Definition and Examples of Symploce in Rhetoric

Definition and Examples of Symploce in Rhetoric Symploce is a  rhetorical term for the repetition of words or phrases at both the beginning and end of successive clauses or verses: a combination of anaphora and epiphora (or epistrophe).  Also known as complexio. Symploce is  useful for highlighting the contrast between correct and incorrect claims, says Ward Farnsworth. The speaker changes the word choice in the smallest way that will suffice to separate the two possibilities; the result is a conspicuous contrast between the small tweak in wording and the large change in substance (Farnsworths Classical English Rhetoric, 2011). EtymologyFrom the Greek, interweaving Examples and Observations The yellow fog that rubs its back upon the window-panes,The yellow smoke that rubs its muzzle on the window-panes . . ..(T.S. Eliot, The Love Song of J. Alfred Prufrock. Prufrock and Other Observations, 1917)The madman is not the man who has lost his reason. The madman is the man who has lost everything except his reason.(G.K. Chesterton, Orthodoxy, 1908)In the years after World War I my mother had put pennies for Grace [Cathedral] in her mite box but Grace would never be finished. In the years after World War II I would put pennies for Grace in my mite box but Grace would never be finished.(Joan Didion, California Republic. The White Album. Simon Schuster, 1979)For want of a nail the shoe was lost.For want of a shoe the horse was lost.For want of a horse the rider was lost.For want of a rider the battle was lost.For want of a battle the kingdom was lost.And all for the want of a horseshoe nail.(attributed to Benjamin Franklin and others) Effects of Symploce Symploce can add a sense of measured balance to the rhetorical effects achieved through either anaphora or epiphora. Paul demonstrates this in Are they Hebrews? So am I. Are they Israelites? So am I. Are they of the seed of Abraham? So am I. Symploce can also string together clauses to create either a catalogue or gradatio.(Arthur Quinn and Lyon Rathbun, Symploce. Encyclopedia of Rhetoric and Composition: Communication From Ancient Times to the Information Age, ed. by Theresa Enos. Taylor Francis, 1996) Symploce in Shakespeare Most strange, but yet most truly, will I speak:That Angelos forsworn; is it not strange?That Angelos a murderer; ist not strange?That Angelo is an adulterous thief,An hypocrite, a virgin-violator;Is it not strange and strange?(Isabella in William Shakespeares Measure for Measure, Act 5, scene 1)Who is here so base that would be a bondman? If any, speak; for him I have offended. Who is here so rude that would not be a Roman? If any speak; for him have I offended. Who is here so vile that will not love his country? If any, speak; for him have I offended.(Brutus in William Shakespeares Julius Caesar, Act 3, scene 2) Bartholomew Griffin's Perfect Symploce Most true that I must fair Fidessa love.Most true that I fair Fidessa cannot love.Most true that I do feel the pains of love.Most true that I am captive unto love.Most true that I deluded am with love.Most true that I do find the sleights of love.Most true that nothing can procure her love.Most true that I must perish in my love.Most true that She contemns the God of love.Most true that he is snarà ¨d with her love.Most true that She would have me cease to love.Most true that She herself alone is Love.Most true that though She hated, I would love!Most true that dearest life shall end with love.(Bartholomew Griffin, Sonnet LXII, Fidessa, More Chaste Than Kinde, 1596) The Lighter Side of Symploce Alfred Doolittle: Ill tell you, Governor, if youll only let me get a word in. Im willing to tell you. Im wanting to tell you. Im waiting to tell you.Henry Higgins: Pickering, this chap has a certain natural gift of rhetoric. Observe the rhythm of his native woodnotes wild. Im willing to tell you. Im wanting to tell you. Im waiting to tell you. Sentimental rhetoric! Thats the Welsh strain in him. It also accounts for his mendacity and dishonesty.(George Bernard Shaw, Pygmalion, 1912) Pronunciation: SIM-plo-see or SIM-plo-kee Alternate Spellings: simploce

How to Grow Salt Crystals

How to Grow Salt Crystals Table salt, also known as sodium chloride, is a crystal (a symmetrical solid substance made entirely of the same material).  You can see the shape of a salt crystal under a microscope, and you can grow your own salt crystals for fun or for a science fair. Growing salt crystals is fun and easy; the ingredients are right in your kitchen, the crystals are non-toxic, and no special equipment is required.   How to Grow Salt Crystals It takes very little work to start the process of growing salt crystals, though you will need to wait a few hours or days to see the results, depending on the method you use. No matter which method you try, youll need to use a hot stove and boiling water, so adult supervision is advised.   Salt Crystal Materials table salt (sodium chloride)waterclean clear containera piece of cardboard (optional)string and pencil or butter knife (optional) Procedures Stir salt into boiling hot water until no more salt will dissolve (crystals start to appear at the bottom of the container). Be sure the water is as close to boiling as possible. Hot tap water is not sufficient for making the solution. Quick Crystals:  If you want crystals quickly, you can soak a piece of cardboard in this supersaturated salt solution. Once it is soggy, place it on a plate or pan and set it in a warm and sunny location to dry out. Numerous small salt crystals will form. Perfect Crystals:  If you are trying to form a larger, perfect cubic crystal, you will want to make a seed crystal.  To grow a big crystal from a seed crystal, carefully pour the supersaturated salt solution into a clean container (so no undissolved salt gets in), allow the solution to cool, then hang the seed crystal in the solution from a pencil or knife placed across the top of the container. You could cover the container with a coffee filter if you like. Set the container in a location where it can remain undisturbed. You are more likely to get a perfect crystal instead of a mass of crystals if you allow the crystal to grow slowly (cooler temperature, shaded location) in a place free of vibrations. Tips for Success Experiment with different types of table salt. Try iodized salt, un-iodized salt, sea salt, or even salt substitutes. Try using different types of water, such as tap water compared with distilled water. See if there is any difference in the appearance of the crystals.If you are trying for the perfect crystal use un-iodized salt and distilled water. Impurities in either the salt or water can aid dislocation, where new crystals dont stack perfectly on top of previous crystals.The solubility of table salt (or any kind of salt) increases greatly with temperature. Youll get the quickest results if you start with a saturated saline solution, which means you want to dissolve salt in the hottest water available. One trick to increase the amount of salt you can dissolve is to microwave the salt solution. Stir in more salt until it stops dissolving and starts to accumulate at the bottom of the container. Use the clear liquid to grow your crystals. You can filter out the solids using a coffee f ilter or paper towel.

Marketing wk 2 Essay Example | Topics and Well Written Essays - 1250 words

Marketing wk 2 - Essay Example Price: Price plays equally a crucial part in product marketability. Pricing of products depend on their availability. If a product and its types are easily available in the marketplace, its pricing would be elastic, which means the unit sales would rise or fall with the change in its price. In comparison such products that are scare in availability but have robust demand would exhibit inelastic pricing behavior, which means product sale won’t be impacted with any fall or rise in its price (Jones, 2007). Place: A product can be made available through different distribution mediums such as retail outlets, via mail, through download from the internet, on a ship or any easily deliverable platform. The speed of making products available and choices for ordering a product offered to customers can affect the sales volume as per the facilities offered by the seller (Jones, 2007). Promotion: Promotion is related to any medium used for finding market for your products. Advertising, publ ic relations, point-of-sale displays, and word-of-mouth promotion are all different promotional tools. Promotion brings the prospective buyers and sellers closer to clinch the deal. Budget decides a promotional strategy for the kind of product being sold and availability of that promotional medium (Jones, 2007). Understanding the marketing mix is as relevant today as it was in the past. It is the marketing parameter to test the working of all the bases in a marketing initiative (Jones, 2007). Company Introduction Coca-Cola Amatil Limited (CCA) is a big soft drink company in the FMCG industry sector that produces many types of soft drinks in Australia. Its products are Coca-Cola, Diet Coke, Powerade Sportswater, Disney Cordial, Fruita, Fruitopia 100% Fruit Juice etc., including bottled water â€Å"Mount Franklin† that has been available since 1991. Mount Franklin is pure spring water without adding any flavour into the water, taken from beneath the ground, travelling through r ock layers of three natural sources in Australia; 1. Mount Franklin (Victoria) 2. The central Cost (NSW) 3. Perth region (Coca-Cola Amatil Ltd [CCA], 2003). CCA has been using the marketing mix tactics for all products, particularly Mount Franklin. Marketing Mix Tactics of CCA 1.1 Product Tactics 1.1.1 Product Quality The most important tactic, which CCA uses to satisfy their customer, is the product’s quality. As tap water can be used for drinking, and there is a rival such as H2go, CCA has become more alert on their product quality. The benefit of Mount Franklin, which CCA provides to customers, is the quality of still water. It means that customer can be sure on health grounds when they get fresh clean water, which is Mount Franklin (Griffin, 2004). As being fresh, clean and healthy is the significant image of the product, CCA has to ensure the water quality of the source of still water. CCA has appointed a professional hydrologist expert scientist to study the aquifer, th e layer of rock or sediment which carries the water and looking at the quality and quantity of water available (Griffin, 2004). Moreover, CCA is not depending solely on the nature to guarantee the purity of the water. Therefore, Mount Franklin water is passed through

Explain why rising prices do not necesssarily mean declining living Essay

Explain why rising prices do not necesssarily mean declining living standards - Essay Example Some people are intended to spend loads of money and they also easily can do. In the last we will see how rise in prices affect the living standards.2 Before going into the depth of the topic we will discuss concepts of income in detail. It can be defined as the income of the individuals or people after adjusting for inflation. It can be measured by subtracting the inflation from the nominal income. Mathematically it can be written as: Real income is a more useful indicator of well-being; it is based on the amount of goods and services that can be purchased with the income. It involves real variables as real income, real GDP and real interest rates. These real variables can be measured in physical units (standards of measurements of physical quantities). Nominal Income is the income that has not been adjusted against inflation and decreasing buying power. It involves nominal variables as nominal income, nominal GDP and nominal interest rates. These nominal variables are calculated in monetary units (Each Country uses a Monetary Unit of some kind some may use more than one depending on the position and nature of the economy). Although real variables and nominal variables are different with each other and they are influenced by each other. Both are separate in nature and use. Labor is a calculation of the work done by human beings. It is usually contrasted with such other factors of production as land and capital. There are some theories created on this concept called human capital. This refers to the skills those workers own). Other theory is Macro-Economics system theory that thinks human capital opposition in terms. It is defined as a sustained raise in general price levels for some set of goods and services in a given financial system over a period of time. It is measured as the percentage rate of change of a price index. There are so many inflation measures in use as there are different

Exotic Animals Essay Example for Free

Exotic Animals Essay The exotic animal trade is a growing industry in which exotic animals are bred, sold, and traded in massive amounts. Millions of exotic animals are being kept in private residences, small roadside zoos, and traveling wild animal exhibits. Sadly, beautiful and majestic animals are being held captive in unfortunate living conditions. They are being deprived the enrichment and companionship that they require to develop and flourish effectively as if they were living in the wild. These mistreated animals can be extremely dangerous to human health, the safety of the public, and the animals themselves. Many exotic animal attacks have been front page news; most recently, the release and killing of forty-nine exotic animals in Zanesville, Ohio, was said to be the worst exotic animal incident in United States history. This dangerous incident and those like it need to be thoroughly investigated, and legislation must be improved to avoid future incidents. Stricter laws will ensure exotic animals are being cared for humanely and the public is protected. Common exotic animals that are being purchased for private ownership or entertainment purposes are large game cats, bears, wolves, zebras, reptiles, birds, and nonhuman primates. The genetic anomalies of zedonks, crossbreeding zebras with donkeys, are even being advertised for sale (Green). All of these exotic animals may seem cute and cuddly in zoos and other exhibits, but they are extremely dangerous if not cared for appropriately. The care of exotic animals can be expensive, and many people will purchase these animals unaware of the costs that are required to maintain the animal’s health and environment. Many investigations into exotic animal attacks have revealed that these animals are not being cared for in humane ways. They were not being fed adequately and have not received appropriate medical care. The conditions these animals are forced to live in can make them violent towards owners or handlers. They become violent because they are hungry or because of health problems they have developed due to their ill-treatment. Exotic animals can carry diseases that can be dangerous to humans and, in some cases, even fatal. The Center for Disease Control and Prevention estimates that seventy thousand people in the United States contract the bacterial disease salmonella from the handling of reptiles, such as snakes or iguanas (Kirpalani). Humans have died from being exposed to diseases like the Monkey B virus carried by nonhuman primates as well as rabies found in many different species of animals. Additionally, humans can pose a threat to the exotic animals when they come into contact with them. Diseases that humans carry, like the herpes simplex virus, if contracted, can be fatal to certain small primates (Parsell). Many people question why there are a great number of exotic animals for sale in the United States. The answer is simple: exotic animal trade has been significantly profitable for those parties involved. The American Society for the Prevention of Cruelty to Animals reports that the illegal trafficking of exotic animals is a twenty-billion dollar industry (Eaton). Even though many states have laws that prohibit the sale and purchase of exotic animals, they continue to be illegally purchased through easy access websites, exotic animal brokers, exotic animal breeders, and exotic animal auctions held at livestock yards. There were even reports of one Texas woman selling tiger cubs from the back of her car in a Wal-Mart parking lot. I recently visited the website ExoticAnimalsForSale. net and discovered over six-hundred advertisements for exotic animals that were being sold. The animals ranged from large game cats to exotic birds and dangerous reptiles. Interested buyers can simply purchase these animals with one click of the mouse. The ease of illegally purchasing exotic animals has made this industry considerably successful. The lack of awareness and ignorance of many people that own exotic animals has been the cause of many incidents or attacks that have occurred. Recently, Terry Thompson, of Zanesville, Ohio, released his fifty-six exotic animals from their secure cages and then took his own life, enabling the animals to dangerously roam the farmland surrounding the moderately populated community. Most of the exotic animals released were extremely dangerous and posed a threat to the public. That afternoon, law enforcement officials were ordered to shoot and kill eighteen Bengal tigers, seventeen lions, six black bears, three mountain lions, two grizzly bears, two wolves, and one baboon. One other primate, a macaque monkey was reported missing, but later the remains were found and had been half eaten by another animal. Zoologist and animal activist were appalled that all the animals had to be exterminated, especially the eighteen Bengal tigers; a species that is currently found on the International Union for Conservation of Nature Red List of Threatened Species (IUCN). Although forty-nine of them had to be killed, only one bear, two monkeys, and three leopards were successfully trapped and transferred to the nearby Columbus Zoo. Investigation later revealed that Thompson was not a sane person. He had past run-ins with the law concerning the welfare of his animals, and he had been convicted of animal cruelty in 2005. Similar incidents have occurred concerning the dangers of exotic animal ownership. Like the couple from Grain Valley, Missouri who were charged with endangering the welfare of a child when their pet ferret chewed off seven of their infant son’s fingers down to the knuckle. The news has reported many other shocking exotic animal incidents that have occurred this year. In Connecticut, a television animal star chimpanzee bit off both hands and mauled the face and of an elderly woman. In Florida, the death of a two year old girl who was squeezed to death in her crib by a pet python raised many concerns with the government officials that enforce animal ownership laws. These incidents, as well as many others, have shown that protective action must be taken immediately by law makers. The leniency in laws that prohibit the sale and purchase of exotic animals does not come without consequences. The Exotic Animal Incidents database compiled by the animal protection agency Born Free USA reports that seventy-five human deaths and over fifteen-hundred non-fatal incidents have occurred over the last twenty-one years (Whyte). As a result of the Zanesville incident, Ohio Governor John R. Kasich issued an executive order requesting state agencies to increase inspections and enforce stricter laws relating to animal health, captivity, and cruelty. The executive order called for The Ohio Department of Health, The Ohio Department of Natural Resources, and The Ohio Department of Agriculture to cooperate in the detailed investigation and additional inspection of private exotic animal owners and their facilities where wild animals are being bred, raised, and exploited. Ownership of exotic animals is legal in nine states, and in thirty other states, exotic animal ownership is legal if permits are simply applied for through state and local organizations (Kirpalani). These states must revise this easy process that they have developed. The laws should make exotic animal ownership harder. The process should weed out those individuals that are not competent enough to care for these animals. Our federal government has only one law in place to regulate the treatment of animals. The Animal Welfare Act, signed in 1996, requires that minimum standards of care and treatment be provided for certain animals bred for commercial sale, used in research, commercially transported, or exhibited to the public (USDA). Exotic animals should never be pets. They are wild animals and should be treated as if they are roaming free in their natural habitat, not at the cost of entertainment and human profits. It is imperative that state lawmakers and government officials take immediate action to pass strong legislation to protect the world’s exotic animals. Without these laws in place, many more animals will be held captive, mistreated, and set up as a danger to the public. Exotic animals should be in legitimate zoos where they can live in appropriate habitats, receive proper veterinary care, and adequate nutrition. Only professionals in a zoo should have the responsibility of providing the care and attention that these innocent animals deserve.

Exploring Why We Enjoy the Anti-Hero Essay -- The Rise of the Anti-Her

There is no doubt that the popularity of the anti-hero as we know it has increased in recent times. With unlikely, yet popular moral gray protagonists like Jack Bauer, Dexter, and Gregory House leading some of the most popular TV shows and characters like James Bond, Lisbeth Salander, Tyler Durden (from Fight Club), and Jack Sparrow being some of the most memorable in movies, it is not surprising that there has been an increased interest to understand what causes this characters to be so popular (Peter Jonason in et al., 193). What is it that makes them as likeable, if not more, than a normal hero? How come we relate to characters that perform actions that, if done in real life, would cause us to see them in a whole different light? My argument is that an increased understanding in the human psyche has enabled us to see through our preconceived moral standards to accept and, in many cases, admire these anti-heros. Under the right circumstances, almost any action is permissible (albeit not necessarily right or wrong). The readers, however, must undergo a process of exposure to the anti-hero and the world she inhabits before they permit her actions. This process of â€Å"disengagement† (presented by Daniel Shafer and Arthur Raney) is what enables the reader to change his preconceived moral standards, at least in the anti-hero’s universe, to actually enjoy the story. Before explaining the big picture, however, I think it is important to understand how the enjoyment of stories can be weighted. The enjoyment of most narratives is measured through the affective disposition theory (ADT). Shafer and Raney explain that: â€Å"ADT is generally considered the most comprehensive theory explaining the process through which enjoyment is derived ... ...mpathy, understand her flaws and what lead her to be the way she is, and feel those appeals to our primitive feelings related to the Dark Triad of personality traits when she kicks some butt, we can finally enjoy the positive emotions which would be condemned as wrong in the real world. Works Cited Funk, C. and Gazzaniga, M. â€Å"The functional brain architecture of human morality†. Current Opinion in Neurobiology 19 (2009): 678-681. Web. Hemley, R. â€Å"Sympathy for the Devil, What to Do About Difficult Characters†. Creating Fiction (1999): Edited by Julie Checkoway. Story Press. Jonason, P. â€Å"The Antihero in Popular Culture: Life History Theory and the Dark Triad Personality Traits†. Review of general psychology 16.2 (2012): 192-199. Web. Shafer, D. and Raney, A. â€Å"Exploring How We Enjoy Antihero Narratives†. Journal of Communications 62 (2012): 1028-1046. Web.

Education for Learners with Special Needs: Introduction to Organization and Planning Essay

In 1990, statistics showed that there were well over 43 million Americans with one or more physical or mental disabilities (Dixon, Kruse, & van Horn, 2003). Historically, society has isolated and segregated these individuals. After the passage of the Rehabilitation Act of 1973 and despite numerous laws and civil rights acts, discrimination against individuals with disabilities continues to be a serious social problem. This lecture briefly discusses the history of the laws and civil rights acts pertaining to Americans with disabilities i. e., how the laws and civil rights acts are being applied to learning in the educational system. Historical Factors That Shaped Special Education Today In 1975, Congress passed the Education of All Handicapped Children Act, now codified as the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. When the Education of All Handicapped Children Act went into effect October of 1977 (after the regulations were finalized), it guaranteed a free, appropriate public education in the least restrictive environment for all special education children and youth between the ages of 3 and 21. The numerous amendments to Individuals With Disabilities Education Act (IDEA) in 1990 expanded incentives for early intervention, preschool special education programs, and transition programs. Currently, IDEA (2004) supports efforts through several programs to provide coordinated service delivery systems for children with disabilities from birth through age 5. The two major programs serving this population are the Early Intervention Program for Infants and Toddlers With Disabilities and the Preschool Grants Program (ages 3 through 5). The Individuals With Disabilities Education Act (IDEA 1997) additionally established the Handicapped Infants and Toddlers Program for children from birth to their 3rd birthday. In the 1990s, Congress passed two important public laws. The first was the Americans With Disabilities Act (ADA) of 1990, and the other was IDEA of 1990. The premise of these laws was to guarantee civil rights for all persons with disabilities. The aim of ADA was to prohibit discrimination against individuals with disabilities in employment, public services, and accommodations (Henderson, 2000). Today this law includes persons of any age having a physical or mental impairment that significantly limits one or more of life’s major functions. These impairments include communicable diseases; health conditions such as diabetes and arthritis; severe asthma or allergies; mental health and behavioral needs; attention deficit disorder; and other physical disabilities. IDEA (1990) not only changed the name of the Education of All Handicapped Children Act to Individuals With Disabilities Education Act, it also changed the word handicapped to disabled. The amendments to IDEA of 1990 guaranteed all children with disabilities available and accessible free appropriate public education designed to meet the needs of students with special needs. The definition of special education was also expanded to include instruction carried out in the classroom, at home, in hospitals and institutions, and other settings. Related services are provided based on the needs of the special education student to benefit from instruction. In 1997, IDEA was amended once again. The amendment strengthened the academic expectations and accountability of children with disabilities. It also bridged the gap between the curricula delivered to children in regular classrooms and the curricula delivered to children in special day classes, with greater emphasis placed on the inclusion of the disabled child in the regular classroom (Hawking, 2004). Organization The category of learning disabilities is a large one, incorporating many diverse types of disabilities. IDEA (2004) defines specific learning disability as: A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in a deficient ability to listen, think, speak, read, write, spell, or do mathematical calculations. This term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. This term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; intellectual disability; or environmental, cultural, or economic disadvantage (Knoblauch & Sorenson, 1998). Least Restrictive Environment Students with disabilities are entitled to a free appropriate public education in the least restrictive environment (LRE). LRE focuses on the degree of integration with nondisabled peers. Least restrictive includes students from a full-time regular education classroom with a consultant services specialist, to students who are home- or hospital-bound, based on their severity of needs. Most students with LD are serviced in the teacher consultant model, push-in model, co-teaching model, pull-out model, learning center, or special day class. Planning Planning for special education begins with the individualized education plan (IEP) team. The IEP team is composed of parents, school nurse, school psychologist, regular education teacher, special education, and others invited by the school and/or parents to participate. The goal of the IEP, according to the National Information Center for Children and Youth With Disabilities (NICHCY, 1996), is to have a variety of individuals who are knowledgeable about the students and their evaluation and placement options. Conclusion. Many laws and litigations have shaped special education, as we know it today. The process of identification and placement has changed over the years and will continue to evolve as parents advocate for the rights of their children. Most students with LD are serviced in the regular classroom with some degree of support, whether it is consultation or pull-out. The IEP team decides the best services for each child on an individual basis.

A Narrative Report on the Mass Training for Grade Essay

The K-12 Curriculum for the Grade 3 teachers was indeed a very successful one. The training was started with smiling faces shown by each participant. This is a manifestation that the Grade 3 teachers are willing and ever ready to embrace the mission tasked by God; and that is to implement fully the K-12 Curriculum with your minds, hearts, and souls. The Mass Training for GRADE 3 teachers on the Basic Education Curriculum started on May 18, 2014 in the afternoon. Delegates from the different schools in the Division of Tuguegarao City were made to register before the start of the sessions. After which, an opening program was started with a prayer led by Mrs. Juliet B. Alan, Master Teacher 1, followed by the singing of the national anthem with Mrs. Liezel Santos, Master Teacher 1, conducting. An opening program started the one-week long training. see more:narrative report on homeroom pta meeting Dr. Benito Alipio, the Asst. Schools Division Superintendent of the division gave his opening remarks and he emphasized that a twenty -first century teachers must learn, unlearn and relearn the skills needed to produce a twenty-first century learners who are equipped with 21st century skills such as information media and technology skills, learning an innovation skills, communication skills and life career skills. Dr. Gilbert N. Tong, the Schools Division Superintendent, CESO VI, gave also his inspirational message. He really inspired us, teachers, to do our share in developing a 21st century learners who are developed with adequate knowledge and skills that readily translate into performance. Dr. Rommel Costales, the Education Program Supervisor in Filipino, discussed about the K to 12 Curriculum. He introduced the Secretary’s message on K to 12 Updates and he further emphasized on some important issues regarding the curriculum. Mrs. Vilma Darisan, Principal II, of Tagga-Dadda Elementary Schools, was the last speaker and she talked about the â€Å"Assessment†. She discussed comprehensively her topic. We ended the Day 0 full of enthusiasm. Day 1 started with a simple program led by Northeast District. It was started with a prayer then followed by the singing of the national anthem. The delegates in every district introduced themselves with their own creative way of presentation that made the session enjoyable. Dr. Janette M. Dulin, Principal IV of Linao Elementary Schools, lectured on the â€Å"Grade Three Learners.† She gave us informative lecture which made us clearer understanding on the characteristics of grade III 21st. century learners. The participants performed different activities during her lecture. After her lecture, she sub-divided the whole group into 2. Each group went on their respective assignments. Class A started their session on â€Å"Leveling of Expectations† done by Mrs. Lou Marie Miguel, Principal II of Larion Alto. She gave emphasis on the expected attitudes that each participants must possess. On the other group, Class B, was led by Mrs. Liezel Santos and disused the same topic. Mrs. Juliet B. Alan, Master Teacher I of Annafunan Elementary School, lectured comprehensively about the Araling Panlipunan subject. The participants actively participated on the different activities during her session with them. Mrs. Eleanor Cacacho and Mrs. Zenaida Rivamora, EPS I in Science and Social Studies, with Dr. Rommel Costales, EPS II in Filipino witnessed her lecture. Mrs. Lou Marie Miguel, Principal II of Larion Alto, lectured the Science subject. She really gave us a substantial lecture. Mrs. Analyn Quilang, Principal II of Pengue Ruyu, tackled on the â€Å"Edukasyon sa Pagpapakatao.† She delivered also her lecture with enthusiasm. On Day 2, Class A had their MTB with Dr. Janette Dulin as the first speaker while on Class B, Mrs. Catalon, lectured on Music. Both speakers delivered their topic energetically and substantially. On the same day, Mrs. Evangeline Palejo, tackled about the English subject in Class A while Mrs. Analyn Quilang lectured on ESP in Class B with the presence of Dr. Norma Guillermo, Chief Education Program Supervisor in Elementary Division. Dr. Guillermo felt happy with the positive feedbacks she received on the performances of the trainers as well as the participants. Day 3 (May 21, 2014), the session was chaired by the participants of the West District. Same preliminary activities were made to start the day’s session. The first lecturer was Dr. Janette Dulin. She continued her topic regarding the MTB in Class A intelligently as manifested with the active participation of the trainees. On the same time,  Mrs. Vilma Darisan presented her topic in Math. She discussed her topic enthusiastically in Class B. The trainees listened and focused themselves intently during her discussion. After which, Mrs. Catalon, and Mrs Vilma Darisan lectured on Music and Mathematics in Class A and b respectively. With their expertise in presenting their subjects, they and the trainees enjoyed together their sessions. Liezel Trumata, the trainer in Health, then followed by Mrs. Juliet Alan who tackled about the Araling Panlipunan in Class B also discussed their topics intelligently. On the fourth day ( May 22, 2014), the first lecturers are Mrs. Liezel Trumata and Mr. J. Attaban who taught Health and P.E. respectively in Class A and B. Luckily, Mrs. Santos, was observed by Dr. Venturada Durian and Mr. Gayagoy both DepEd officials in the division while Mrs. Evangeline Palejo discussed her topic in English in Class B. Demonstration teaching was done right after the last trainers had done their lectures and it was done in the afternoon and continued on the fifth day. The following demonstration teachers were; Mrs. Emily Guiquing, MTB, Mrs. Emma Calimag, Math, Mrs. Norolaine Cabalos, Araling Panlipunan, Mrs. Salvacion Cabalza, Science, and Mrs. Jane Carino, P. E. All the demonstration teachers performed well and showed their own creative way in teaching their subject matters. The pupils were responsive and actively participated in the different activities tasked by the teachers. After the demo-teaching, a critiquing was made to the teachers with their respective trainers. The training was completed when Dr. Rommel Costales, Education Supervisor II in Filipino, the last lecturer, presented his topic about the ‘Commitment Building.’ He elaborated further his topic by asking the trainees to note down four key words about their leanings on the k to 12 Curriculum with the use of a paper airplane. Everyone enjoyed much the activity. He further strengthened the leanings of the participants through a video clips about a teacher-learner relationships which touched the hearts of each participants. As we went through day by day with this training, we were enriched and enlightened with the new insights and concepts that were needed to achieve the Goal of the K-12 Curriculum and that is to become the 21st Century teachers producing multitude 21st Century learners – the hope of the future generation that could help our department, the Department of Education, be the topmost agency in our country and make  our country progressive, globally competitive and at par with other countries. The training ended with a simple closing program but with full baggage of learning on the part of the trainees as well as the trainers .

Olfactory System - Sense of Smell

Olfactory System - Sense of Smell The olfactory system is responsible for our sense of smell. This sense, also known as olfaction, is one of our five main senses and involves the detection and identification of molecules in the air. Once detected by sensory organs, nerve signals are sent to the brain where the signals are processed. Our sense of smell is closely linked our sense of taste as both rely on the perception of molecules. It is our sense of smell that allows us to detect the flavors in the foods we eat. Olfaction is one of our most powerful senses. Our sense of smell can ignite memories as well as influence our mood and behavior. Olfactory System Structures   Patrick J. Lynch, medical illustrator / Creative Commons / Wikimedia Commons Our sense of smell is a complex process that depends on sensory organs, nerves, and the brain. Structures of the olfactory system include: Nose - opening containing nasal passages that allows outside air to flow into the nasal cavity. Also a component of the respiratory system, it humidifies, filters, and warms the air inside the nose.Nasal cavity - cavity divided by the nasal septum into left and right passages. It is lined with mucosa.Olfactory epithelium - specialized type of epithelial tissue in nasal cavities that contains olfactory nerve cells and receptor nerve cells. These cells send impulses to the olfactory bulb.Cribriform plate - a porous extension of the ethmoid bone, which separates the nasal cavity from the brain. Olfactory nerve fibers extend through the holes in the cribriform to reach the olfactory bulbs.Olfactory nerve - nerve (first cranial nerve) involved in olfaction. Olfactory nerve fibers extend from the mucous membrane, through the cribriform plate, to the olfactory bulbs.Olfactory bulbs - bulb-shaped structures in the forebrain where olfactory nerves end and the olfactory tract begins.Olfactory tract - band of nerve fibers that extend from each olfactory bulb to the olfactory cortex of the brain. Olfactory cortex - area of the cerebral cortex that processes information about odors and receives nerve signals from the olfactory bulbs. Our Sense of Smell Our sense of smell works by the detection of odors. Olfactory epithelium located in the nose contains millions of chemical receptors that detect odors. When we sniff, chemicals in the air are dissolved in mucus. Odor receptor neurons in olfactory epithelium detect these odors and send the signals on to the olfactory bulbs. These signals are then sent along olfactory tracts to the olfactory cortex of the brain. The olfactory cortex is vital for the processing and perception of odor. It is located in the temporal lobe of the brain, which is involved in organizing sensory input. The olfactory cortex is also a component of the limbic system. This system is involved in the processing of our emotions, survival instincts, and memory formation. The olfactory cortex has connections with other limbic system structures such as the amygdala, hippocampus, and hypothalamus. The amygdala is involved in forming emotional responses (particularly fear responses) and memories, the hippocampus indexes and stores memories, and the hypothalamus regulates emotional responses. It is the limbic system that connects senses, such as odors, to our memories and emotions. Sense of Smell and Emotions The connection between our sense of smell and emotions is unlike that of the other senses because olfactory system nerves connect directly to brain structures of the limbic system. Odors can trigger both positive and negative emotions as aromas are associated with specific memories. Additionally, studies have demonstrated that the emotional expressions of others can influence our olfactory sense. This is due to activity of an area of the brain known as the piriform cortex which is activated prior to odor sensation. The piriform cortex processes visual information and creates an expectation that a particular fragrance will smell pleasant or unpleasant. Therefore, when we see a person with a disgusted facial expression before sensing an odor, there is an expectation that the odor is unpleasant. This expectation influences how we perceive the odor. Odor Pathways Odors are detected through two pathways. The first is the orthonasal pathway which involves odors that are sniffed in through the nose. The second is the retronasal pathway which is a pathway that connects the top of the throat to the nasal cavity. In the orthonasal pathway, odors that enter the nasal passages and are detected by chemical receptors in the nose. The retronasal pathway involves aromas that are contained within the foods we eat. As we chew food, odors are released that travel through the retronasal pathway connecting the throat to the nasal cavity. Once in the nasal cavity, these chemicals are detected by olfactory receptor cells in the nose. Should the retronasal pathway become blocked, the aromas in foods we eat can not reach odor detecting cells in the nose. As such, the flavors in the food can not be detected. This often happens when a person has a cold or sinus infection. Smell Disorders Individuals with smell disorders have difficulty detecting or perceiving odors. These difficulties may result from factors such as smoking, aging, upper respiratory infection, head injury, and exposure to chemicals or radiation. Anosmia is a condition defined by the inability to detect odors. Other types of smell defects include parosmia (a distorted perception of odors) and phantosmia (odors are hallucinated). Hyposmia, the diminished sense of smell, is also linked to the development of neurodegenerative diseases such as Parkinsons and Alzheimers disease. Sources: Merkelt, Judith. How the Emotions of Others Influence Our Olfactory Sense. Neuroscience News, 24 Aug. 2017, neurosciencenews.com/olfaction-emotion-7368/. Sarafoleanu, C, et al. The Importance of the Olfactory Sense in the Human Behavior and Evolution. J Med Life, U.S. National Library of Medicine, 15 Apr. 2009, www.ncbi.nlm.nih.gov/pmc/articles/PMC3018978/. Smell Disorders. National Institute of Deafness and Other Communication Disorders, U.S. Department of Health and Human Services, 16 Jan. 2018, www.nidcd.nih.gov/health/smell-disorders.

Dwight Eisenhower Fast Facts

Dwight Eisenhower Fast Facts Dwight Eisenhower (1890 - 1969) was elected to the White House in 1952. He had served as the Supreme Allied Commander during World War II and was a hugely popular figure in the United States. He was able to carry 83% of the electoral vote. Ironically, he never saw active combat despite his many years in the military.   Following is a list of fast facts for Dwight Eisenhower.  For more in depth information, you can also read the Dwight Eisenhower Biography. Birth: October 14, 1890 Death: March 28, 1969 Term of Office: January 20, 1953 - January 20, 1961 Number of Terms Elected: 2 Terms First Lady: Marie Mamie Geneva Doud Chart of the First Ladies Dwight Eisenhower Quote: No people can live to itself alone. The unity of all who dwell in freedom is their own sure. ~Second Inaugural AddressAdditional Dwight Eisenhower Quotes Major Events While in Office: End of the Korean War (1953) Brown v. Board of Education (1954) Interstate Highway System Created (1956)Eisenhower ordered Federal troops to Little Rock, Arkansas to enforce integration (1957)Eisenhower Doctrine (1957) States Entering Union While in Office: Alaska (1959)Hawaii (1959) Related Dwight Eisenhower Resources: These additional resources on Dwight Eisenhower can provide you with further information about the president and his times. Dwight Eisenhower BiographyWant a more detailed look at Dwight Eisenhowers life from his childhood through his time as president? This biography provides detailed information to help you gain a better understanding of the man and his administration. Overview of World War IIWorld War II was the war to end aggression by ruthless dictators. The allies fought for humane treatment of all people. This war is characterized by extremes. People remember the heroes with fondness and the perpetrators of the Holocaust with hatred. Brown v. Board of EducationThis court case overturned the doctrine of Separate but Equal that had been allowed with the Plessy v. Ferguson decision in 1896. Korean ConflictThe war in Korea lasted from 1950-1953. It has been called the forgotten war because of its placement between the glory of World War II and the agony caused by the Vietnam War. Chart of Presidents and Vice PresidentsThis informative chart gives quick reference information on the presidents, vice-presidents, their terms of office, and their political parties. Other Presidential Fast Facts: Harry TrumanJohn F. KennedyList of American Presidents

Schmearton 1 Essay Example | Topics and Well Written Essays - 750 words

Schmearton 1 - Essay Example This means that there are roles that have more necessity than others especially considering their impact to the company and the limited timeframe. A case study of the same can be elaborated as follows. The author may assume the position of the chief executive officer who is managing a manufacturing plant which produces a product by the name travel toothbrush. Normally, when an officer arrives at work, he/she has a work to do list. In this case, this may include meeting a particular supplier to shape up a previous contract concerning toilet papers and other cleaning supplies that are used in the sanitation rooms of the business. Another event could interviewing candidates for an open position that may require an individual who can supervise the production line. The monthly report might be due the next day and should therefore be worked on for submission on time. The last event might be inspecting a critical position within the production line. Nevertheless, emergencies will always come up and need to be handled with urgency. An example of the same could be a report by the vice president of the company that the trucks that are supposed to transport the coming week supplies have not yet arrived. This will mean that the chief executive officer calls the head of the transportation department to enquire about the unprecedented happenings. Following up this case means that it gets added to the work to do list. The officer may realize that he/she can only complete three items at ago and should therefore prioritize on the pending agendas. An understanding on the essence of toiletries will portray the same as not as essential to the production line. Actually, in real terms, the officer is responsible for keeping costs down including those involved in cleaning supplies. They may represent up to one percent of the company’s budget. On the other hand, rescheduling the meeting with the supplier will mean that money will continue to

Leadership + Economics of Regulation + Ethics and Organizational Essay

Leadership + Economics of Regulation + Ethics and Organizational Structure - Essay Example a. Employees typically resist a change that they believe will take away something of value. A proposed change in technology, job design or structure may lead to a real or perceived loss of pay, power, prestige or company benefits. (Daft 381-383) The fear of personal loss felt by employees is perhaps the greatest obstacle to organizational change and since larger organizations have a greater number of employees who feel endangered the resistance to change is far greater than the one usually experienced in smaller organizations. b. Lack of trust and understanding also has a magnified impact in larger organizations. Employees very often do not understand the intended reason behind a change and very often mistrust the intentions behind it (Daft 381-383). Having a greater number of people in this case magnifies the air of mistrust and creates further roadblocks to change. c. The uncertainty that every change brings with itself also plays a major role in the resistance to change displayed by employees of a large organization. For employees change means uncertainty and that bring out in them a fear of the unknown. Employees worry about whether they will be able to meet the demands of a new technology or a new procedure (Daft 381-383). The greater the number of uncertain employees, the greater will be the resistance to change. Leadership plays a very important role in the design and the regular updating of an organization’s organizational architecture. It is the leadership style of the leader that determines the organizational logic and the whole purpose of an organizational structure update is to ensure that the organizational chart of the organization accurate reflects how the stake holders in the organization actually work together. So if the leadership style of the leader is autocratic the organizational architecture should reflect it and if the leadership style of the leader is democratic then the organizational architecture should reflect it as