’s ability to adopt physically, socially, and emotionally and the ability to adjust to his new environment and friends. (Uy, 2002) Career- The course followed or progress made by a person in his occupation or life’s work. (Webster elementary dictionary) Character building needs- pertains to one’s needs related to the improvement of one’s trait. (Torres, 1987) Economic- Pertains to financial and material needs (Torres 1987) Family needs- pertains to one’s needs in relation to the members of the family. (Torres 1987) Physical needs- pertains to one’s physiological and bodily needs including the need for sports and recreation. (Torres 1987) Psychological/ Emotional needs- pertains to one’s need for emotional stability and psychological support. (Torres 1987) Sexual needs- pertains to one’s sexual needs like the need to be loved and accepted by the opposite sex, coping with sexual information on human sexuality and sex. (Torres 1987) Social needs- pertains to one’s needs in relation to others. (Torres 1987) Spiritual/Moral- pertains to one’s need in relation to his creator. (Torres 1987) Chapter III METHODOLOGY. This chapter deals with the research design, implemented to systematically answer the specific purpose of the study. It describes briefly the venue of the study, the respondents, and the instrument used to gather data for the statistical treatment to have an accurate interpretation and evaluation that likewise contained in this chapter. RESEARCH DESIGN This study is a descriptive analysis which will use the descriptive survey method (John Best, 1987) point out that descriptive research is concerned with the conditions or relationship that are existing processes that are going on effects that are being felt trends that are developing. Furthermore, according to Borg and Gall (1979) the survey method will enable the researcher to explore and evaluate many aspects of the research in education such as administrative procedure and policies and interrelationship for purpose of internal evaluation and improvement. In view of this, the researchers consider it most appropriate to use the descriptive method since the main purpose of the study is to identify the guidance needs of grade six pupils of Sta. Cruz Elementary School. Following the survey research, the researchers will use a survey questionnaire in order to determine the guidance needs of grade six pupils of Sta. Cruz Elementary School and propose a guidance program that would help answer the identified needs. The questionnaires were employed to collect descriptive information that will serve as a basis in conducting the study. POPULATION AND SAMPLING PROCEDURE A total of 85 respondents comprised the sample of the study, which is 10% of the total population of grade six graduating class. The 10% will be the problem children from all the 16 sections. The researchers will adopt the Pupils Needs Inventory (PNI) concerning the ten areas of pupil needs. To determine the sample of the population, the Sloven formula (1960) will be adopted. Figure 2. Profile of the respondents according to sex Table 1. Religious Affiliations of the Respondents |Religion |No. Of Students | |Roman Catholic |70 | |Born Again |10 | |Islam |0 | |Iglesia Ni Cristo |5 | Grade VI pupils who are Roman Catholic dominate other religion ranking first with 70 pupils out of 85. Second is born again with 10 pupils followed by Iglesia ni Cristo with 5 pupils. Table 2. Profile of the Respondents according to Monthly Income |20,000 above |0 | |15,000-19,000 |10 | |10,000-14,000 |12 | |9,000-5,000 |28 | |5,000 below |35 | 35 pupils belong to family with monthly income of 5,000 and below; 28 pupils belong to a family with monthly income of 5,000-9,000 followed by 12 pupils with 10,000-14,000, and 10 pupils with 15,000-19,000 monthly income. RESEARCH INSTRUMENT Students Needs Inventory (SNI), 1987, designed by Mrs. Lilia Torres, Research Director of the UP, Dr. Vicentita M. Cabrera Research Coordinator and Head of Testing and Research activity and counseling and Guidance, UP 1987. This instruments was 1st used by the diagnosis in the three campuses of UP to identify the prevailing needs of the students so that they may be better helped during their study in the university and also to assess their needs so that they will be provided with opportunities for the maximum development of this physical, social, intellectual, as well as spiritual well-being and assist them to explore and make full use of their potential to achieve their goals. The instrument has four parts a. Part 1- this is the information data sheet where the pupils are asked to write their personal information; monthly income, special skills and interest. b. Part 2- the academic performance sheet where the pupils are asked to write their subject grade when they where in grade V, below that is a space provided for the reason why they got their lowest or highest grade in a certain subject. c. Part 3- pupil needs sheet contains 100 situations that would survey especially the respondents needs and concerns along the ten areas: academic, career, psychological, spiritual, family, economic, social, sexual, physical, character building. d. Part 4-the answer sheet, which contains five columns where the respondents would indicate their answers using the five point rating scale. 5- Very much of a need, 4- Much of a need, 3- Generally a need, 2-Not much a need, 1- Not a need. The SNI questionnaire consists of one hundred items classified into the following areas: 1. Academic- consists of nineteen items pertaining to one’s needs along scholastic adjustment and performance. 2. Career- consists of seven items pertaining to one’s needs in the world of work. 3. Character Building- consists of nine items pertaining to one’s needs related to the improvement of one’s traits. 4. Economics- consists of seven items pertaining to one’s financial and material needs. 5. Family- consists of nine items pertaining to one’s need in relation to family. 6. Physical- consists of seven items relating to one’s physiological and bodily needs including the need for sports and recreation. 7. Psychological/Emotional- consists of seventeen items perta.

Celta Language Analysis Assignment Essay Example

Celta Language Analysis Assignment Essay Example Celta Language Analysis Assignment Paper Celta Language Analysis Assignment Paper CELTA Language Analysis Written assignment 2 N. B. Please write legibly in black ink or type. Content carries the most weight, but you are also marked on clarity, accuracy (e. g. grammar, spelling, punctuation) and presentation (see CELTA criteria). Please read the shaded boxes to see the marking criteria. If your assignment does not meet the specified criteria, you will be asked to resubmit it. If the second submission is not satisfactory you will be awarded a fail grade. More than one fail grade will mean that you cannot pass the written component of the course and it is essential to pass this in order to pass the CELTA course itself. Except in extreme cases (illness etc), the deadlines given below must be observed. ASSIGNMENT 2 Language related tasks Candidates can demonstrate their learning by: a) analysing language correctly for teaching purposes b) correctly using terminology relating to form, meaning and phonology when analysing language c) accessing reference materials and referencing information they have learnt about language to an appropriate source d) using written language that is clear, accurate and appropriate to the task The task: You are going to analyse three language items; a grammatical structure, a functional exponent some lexical items. Complete the boxes below. |Grammatical structure: I’m getting used to it. | |1 . Say at which level it is usually taught. | |Intermediate/Upper Intermediate | | | |2. Provide examples of how it is used in spoken written English. | |If you moved to Spain, you would need to get used to the heat. | |You need to get used to living on your own. | | | | | |3. Explain the meaning of the item – refer to a context if it helps. | |‘Get used to’ is used when you want to express that something is not normal for someone and they would need to become accustomed | |to it. For example, the sentence above ‘you need to get used to the heat’ means that the person they are talking to is not | |accustomed to hot weather and as they will be living in Spain, that would have to become a normal situation for them. | |4. Provide concept questions to check the meaning. |If I say, ‘you need to get used to the cold weather in England. Is cold weather something I am accustomed to? No | | | |If I say, ‘you need to get used to living on your own. ’ Do you feel comfortable living on your own? No. Is it a new experience | |for you? yes | | | |5. Describe how it is formed – the grammar. | | |Get +used to + gerund/noun | |I need to get used to jogging on Sundays | |I need to get used to the weather | | | | | | | | | |6. Highlight key pronunciation features such as word or sentence stress, weak forms, intonation we clearly haven’t covered all | |of these yet on the course – have a go – check out the dictionary. | | | |used to   ? ju? st t? [yoozd or, yoost] | |7. Explain briefly how you would teach it in a meaningful context. | |I would go through the grammar on the board then I would go through examples. I would then go through some concept questions to | |check they have understood the meaning. Finally I would ask them to come up with their own examples and go through them in the | |class. | | | | | |8. Discuss the kind of problems you anticipate that the item could cause with regard to form, meaning phonology for learners of| |English and suggest some solutions to these problems. | | | | |problem | |Action | | | |meaning: | | | | | |They may confuse it with ‘used to’ as in past habit or situation or ‘be used to’. | |I would go through them and explain the differences. | | |form: | | | | | |They may use the infinitive instead of the gerund. | |Elicit the correct form of the sentence then, I would get them to come up with other sentences using the gerund in every | |sentence. | | | |phonology: | | | | | |Possibly t hey would have trouble pronouncing ‘used’ | |Elicit the sound and drill. | | | | |9. Reference books used. | | | |www. dictionary. com | |www. longmansdictionary. com | | | Lexical items: trip, travel, journey, voyage | |1 . Say at which level they are usually taught. | | | |Pre-Intermediate | |2. Provide examples of how each item is used in spoken written English. | |trip: | | my first trip to the States. | | a business trip. | | Was it a good trip? | | | |travel: | | Air travel is becoming cheaper. | | Her work involves a lot of travelling! You do not say a travel. | | |journey: | |my journey to work takes 15 minutes. | | a long and difficult journey (NOT travel) through the mountains. | | I read during the train journey to work. | | Did you have a good journey? | | | |voyage: | | a voyage across the ocean. | |These are the voyages of The Star ship Enterprise. | | | |3. Explain the meaning of each item. | |trip: | |A trip is when you go on a short journey, or a journ ey you do not usually make, and come back again. Use this when the emphasis | |is on where you are going or why you are going there | | | |travel: | |Travel (uncountable noun) and travelling are used to mean the general activity of moving from place to place | | | |journey: | |Use journey to talk about travelling a long distance or travelling regularly, when the emphasis is on the travelling itself | | | | | |voyage: | |Voyage is used for a long journey in a ship or spacecraft. | | | |4. Provide concept questions to check the meaning of each word. | |trip: | |‘I’m going on a trip to Paris’ for a long time or short time? ’ Short time | | | |travel: | |‘I’m going travelling through South America’ is there one destination or more? Will she go from ‘A’ to ‘B’ or from ‘A’ to ‘B’ to | |C etc? | | | | |journey: ‘It’s going to be a long journey’ what is going to take long? The time it takes to get to from ‘A’ to ‘B’ or the | |amount of time I spend at my destination? | | | | | |voyage: | |The voyage from England to India used to take six months. Are they travelling by plane or by boat? trip, travel, journey or voyage. | | This would be followed by a speaking activity, which would involve a discussion using the language taught. which have slightly different meanings and give examples, comparing both | |sentences. | | | |form: | | | | | | | |Students may say I am going in a journey. | |I would explain the correct preposition in this case is ‘on’. | | |phonology: | | | | | | They might pronounce it how is spelt instead of [jur-nee] (? d n? ) | |Some may also pronounce the ’j‘ like a ’y’. | | | |Elicit and drill correct pronunciation. | | | | | | | | | | |voyage | |problem | |action | | | |meaning: | | | | | |Voyage may be confused with journey. | |I would explain the differences and give examples also using concept questions. | | |form: | | | | | |They may say ‘I’m going to voyage for Ibiza’ | |I would explain it should be to Ibiza | | | |phonology: | | | | | |They might pronounce ‘age’ incorrectly | |I would elicit and drill pronunciation. | | | | | | | | | | |9. Reference books used. | |The Practice of English Language Teaching. Jeremy Harmer | |www. dictionary. com | |www. longmansdictionary. com | |Functional exponent: You should stay off the booze. | |1 . Say at which level it is usually taught. |Pre Intermediate | | | |2. Provide examples of how it is used in spoken written English. | |Yo u should wear a jacket, it’s cold outside | |You should start a band | |You should do your home work | |3. Explain the meaning of the item – refer to a context if it helps. ‘Should’ is used to give advice or if you think something is| |a good idea or the right thing to do. | | | | |4. Provide concept questions to check the meaning. If I say ‘you should wear a jacket, it’s cold outside. ’ Are you obligated to| |do it? No | |Am I giving you advice? Yes | | | | | | | |5. Describe how it is formed – the grammar. |Subject + should/n’t + infinitive | | | |You should eat more fruit | |6. Highlight key pronunciation features such as word or sentence stress, weak forms, intonation we clearly haven’t covered all | |of these yet on the course – have a go – check out the dictionary. | | | |should   ( d) [shood] | |7. Explain briefly how you would teach it in a meaningful context. | |I would go through examples. I would then go through some concept questions to check they have understood the meaning. I would | |then go through some pictures on the board with different situations and ask ‘what should these people do in these situations? ’ | | | | | |8. Discuss the kind of problems you anticipate that the item could cause with regard to form, meaning phonology for learners of| |English and suggest some solutions to these problems. | | | | |problem | |action | | | |meaning: | | | | | |Students may confuse ‘should’ with ‘have to ‘ and ‘must’ | |Explain the differences and do some concept checking questions. | | |form: | | | | | |They may use the gerund by mistake | |Elicit and drill sentences. | | | |phonology: | | | | | |They may dry and pronounce the ‘l’ | |Elicit sound then drill. Possibly go through other words that sound the same. | | | | | | | |9. Reference books used. | | | |www. dictionary. com | |www. longmansdictionary. com | | | To be handed in on Thursday 13th September.

The Morality of Using College Essay Consultants

The Morality of Using College Essay Consultants I’m inspired today to address a sticky topic:   the moral issues around getting help with your personal statement/essays for college or MBA admissions. Let me start by saying that The Essay Experts college essay consultants and MBA admissions consultants do NOT write essays for college and business school applicants.   When I get calls requesting that service (and I do get those calls), I have no problem turning down the business. What Do We Do? What do we do at The Essay Expert?   We coach.   We explore ideas.   We help applicants see what is unique about them and their life experiences.   We draw connections.   We suggest directions to take, layers to add, and ways to best impress an admissions committee.   Sure, we also might suggest a few grammatical or organizational corrections.   But in the end, the essay is ALWAYS the client’s essay, NOT ours. Still, there are people who are troubled by the concept of what we do.   Here’s a comment I received after posting a request for a college essay coach: â€Å"†¦ I find this topic/profession very troublesome. Its a slippery slope from coaching a young person about choosing a topic and format and helping them focus to, in effect, writing it for them or do such extensive edits that its no longer the students PERSONAL essay. Yes, Im sure there are essay consultants that put on the brakes, and this one could be one of them, but a position description that is so blatant about the role (take a drab college application essay and turn it into gold!) †¦ gives me pause. Im not naive far from it but of all the pieces in the college application package subject to help, the essay should be the most sacrosanct.† The concerns expressed here are my concerns as well, and my promise is that The Essay Expert does not go down that slippery slope.   Yes, I promise to turn the drab into gold, but by asking key questions of the applicant – not by writing the essay. The NYT and The WSJ Chime In Not long after receiving the above comment, I also came across a New York Times article, Crafting an Application Essay That ‘Pops’, which related the results of a conference attended by nearly 5,000 admissions officers and counselors.   The group, which included professors, admissions officers, and other college administrators, offered nine pieces of practical advice for writing personal statements.   I was happy, and frankly relieved, to see â€Å"Have an editor. All panelists advised having a close, trusted editor and an objective, outside reader.† Soon after, an article came out in The Wall Street Journal with a similar message to M.B.A. applicants:   In Looking for an Edge:   MBA applicants are turning to pricey consultants to help them navigate the daunting admissions process , The WSJ reports that 20% of admitted students say they used an M.B.A. admissions advisor in the application process.   Furthermore, the article relates, â€Å"As the consulting industry has grown, some business schools have become more accepting of it.† In fact, the managing director of M.B.A. admissions and financial aid at Harvard Business School uses admissions consultants as a resource â€Å"to ‘get some field intelligence’ about how prospective students view the school and its admissions process.† The Difference We Make It is unquestionable that having a talented editor can give applicants an edge.   And not everyone has a family member, guidance counselor or close friend who can serve as an editor or consultant.   That’s where The Essay Expert comes in.   Indeed, what we offer that a friend or relative cannot, is an objective eye and the perspective of someone who has read dozens, if not hundreds, of essays.   We will make sure your essay does not sound like anyone else’s. It is especially difficult to find a reliable advisor for M.B.A. admissions, where very specialized knowledge of business schools and their admissions processes is key to choosing the right essay focus and application strategy. In fact, one of our recent clients had enrolled several business school graduate friends to review his essays, yet still required ten hours of our consultant’s time to retool just two of his essay sets. Lingering Questions I understand there is still an issue present.   What about people who don’t know someone who can help, and who also can’t afford to hire someone? I am concerned about that point myself, and do provide assistance to a limited number of clients for a reduced fee or some type of trade.   I don’t believe I have been contacted by anyone thus far whom I turned away solely due to lack of ability to pay. I’m curious to hear your thoughts on this topic. Admissions officers seem to have accepted that many applicants use paid consultants to assist them with the admissions process. Does this fact allay any of the concerns you might have had? I believe The Essay Expert provides an extremely valuable service and that we do not cross the ethical line that would have students presenting an essay that is not theirs. And we do help students transform pedantic or blah essays into stories that capture the hearts and minds of the admissions committee.

Read Hamlet Assignment Example | Topics and Well Written Essays - 500 words

Read Hamlet - Assignment Example His actions upon seeing Ophelia right after the ghost story tells that he is leaving her as described by Ophelia His actions show him giving bidding Ophelia farewell. His succeeding actions show indifference perhaps to hide his emotions of to help Ophelia get over him. He does not mention her in his soliloquy directly for he was talking in general terms. He does mention love and heartaches but such can refer to any other person. He was talking in generalities. He never did mention him after the funeral because he had other concerns more important than lamenting on loves lost. At the funeral he spoke these words: He merely acts as he is in order that his ways will not be questioned nor will it be banned or forbidden. By doing this he is within the castle walls and is able to observe the King. As they say, â€Å"it is good to keep your friends close but even better to keep your enemies closer.†When he was already making comments or observations the King was quick to make provisions to send him to England. Hamlet had a plan but he and the audience did not expect that it will end as such. Hamlet could not express a well laid plan to the audience for he was acting as a mad man. It is a technique in writing that keeps the audience in suspense as to what are the details of his real plan is or its execution? Even now as we read it, decades after it was written we are still left thinking and speculating. I believe he was not insane as evidenced by the fact that at his death he wanted Horacio to tell his cause and that he did right. He was right. The first is because these men are below him in rank. This being the case, they are no concern of his. As they say, Royalty and Servants do not mix.† But this is inconsistent with how he treats Rosencrantz and Guildenstern at the earlier part of the play. He calls them, Another probable reason is that Hamlet was already so engrossed in his present

Internal analysis on Toll Singapore Case Study Example | Topics and Well Written Essays - 1250 words

Internal analysis on Toll Singapore - Case Study Example Supply chain management (SCM) is a developed discipline viewed as the management of a system of interlinked businesses working together in the core goals of providing essential services and products to target clientele or markets within the service provision base and precincts of the participating business entities. Various scholars have had their contributions on the concepts of SCM. There are some dissonances and concurrences when it comes to defining what SCM really. Perhaps one of the lucid definitions is offered by Harland (1996) who views SCM as a form of management that covers all transportation and storage of raw material, refined goods, and inventory in process from points of departure or origin up to the points of need (consumption). The track of transported goods from the point of origin up to the point of consumption constitutes what has been termed as the supply chain in business management and logistics science. Further perspectives on SCM stem from the view of the discipline as pertaining to the entirety of the aspects planning and overseeing of all activities entailed in procuring, conversion and management of all the logistical activity. Also crucial to this view is the inclusion of aspects coordination and alliance within the network players which may be the suppliers, the middlemen and even third party services renders as well as clients. Contemporary SCM is ... ion of aspects coordination and alliance within the network players which may be the suppliers, the middlemen and even third party services renders as well as clients. The core of SCM holds the integration of services and products supply as well as demand regulation in the SCM networks. Toll Singapore and Contemporary Supply Chain Management Contemporary SCM is undergoing significant transformation and modification under the influence of various sweeping phenomena in the forms of globalisation and technological leaps. Scholars around the discipline are factoring in the importance of various dynamics that have been largely less considered in earlier conceptualisations on SCM. The SCM discipline has had remarkable contributions from the works of Coyle, Langley and Gibson among others. Although the scholars have brought the supply chain element to the fore of the contemporary concepts on SCM, the scholars have underscored the role that information technology is playing and will continue to play in contemporary and future SCM domains. Coyle, Langley, Gibson, Novack, Bardi (2008), contend that, "A supply chain perspective germane for appropriate deciphering and application of the feasible SCM tenets will tap in the essence and merits of information technology as well as the rate of change and a closer recognition of logistics with all its associative dimensions". Toll group strength lies in the integration of operational expertise and assets in strategic thrust aimed at championing supply chain effectiveness in providing optimum SCM services to the target clientele pool. The Toll group Model The Toll group model can be explored in tandem with Michael Porter Value Chain conceptual framework. The value Chain framework of Michael Porter is an ensemble of useful conceptual