Words and actions Essay Example for Free

Words and actions Essay Hal and Hotspur have what is probably the strongest rivalry in this play. The word attractive can have many meanings but I will interpret it as being the person who comes across as being the one who really appeals to the audience through their strong and weak points. In real life Hal and Hotspur were not even of the same generation, let alone the same age. Shakespeare has changed the age of Hotspur to make him the same age as Hal. This allows him to compare the two characters and to build up a strong rivalry between them. Shakespeare also uses Hotspur to make Hals character appear more attractive and to show that he is actually very suited to the throne. Prince Hal is a character who, at the start of the play, appears to be riotous and disobedient. However, Hal does possess many appealing qualities and as the play goes on, we start to see that the time Hal spends in the tavern is part of his learning experience and he is learning to be able to function at any level to help him become an effective and successful king. We learn this from Hals soliloquy when he says, He may be more wondered at, by breaking through the foul and ugly mists (by which he means the world of the tavern and in particular, Falstaff). By this Hal means that when he decides to throw off Falstaff and Poins and become a righteous Prince, it will be a shock to people and he will look like a much better person. Another strong quality that Hals soliloquy shows us he has is that he has a plan to his life and he knows what he is going to do and when he is going to do it. This is shown by Hals statement of how he is going to be Redeeming time when men think least I will and also by the level of planning that has gone into his soliloquy. It is obvious that he hasnt just thought it up on the spot but that he has thought it all through previously. Hal appears in both the tavern and the court but it is when he is in the world of the tavern that he really emerges as a humorous character and he uses his intelligence to mock Falstaff through puns like, come, roundly, roundly amongst others. This humor makes Hal an attractive character because audiences like comics and humor and will always like a humorous character even if one of his jokes seems to be cruel and pointless (shown when Hal mocks Francis who has done him no wrong). Prince Hal also has unattractive qualities which make him less of an attractive character. In one instance he uses his royalty and status to ridicule a simple person in what appears to be a pointless and un-humorous joke. He carries the joke out on a bartender, Francis, who doesnt have any way of mocking him back, which puts Hals sense of humor in question. This is shown when Poins says, What cunning match have you made with this jest of the drawer? Another of Hals weaknesses is the fact that he actually leads such a criminal lifestyle. He steals from people and even the fact that he is planning to reform cannot hide this fact. He give his family a bad name through being involved in the criminal underworld and neglecting his princely duties. When he says Where shall we take a purse tomorrow, Jack? he shows that he isnt just being led into crime by Falstaff but he is actually wanting to be involved. Some qualities which Hal has are seen as unattractive but are actually necessary for him to become a successful king. One example of this is Hals hard headedness when it comes to politics. Hal appears to be using Falstaff for his own gain and even though he seems to enjoy having a laugh with him, when it comes to throwing him off he doesnt show any remorse. It is possible that Hal didnt like Falstaff in the first place but this seems to be unlikely due to the amount of time he spends joking with him. The way in which Hal discards Falstaff doesnt reflect well on his personality but it is necessary if he is to become successful in his kingship. Hotspur also has attractive and unattractive qualities. The first we hear of him in the play is when he is being praised by the king. The king even goes so far as to say That some night-tripping fairy had exchanged in cradle clothes our children meaning that he wishes that he could prove that a fairy had exchanged his son with Hotspur when they were babies. This makes us think that if the king wishes Hotspur was his son then he must be a much better person than Hal and thus be the obvious choice for the most attractive character. The king says that Hotspur is The theme of honours tongue which is obviously a very high title to be given and Hotspur probably does deserve this mention for his skill as a warrior. Hotspur is a very brave character whose main aim in life is to gain honour for himself and Without corrival or without having to share it with others. A suitable example of Hotspurs search for honour is when he says O the blood more stirs, to rouse a lion than to start a hare! meaning that you will look a lot braver if you attack a lion than you will if you attack a hare. When Hotspur mentions the lion here he could be referring to the king as at another point in the play Falstaff compares the king to being a lion. Although wanting to gain honour is a clever and acceptable thing the lengths that Hotspur is willing to go to to gain honour is too extreme. When he finds out that his fathers army wont be present at the battle his reaction is very rash. He says that with the scales tipped against them winning the battle would be a larger dare to our great enterprise meaning that their smaller army will gain more honour if they defeat the kings army. It is with this attitude that Hotspur goes into battle and eventually gets defeated and killed. Hotspur gets his nickname from his hot headedness and from not being able to control his temper which is obviously an unattractive quality. We see this quite early on in the play when Hotspur loses his temper in front of the king and shouts Revolted Mortimer! when the king is accusing Mortimer of joining forces with Glendower and he refuses to pay the ransom for Mortimer. This hot headedness makes Hotspur look less attractive as he cannot properly control his temper but at the same time standing up to the king could be seen as an attractive point. As well as being hot headed, Hotspur is also forgetful. When the rebels hold an important meeting Hotspur is given the job of bringing the map be he manages to forget this simple task as the line A plague upon it! I have forgot the map! shows. As Hotspur is supposed to have a claim to being future king even a small problem like this could prove fatal should he become king and forget something important. When these two very important characters are being compared together we can get a clearer idea as to who stands out as being the most attractive character. Hotspurs greatest attribute is his skill in battle and he often shows off how good a warrior he is but when they actually meet in battle Hal comes out on top and he kills Hotspur. At the start of the play Henry IV says that he wishes Hotspur was prince instead of Hal but as the play does on we start to see Hotspurs less attractive qualities come to light as we see Hals attractive qualities. Then, by the end of the play we discover that actually Hal will be a better prince than Hotspur could be. Although, at the start of the play it is Hotspur who comes across as being the most attractive character, a combination of strong and weak qualities which both Hal and Hotspur possess make us change our minds as the play goes on and at the end of the play it is Hal who stands out as being the most attractive character.

Early Computer Education for Students :: Computer technology student teacher

Introduction With the increasing need for technology proficient students, educational computing needs to start at an early age. Computing should be involved in each level of education from K-12 to higher education. This essay will cover the issues, challenges, and conclusions of computing education methods in different educational levels, internet in education, using â€Å"edutainment† within curriculum, and teaching information literacy. Background Literature Learning can be described as a process of interaction of student-to-professor, student-to-student, student-to-material, and student-to-expert/practitioner. Traditionally, a students learning is limited to class lectures, face-to-face discussions, office visits, quizzes, and tests (Wang, 2007, p280). Wang states that student learning quality can be improved by increasing these basic interactions. According to Wang, the Internet can improve the quality of these interactions when integrated into the classroom setting. The Internet improves the interaction of student-to-professor, student-to-student, student-to-material, and student-to-expert/practitioner (Wang, 2007, p 281). According to Wang, traditional classroom learning has extreme limitations. Most information is dispensed in lecture, especially in a college setting, and assessed with a test. Students have very little time to reflect and to express their thoughts and feelings about what is taking place. They have very little time to communicate to the professor what they are learning or having difficulty learning after each class session. Often students misconceive what they read and what they hear in a lecture setting. These misconceptions are carried through into an examination and are seldom resolved (Wang, 2007, p 281). Mary Green and Mary Nell McNeese believe that video games are an untapped resource in education. They refer to games that could be educational as â€Å"edutainment.† The main purpose of edutainment is to promote student learning through exploration, interactivity, trial and error, and repetition in such a way that students get so lost in the fun, that they don’t realize they are learning at the same time. By playing digital games, students exercise various skills such as strategizing, and problem solving to conquer the enemy, save the princess, or find the hidden treasure (Green, 2007, p 6).

A Stylistic analysis of ‘Under Milk Wood’ by Dylan Thomas

A Stylistic analysis ofUnder Milk Woodby Dylan Thomas. by Dylan Thomas. The object of this paper is to stylistically analyzeUnder Milk Wood( 1954 ) by Dylan Thomas. I aim to determine what Thomas’s influences upon his work were and how he uses literary techniques to make a piece of literary art which is so appealing to the senses. I will besides associate these repeated stylizations to Thomas’s historical and cultural background in order to derive a full image of his life at the clip of composing. Dylan Marlais Thomas was born on the 27Thursdayof October, 1914 in Swansea, Wales. Thomas is responsible for a immense organic structure of work during his short life ; nevertheless, his most celebrated piece of authorship isUnder Milk Woodwhich was published in 1954.Under Milk Woodis non merely Dylan Thomas ‘ most celebrated piece of work, but it was besides his last. During his childhood, Thomas spent the bulk of his life in his place town, nevertheless, each summer he was sent off to his aunt’s house in Carmarthenshire farms. This allowed Thomas to see the contrasting side to that of his busy town life and proved to hold a immense impact on the manner in which he wrote. Thomas attended Swansea Grammar School from 1925 and whilst at that place, he began to maintain diaries of poesy which he had written, and his first verse form was published in the school magazine. By the clip Thomas left school at the age of 16, he had already written over 200 verse forms. ( Poemhunter: 2014 ) As a kid, Thomas frequently had reoccurring eruptions of bronchitis and suffered from terrible asthma ( Bio: 2013 ) , as a consequence, he was seen as excessively weak to contend in World War II and was alternatively used to compose authorities books. However, Thomas found it hard to populate off the little rewards and sought employment with a company named Strand Films. Strand Films created short productions for the Ministry of Information and Thomas wrote five of these in 1942. During this clip, Thomas was roll uping a aggregation of verse forms, one of which was subsequently published in 1946 asDeath and Entrances. This aggregation of verse form was inspired by World War II and trades with the effects which arise from war and was dubbed as the devising of his calling. Critic Walter J. Turner said that ‘this book entirely, in my sentiment, ranks him as a major poet’ ( 1946: 176 ) . In 1941, Swansea was bombed by the German Luftwaffe, and Thomas saw the devastation of t he streets which he held beloved to his bosom and this inspired him to compose about this experience in a wireless drama which he called,Return Journey Home( 1958 ) . The Second World War appears to hold been a big influence uponUnder Milk Woodand the creative activity of Llareggub was Thomas’s manner of making ‘a picturesque sense of the past’ ( 1995: 19 ) where clip had been at a standstill as ‘the custodies of the clock have stayed still at half past 11 for 50 years’ ( 1995: 28 ) . This gives the audience the vision of a town where clip does non count and war has non been a calamity which the citizens have been forced to meet. In 1950, Thomas was invited to New York by John Malcolm Brinnin in order to tour the humanistic disciplines Centres in America, over a three month period. Two old ages subsequently in 1952, Thomas embarked upon the humanistic disciplines tour one time once more, this clip with his married woman, Caitlin Macnamara. Whilst in America, Macnamara discovered that Thomas had been unfaithful on his old trip to the States and the brace began to imbibe to a great extent and reason unrelentingly ( Poemhunter: 2014 ) . The heavy imbibing caused Thomas’ wellness to deteriorate and he shortly found himself enduring from urarthritis and external respiration troubles. On the 3rdof May, 1953, whilst in America, Thomas preformed an unfinishedUnder Milk Wood( 1954 ) at Harvard University on his ain. He so performed once more, this clip with a full dramatis personae of histrions, at The Poetry Centre in New York on the 14Thursdayof May 1953.Upon his return to Wales, Thomas completed the drama an d it was performed to the full for the first clip at The Lyric Theatre in Carmarthen, Wales on the 8Thursdayof October 1953. On the 19Thursdayof October, 1953, Thomas flew back to America in order to execute the finished drama, nevertheless, unluckily, on the 5Thursdayof November, 1953 ; Thomas was admitted to St. Vincent’s infirmary after a tally of bad wellness, with ‘acute alcoholic encephalopathy’ ( Poemhunter: 2014 ) and slipped into a coma before go throughing off on the 9Thursdayof November 1953. The calamity of his passing besides meant that the BBC was now unable to get down with the cinematography ofUnder Milk Woodwith Thomas as the voice ( 1954 ) . ‘A Play for Voices’ is the caption ofUnder Milk Woodand this helps to determine the genre of it highly good. Although the drama was specifically written to be a wireless production, it is non a typical drama. The most important divergence from the normalcy of a drama is that it is unusual for a drama to hold a storyteller. In a phase drama, the ideas, feelings and scenes are conveyed straight to the audience via the characters utilizing duologues and monologues. It is obvious that the drama is a dramatic production and contains all of the properties which we would anticipate to happen within a dramatic text. A play is a text which is written to be performed on phase, telecasting or wireless and will include: staging waies, character lists, waies for costumes, and is written to be performed in the signifier of a duologue book.Under Milk Wooddoes incorporate all of these characteristics, but besides contains facets of poesy and narrative which are unusual characteristics o f serious play. Under Milk Woodis set in a fancied town in Wales which is called Llareggub. Although the town name really sounds Welsh, it is in fact the backwards spelling of the term sodomite all. The drama illustrates the life of Llareggub ‘s occupants over the infinite of a dark from ‘spring, moonless night’ ( 1995: 3 ) to ‘the thin dark darkness’ ( 1995: 62 ) . The drama contains no existent action but does incorporate different episodes which are connected by the two omniscient storytellers, the ‘first voice’ ( 1995: 3 ) and the ‘second voice’ ( 1995: 4 ) . These two voices displacement from character to character but they do non truly belong to the citizens of Llareggub. The voices merely present the characters to the hearer so in consequence ; they are mediators for the audience and the dramatic subdivisions of the drama. The drama contains many different poetic effects, which are largely spoken by the ‘First Voice’ ( 1995: 3 ) and ‘Second Voice’ ( 1995: 4 ) . The two voices use similes repeatedly in order to compare one thing to another. An illustration of a simile within the drama is when Mrs Cherry Owen defines Mr Cherry Owen as being ‘as rummy as a deacon’ ( 1995: 26 ) . The consequence of this simile is that it highlights the inebriation of Mr Cherry Owen and draws the audience in because the audience would be shocked at the innuendo of a deacon being rummy.Under Milk Woodbesides contains many metaphorical statements. For illustration ; ‘the small pink eyed cottage’ ( 1995: 8 ) . This metaphor gives the bungalow life qualities and personifies it leting the audience to care and link to the object despite it being inanimate. Alliteration is besides often used in order to add accent and deepness to Thomas’s descriptions of the small town and its milieus. For illustration ; the first voice speaks about Bessie Bighead being asleep, and the voice says ‘sleep until the dark sucks out her psyche and spits it into the sky’ ( 1995: 55 ) . Here, Thomas is utilizing alliterative and onomatopoetic sounds for the old lady in order to pull attending to the line. A farther poetic technique which Thomas uses is strong images which are built up utilizing different semantic Fieldss in order to make images in the head of the audience. An illustration of this is when the first voice says: ‘Now, in her ice-berg white, holily laundered, crinoline night-gown, under virtuous polar sheets, in her spruced and scoured dust-defying sleeping room in trig and spare Bay view’ ( 1995: 12 ) . The consequence of this image is to demo us how clean Mrs Ogmore Prichard’s house is with the usage of statements such as ‘ice-berg white’ and ‘dust-defying bedroom’ . Although Thomas could hold merely said that the house was really clean, he chose to give the audience an image in their heads to assistance with clearly visualizing the scene. A farther illustration is ‘the sloeblack, decelerate, black, crowblack, fishingboat-bobbing sea’ ( 1995: 3 ) . The usage of such complex images and poetic linguistic communica tion which is used by the first and 2nd storytellers gives effectual contrast to that of the ordinary, mundane linguistic communication of the citizens of Llareggub. The inclusion of poetic techniques in a piece that is meant to be dramatic creates centripetal feelings for the audience to go immersed in. They besides give Llareggub a dreamlike and charming feeling which leaves the reader with a feeling of admiration and child-like phantasy. Thomas does non merely convey ocular images through descriptive linguistic communication, but he allows the audience to see the town by listening to the sounds which the storytellers are invariably directing us towards. The first and 2nd voices often invite the audience to ‘listen’ as ‘only you can hear’ ( 1995: 4 ) . There are no sound effects in the drama ; hence, sounds must be created by the descriptions which Thomas gives to us. For illustration: ‘the sea interruption and the chitchat of birds’ ( 1995: 20 ) , ‘shrill misss giggle ( 1995: 45 ) and ‘the clippety-clop of Equus caballuss†¦ ..pigs are grunting, chop goes the meatman, milk-churns bell, boulder claies ring, sheep cough, Canis familiariss shout, saws sing’ ( 1995: 34 ) . Again the consequence of this is to let the audience to visualize the town utilizing sound as an concomitant to the ocular images which he invariably feeds. Thomas uses the Welsh poetic cons truct of ‘cynghanedd’ ( 2009 ) throughoutUnder Milk Woodwhich is the internal sound agreement utilizing beat, riming, vowel rhyme and speech pattern. The usage of this device creates velocity and energy which drives the twenty-four hours into dark once more. A good illustration of this is ‘There’s the, cartridge holder clunking or Equus caballuss on the sunhoneyed setts of the humming streets, hammering of horse-shoes, gobble quack and cackle, tomtit chirrup from the bird-ounced boughs’ ( 1995: 34 ) . ‘The voice of a Guide-book’ ( 1995: 19 ) storyteller is intended to give comparing to the first and 2nd voice storytellers. The usher is impersonal and distant in comparing to the two voices ; it does non look to cognize the town really good and does non talk to the audience in the same mode as the first two voices do. It abuses the town and the occupants whilst looking down upon their manner of life and doing the town seem drilling and uneventful. For illustration: the guide-book voice describes the little houses as ‘prinking themselves out in petroleum colorss and the broad usage of pink wash’ ( 1995: 19 ) and describes the town as ‘this little disintegrating watering-place’ ( 1994: 19 ) . The Guide-book is highly negative with respects to Llareggub, and uses cliches such as ‘cobbled streets and its small fishing habour’ ( 1995: 19 ) to do the topographic point appear worn out and antique. Thomas’s usage of neologies are outstanding throughout the drama and are largely in the signifier of compound nouns and participle adjectives such as ‘fishingboat-bobbing sea’ ( 1995: 3 ) and ‘jellyfish-slippery’ ( 1995: 4 ) . The usage of these is to enable Thomas to maintain the beat in flow with the remainder of the text and give ‘interesting ideological effects’ ( 2010: 18 ) which paradox human linguistic communication. Page 9 through to page 12 sees Thomas use an ancient Hellenic technique called stichomythia ( 1975: 143-176 ) . This is a technique which was besides famously used by Shakespeare throughout his work ( 2009 ) and comprises of two or more characters prosecuting in quick-fire address. This is besides repeated on page 28 and pages 35-36. This speedy exchange of address gives the audience a sense of velocity and picks up the gait until the conversation is over. There is a noticeable sum of innuendo nowadays inUnder Milk Woodalong with dual entendre and boylike temper. For illustration: on page 60, Mr Waldo says ; ‘nobody’s swept my chimbley/Since my hubby went his ways/Come and brush my chimbley/Bring along your chimbley brush’ ( 1995: 60 ) and ‘Lie down, lie easy. Let me shipwreck in your thighs’ ( 1995: 52 ) . Despite the boylike insinuation, there are illustrations of descriptive and mildly titillating lines. An illustration of this is ‘The Sun hums down through the cotton flowers of her frock into the bell of her bosom and bombilation in the honey at that place and sofas and busss, lazy-loving and boozed, in her red-berried breast’ ( 1995: 46 ) . The consequence this has upon the text is one of temper and visible radiation –hearted screening of the characters making a threading bond between the audience and the citizens of Llareggub. The inclusion and intermingling of all these techniques has allowed Thomas to make an improbably sensuous piece of literary art which flows swimmingly with the carefully crafted rhythmic linguistic communication and crisp pacing. Richard Burton considers Under Milk Wood to be ‘a amusing masterpiece’ ( Rees: 2014 ) , one that will populate everlastingly in the immortal voices of his far-out characters. Word Count: 2230 ( excepting bibliography ) Bibliography.Biography of Dylan Thomas.( 2014 ) hypertext transfer protocol: //www.poemhunter.com/dylan-thomas/biography/ Accessed ( 01/04/2014 )Drabble, M. ( 2009 )The Oxford Companion to English Literature.Oxford: Oxford University Press.Jeffries, L. ( 2010 ) . Critical Stylistics: The Power of English. Basingstoke: Macmillan.Jeffries, L. & A ; McIntyre, D. ( 2011 ) Teaching Stylistics. London: MacmillanO’Toole ( 1975 )Analytic and Man-made Approaches to Narrative Structurein Style and Structure in Literature. United kingdom: Blackwell.Thomas, D. ( 1954 )Under Milk Wood. ( The Definitive edition – 1995. ) London: Everyman.Thomas, D. ( 1958 )Return Journey Home. Hammersmith: Lyric Theatre.Thomas, D. ( 1946 )Death and Entrances.United kingdom: Jackdaw Books.Turner, W. J. ( 1946 ) . The Spectator. Pg. 176. The Spectator.West, J. ( 2009 ) .Welsh Poetry – Part I: Cynghaneddhypertext transfer protocol: //allpoetry.com/column/7546199-Welsh-Poetry — -Part-I-Cyng hanedd — by-Welshbard ( accessed 30/03/2014 )Rees, J. ( 2014 )Why Under Milk Wood is the greatest wireless drama of all time.The Telegraph.

Curriculum Guide Essay

The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of literature and other texts types for a deeper appreciation of Philippine Culture and | |those of other countries. | |GRADE LEVEL STANDARD: The learner demonstrates communicative competence (and multiliteracies) through his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT STANDARD |PERFORMANCE STANDARD |LEARNING COMPETENCIES | |Listening Comprehension |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner accurately produces a |Recognize prosodic features: stress, intonation and pauses serving as carriers of meaning that | | |prosodic features and non-verbal cues that |schematic diagram to note and give |may aid or interfere in the delivery of the message in stories and informative texts | | |serve as carriers o f meaning when listening to|an account of the important details |Note prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | |informative texts and longer narratives to |in long narratives or descriptions | | | |note significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | | | | |Listen to points the speaker emphasizes as signaled by contrastive sentence stress determine how | | | | |stress, intonation, phrasing, pacing, tone and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding on how | The learner creates an audio – video|Employ appropriate listening skills when listening to descriptive and long narrative texts | | |employing projective listening strategies to |presentation highlighting the core |(e. g. making predictions, noting the dramatic effect of sudden twists, etc.) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to validate information, | |Employ projective listening strategies with longer stories | | |opinion, or assumption to participate well in | | | | |specific communicative context . | |Listen to determine conflicting information aired over the radio and television | | | | | | | |The learner demonstrates understanding of | |Listen for clues to determine pictorial representations of what is talked about in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main purpose of listening, one’s | | | | |familiarity with the topic and difficulty of | | | | |the text describing a process and narrating | | | | |longer stories to suit the listening text and | | | | |task. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding in |The learner proficiently writes an |Determine the persons being addressed in an informative talk, the objective/s of the speaker and| | |validating information, opinions, or |editorial article concerning an |his/her attitude on the issues | | |assumptions made by a speaker to arrive at |issue raised by the speaker in a |Use attentive listening strategies with informative texts | | |sound decisions on critical issues. |text liste ned to. | | | | | |Note clues and links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the different sides of social, moral, and economic issues affecting a community | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner creatively renders a |Process speech delivered at different rates by making inferences from what was listened to | | |the orchestration of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to |Use syntactic and lexical clues to supply items not listened to | | |text types enable him or her to appreciate | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the function/s of the statements | | | | |made | | | | | | | | | | | | || | Express appreciation for texts orally interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to appreciate the tune and the narrative structure of ballads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Oral Language and Fluency |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of how |The learner actively participates in|Use appropriate registers to suit the intended audience, and variation in intonation and stress | | |to speak in clear, correct English appropriate|a conversational dialogue about |for emphasis and contrast | | |for a certain situation, purpose and audience.|school/environmental issues or any |Express feelings and attitudes by utilizing contrastive stress and variations of tone and tempo | | | |current social concerns. | | | | | |Use stress, intonation, and juncture to signal changes in meaning | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner joins actively in a |Ask for and give information, and express needs, opinions, feelings, and attitudes explicitly | | |various means on how figurative and academic |panel discussion on a current issue |and implicitly in an informative talk | | |language can be used in various communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | |settings. | |alternative, modals, embedded) | | | | | | | | | |Make inquiries | | | | | | | | | |Give information obtained from mass media: newspapers, radio, television | | | | | | | | | |Highlight important points in an informative talk using multi-media resources | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner proficiently conducts a |Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, | | |using turn-taking strategies in ext ended |formal, structured interview of a |turn-getting, etc.) in extended conversations | | |conversations to effectively convey |specific subject. |Interview persons to get opinions about certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | |Arrive at a consensus on community issues by assessing statements made | | |The learner demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech using multi-media|React to information obtained from talks | | |meaning. |resources to highlight important | | | | |points. | Interview persons to get their opinions about social issues affecting the community | | | | | | | | | |Agree/Disagree with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the function/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the tone used | | | | | | |Vocabulary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | |(Subsumed in all domains) |strategies for coping with the unknown words |e-portfolio of vocabulary | | | |and ambiguous sentence structures and |illustrating the use of varied |Differentiate between shades of meaning by arranging words in a cline | | |discourse to arrive at meaning. |strategies. | | | | | |Guess the meaning of idiomatic expressions by noting keywords in expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by deleting expansions to | | | | |come up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in |Identify the derivation of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | | The learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |glossary of words related to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust reading speed based on one’s purpose for reading and the type of materials read | | |different reading styles to suit the text and |showing various entries like the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice of reading materials, the |Scan rapidly for sequence signals or connectors as basis for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read closely to select appropriate details from a selectio n for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection using a | | |textual relationships using non-linear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with peers and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly used| | | | |in content area texts | | | | | | | | | |Transcode information from linear to non-linear texts and vice-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and vice versa | | | | | | | | | | | | | | |Organize information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a |Utilize varied reading strategies to process information in a text | | |varied reading approaches to make sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | |Distinguish between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a basis for predicting | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | |Employ approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that might | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | | Determine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a writer to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize knowledge of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | |or viewed | | |implicit signals used by the writer. | | | | | | |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | |Distinguish the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | |Point out relationships between statements. | | | | |Distinguish between general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover literature as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |with | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to protect the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of people throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner creatively compiles |Show understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential learning. | | | |inspire humans to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the macro discourse patterns of essays and the macro discourse signals used to | | | | |establish meaning relationships in the essay | | | | |Determine the author’s tone and purpose for writing the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms | | | | |Show understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthwhile universal human values | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what makes| | | | |one an Asian | | | | | | | | | |Identify oneself with other people through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of li terature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. |Distinguish as positive values humility, resourcefulness, self-reliance and the ability to look | | | | |into oneself, and accept one’s strengths and weaknessess | |Viewing Comprehension |Quarter 1 |Quarter 1 |Organize information extracted from a program viewed | | |The learner demonstrates understanding of the |The learner produces program | | | |different text types and genres of programs |portfolio that monitors his/her |Compare and contrast basic genres of programs viewed | | |viewed to effectively derive information and |progress as a viewer (in terms of | | | |find meaning in them |interest, preference, and |Narrate events logically | | | |reflections on individual viewing | | | | |behaviors). |Validate mental ima ges of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions based on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in c ritical viewing. | |Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and systematic approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and evaluate the meaning of |viewing conventions. |Explore how colors appeal to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | | | |Differentiate between vantage points and viewing | | | | | | |Writing |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accomplish forms and prepare notices | | |giving valuable personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social |Write the information asked for in the following forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | | The learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | |internet commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | |power of language structures and forms in |poll, interprets, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, national|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a research paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to construct integrative literary and expository | | |to have a good command and facility of the |poetry & prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language necessary to produce writing |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | |Produce different text types and sub-types | | | | | | | | | | Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes | | | | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatical structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion | | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | |simple topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | |Revise a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different genres and modes of writing (pen-pal | | | | |letters, letters of invitation, a â€Å"yes† and â€Å"no† letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging citations made | | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate acknowledgement of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and periodicals | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementation | | |modes of development and language structures |text. |appropriate idioms, collocations, and fixed expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | |correct complex and compound-complex sentences | | |thoughts, and feelings. | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically correct sentences ensure an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that govern various |Ad promoting a government bill or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her initiative | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | |Study Strategies |Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using library and electronic resources consisting of general references: atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical index, periodicals and internet sources/ other websites to locate information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about diversity and/or harmony among Afro – | |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | |Get and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how | The learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how|The learner produces a clip report |Derive information from various text types and sources using the card catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research|collected |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the employment of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by going through series of pr ocesses | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the soundness of research conclusion.

Attitude Crocodile tourism is one of the most famo Essays

Attitude Crocodile tourism is one of the most famo Essays Attitude Crocodile tourism is one of the most famous adventure tourism in the world that attracts a lot of tourist to visit Australia. The huge amount of tourists brings a lot of benefits to Australia, which includes huge amount of revenue for local government and tourist operators and great reputation in tourist industry under the economic downturn environment. However, the most famous tourism also result in some negative impacts breaking the ecological equilibrium and threatening local people ' s life. Therefore, it is hard for people to judge weather crocodile tourism is positive or not. Some individuals and environmental organizations considered that the crocodile tourism should be prohibited. On the other side, tourism operators will try their best to protect their profit as well. In order to retain the substantial income but reduce the negative impacts, negotiating and cooperation is the essential part that both sides need to attempt and put effort Beginning The most obvious and significant problem is the crocodiles becomes more aggressive and fearless to human, which is threatening people ' s life significantly. Due to the crocodile tourism, crocodiles are more familiar with boats and attracted by boats, further more, more humans were killed by crocodiles than before. According to the news, in 2014, saltwater crocodiles killed four Territorians in the Northern Territory, which is almost one-fifth of the total 21 people killed since 1974(NT News, 2014). The crocodile tourism has pushed not only natives closer to the dangerous but also backpackers. There were 31 victims on the list since 1990, all of them were killed by crocodiles in Australia, and there were many tragedies have not been recorded(C. Garry, 2011). The reasons why crocodiles attack human are multiple, which include territory defense, nest defense, self defense, food and by accident(C. Garry, 2011). To be more specific, crocodile is ec tothermic which means cold blood. They always become active when temperature increase, because they depends on solar energy. However, people are also prefer to travel during the warm period. Thus, season also could be summed as a factor(H. Melissa, 2015). Indeed, there are many factors result in crocodile attack, but , the core reason is the development of crocodile tourism and human ' s improper behaviors, over feeding and habitat lose changed crocodile ' s habits. Meanwhile, with the development of crocodile tourism, there are more chance for human to approach crocodile which means the situation could be worse in the future. Consider again The crocodile attack is not only threatening human ' s life, but also itself. Revenge kills are common in any place. According to the news report, in 2014, a African man killed crocodile after one month when his family was killed by crocodiles (H. Melissa, 2015). Further more, crocodile attack makes crocodile get a really bad reputation, which makes many innocent crocodile have been killed. In Australia, after a boy was missing, the authority in Australia issued a shoot-to-kill order on any crocodile bigger than two meters(H. Melissa, 2015). Thus, the bad reputation have put crocodile into a really dangerous edge. Some of the crocodiles are endangers species such as Philippine and Orinoco crocodile. However, most people do not have the knowledge of the crocodile, they will not consider them as Philippine and Orinoco, the only name of them is crocodile ' , the dangerous killer in the world. Therefore, the crocodile tourism has aggravated contradictions between human and crocodile to some extent. Definition of Stakeholders In order to define the stakeholders, it is better to look through the whole benefit chain in the crocodile tourism. On one hand, as an profitable industry, tourist industry is playing an essential role in Australia economy. According to the rep ort, during the period from 2013 to 2014, tourism has bring $102 billion income to Australia(Annual Report, 2013-14), which is a such big number. In the case, it also mentioned that in the decline trend of tourism industry, crocodile tourism still can remain a successfully number of visitors. So, we can find how much important is crocodile tourism for the tourism operators and the related industries such as hotel and catering industry, even many sole traders rely on the crocodile tourism. On the other hand, tourists also earn

Successful Project Management Essay Example | Topics and Well Written Essays - 2750 words

Successful Project Management - Essay Example In this scenario there is need to better take care of project activities those are critical for the project success. This report is based on a scenario in which Ashleigh Council has to set up Ashleigh Music Festival Ltd (AMF Ltd) which will work like a social enterprise for initiating the festival. This report discusses some of the major activities and tasks required to be completed for planning and handling the activities. Introduction Ashleigh Music Festival Ltd (AMF Ltd) is a social enterprise that arranges music festivals. This corporation has recently initiated a plan to establish a new event of music festival. This event will provide an excellent entertainment facility to public. However, in order to effectively plan the project one of the initial jobs is to assess the project scope in order that they could better understand the project tasks and activities. This project report is also intended to provide guidelines regarding project planning through assessment of project tasks and activities. This report will assess the project tasks that need to be completed in order to arrange the festival in time. This report will review some of the important aspects along with project management processes and techniques which are adopted throughout project lifecycle. This report will also discusses skills and competencies needed by the project team in order to manage a successful project. This report will also try to highlight the project stakeholders and how they will be engaged with project and project manager. Background Ashleigh Council has initiated bidding for the contract to a project which will engage managing and organizing and setting up a music festival at a number of points in the summer of 2013. This festival will continue for 3 days and will start at an outdoor site (plan enclosed), that will have the capacity of 30,000 people. This festival will generate revenue by selling the tickets. In addition, project bidders will be paid by 20% of the revenue generated by ticket sales. This project holds the facility of availing the interest-free loan of up to ?300,000 from bank for equipment rent (the council will cover staff, licensing, health and safety, and site reinstatement costs). Initial Project Tasks This section outlines some of th e key project tasks those will be planned and managed before the project start. These tasks will be the key tasks that need to be completed in order to hold the event in time. At this stage, we will concentrate on some of the main activities that seem to be really significant for the project initiation. In this scenario we will concentrate on these project tasks and will focus on early completion of these tasks for the successful project initiation. Requirements Analysis In this project task we will deeply assess some of the main project activities to better map and understand the project needs. This will help us to better plan the project for the superior project performance. Planning At this stage of project; we will plan the project tasks and activities. In this scenario we will allocate time and resource to each project task. This project stage will involve project task planning. Legal Permission At this stage of project we will take the permission of music festival from local a uthorities. This will offer us a great deal of satisfaction (i.e. eliminating the chances of any legal issue). Recruiting At this stage we will recruit the staff for the project that will be responsible for managing and completing the project tasks and activities. This stage of project will involve publishing the job ads, interviewing the staff and recruiting them. After that we will have to train the staff. Training This will be

Critically analyse the current health promotion activities associated Essay

Critically analyse the current health promotion activities associated with this sexual health - Essay Example For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled† (Technical Consultation on Sexual Health in January 2002). Reproductive and sexual health and well-being are vital if people are to have a safe, responsible, and satisfying sexual lives. Good sexual health is important to both individuals and society. It is, therefore, important to have the right support and services to promote good sexual health. Sexual health requires a positive approach to human sexuality and understanding of the intricate factors that shape human sexual behaviour (Fogel 1990). These factors affect whether the expression of sexuality leads to sexual health and well-being or to sexual behaviours that put people at risk or make them vulnerable to sexual and reproductive ill-health. Health programme managers, policy-makers and care providers, need to understand and promote the potentially positive role sexuality can play in people’s lives and to build health services that can promote sexually healthy societies. The level of concern related to sexual health among health care professionals, the Government and the public is presently high. This has been as a result of growing rates of infection, the arrival of the HIV epidemic in the 1980s, confirmation of heightened risk taking and often inadequate control of infections. Common conditions now include Chlamydia, non-specific urethritis and wart virus infections, but almost all sexually transmitted infections (STIs) are becoming more common (Stokes 1997). The frequency of visits to branches of genitourinary medicine (GUM) in England has doubled over the last decade and now stands at over a million a year, see figure 1 below. Diagnoses of genital Chlamydia also virtually doubled up during the 1990s, with a major marked increase in men and women aged less than 20. Current surveys of women